Collaborative Research: Modeling Assessment to Enhance Teaching and Learning

尽管许多教育工作者提倡循证教学，但对教师来说，实施这种做法往往相当困难。评估和问责制数据通常用于系统级改革，但很少用于帮助教师指导日常教学决策。更有用的评估系统应该提供可操作的信息，以帮助指导教学决策，传达学生知识的发展，并整合各种形式的数据以帮助教师。这样的系统必须在逻辑上可行，为解释成绩信息提供合适的依据，并且存在于对学生学习的持续反馈感兴趣的教师群体中。该项目将修改现有的评估系统（BEAR评估系统），为教师提供关于学生学习的持续的、有指导意义的证据，并将学生的作业成果和形成性评估与总结性评估联系起来，形成对学生成长的有用估计。为了设计和测试评估系统，研究人员将通过课堂观察、视频记录和访谈来研究教师将评估工具与教学的整合。教师的反馈和对其评估实践的观察将为评估系统的修订提供参考。多重迭代将关注于如何最好地表示和显示跟踪个人和小组学习的评估结果。研究人员将研究新的心理测量模型，将学生课堂作业、对形成性评估的反应和总结性评估的信息联系起来，以提供更可靠的学生学习估计。探索研究PreK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高PreK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。

Although many in education advocate for evidence-based teaching, implementation of such practices is often quite difficult for teachers. Assessment and accountability data are commonly used for system-level reforms, but are seldom designed to help teachers guide day-to-day instructional decision-making. More useful assessment systems should deliver actionable information to assist in guiding instructional decisions, communicate the development of student knowledge, and integrate various forms of data to assist teachers. Such systems must be logistically feasible to implement, provide suitable grounds for interpreting information about achievement, and exist in a teacher community interested in ongoing feedback about student learning.This project will modify an existing assessment system (BEAR Assessment System) to provide ongoing, instructionally productive evidence to teachers about student learning and to link student work products and formative assessments with summative assessments in models that generate useful estimates of student growth. To design and test the assessment system, researchers will study teacher integration of assessment tools with instruction via classroom observations, video records, and interviews. Feedback from teachers and observations of their assessment practices will inform revisions to the assessment system. Multiple iterations will focus on how best to represent and display assessment results for tracking individual and group learning. Researchers will investigate new psychometric models that link information from student classroom work, responses to formative assessments, and summative evaluations to provide more reliable estimates of student learning.The Discovery Research PreK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.