Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8

在 6-8 年级基于学习轨迹的数学学习地图中构建下一代诊断评估和报告系统

• 批准号: 1621254
• 负责人: Jere Confrey
• 金额: $ 299.98万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621254&HistoricalAwards=false
• 关键词: Building; Next; Generation; Diagnostic; Assessment

The Discovery Research K-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. This proposal seeks to design a next generation diagnostic assessment using learning progressions and other research (in the learning sciences) to support middle grades mathematics teaching and learning. It will focus on nine large content ideas, and associated Common Core State Standards for Mathematics. The PIs will track students over time, and work within school districts to ensure feasibility and use of the assessment system. The research will build on prior funding by multiple funding agencies and address four major goals. The partnership seeks to address these goals: 1) revising and strengthening the diagnostic assessments in mathematics by adding new item types and dynamic tools for data gathering 2) studying alternative ways to use measurement models to assess student mathematical progress over time using the concept of learning trajectories, 3) investigating how to assist students and teachers to effectively interpret reports on math progress, both at the individual and the class level, and 4) engineering and studying instructional strategies based on student results and interpretations, as they are implemented within competency-based and personalized learning classrooms. The learning map, assessment system, and analytics are open source and can be used by other research and implementation teams. The project will exhibit broad impact due to the number of states, school districts and varied kinds of schools seeking this kind of resource as a means to improve instruction. Finally, the research project contributes to the nationally supported move to create, use, and apply research based open educational resources at scale.

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，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，这些研究和开发工作为拟议项目提供了理论和经验依据。这项建议旨在设计下一代诊断评估使用学习进展和其他研究（在学习科学），以支持中年级数学教学和学习。 它将集中在九个大内容的想法，以及相关的数学共同核心国家标准。 PI将随着时间的推移跟踪学生，并在学区内工作，以确保评估系统的可行性和使用。 该研究将建立在多个资助机构先前资助的基础上，并解决四个主要目标。该伙伴关系旨在实现这些目标：1）通过增加新的项目类型和动态数据收集工具，修订和加强数学诊断评估2）研究使用测量模型的替代方法，使用学习轨迹的概念评估学生随着时间的推移的数学进步，3）调查如何帮助学生和教师有效地解释数学进步报告，在个人和班级层面，以及4）工程和研究教学策略的基础上，学生的结果和解释，因为他们是在能力为基础的和个性化的学习课堂实施。学习地图、评估系统和分析都是开源的，可供其他研究和实施团队使用。由于有许多州、学区和各种学校寻求这种资源作为改善教学的手段，该项目将产生广泛的影响。 最后，该研究项目有助于国家支持的大规模创建，使用和应用基于研究的开放教育资源。