Systemic Formative Assessment to Promote Mathematics Learning in Urban Elementary Schools

系统形成性评估促进城市小学数学学习

• 批准号: 1621333
• 负责人: Jonathan Supovitz
• 金额: $ 300万
• 依托单位: University of Pennsylvania
• 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 2021-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621333&HistoricalAwards=false
• 关键词: Systemic; Formative; Assessment; Promote; Mathematics

Districts have long struggled to implement instructional programming in ways that meaningfully and sustainably impact teaching and learning. Systemic education reform is based on the hypothesis that prevailing patterns of incoherence and misalignment in an educational system can send mixed messages to local implementers as they try to respond to various cues and incentives in the environment. Systemic reform seeks to bring alignment to education systems in multiple ways, including consistency across instructional philosophies, alignment across grade levels, and vertical coherence from district to schools to classrooms. This project builds on the Consortium for Policy Research in Education's (CPRE) ongoing, NSF-funded experimental study of the impacts of the Ongoing Assessment Project's (OGAP) math assessment intervention on elementary teachers and students in Philadelphia-area schools. The project will combine the OGAP math intervention with research-based understandings of systemic reform. OGAP is based upon established theory and research demonstrating the impact of teachers' use of ongoing short- and medium-cycle formative assessment on student learning. It combines these understandings with recent research on learning trajectories within mathematics content domains. By bringing to bear the strengths of all three of these areas of research - formative assessment, learning trajectories, and systemic reform - the project promises a significant contribution to the knowledge base about the application of math learning research to classroom instruction on a large scale. This project will produce concrete tools, routines, and practices that can be applied to strengthen programs' implementation by ensuring the strategic support of school and district leaders. This project is funded by the Discovery Research PreK-12 (DRK-12) and EHR Core Research (ECR) Programs. The DRK-12 program supports research and development on STEM education innovations and approaches to teaching, learning, and assessment. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. CPRE and the School District of Philadelphia (SDP) will establish a research-practice partnership focused on developing, implementing, refining, and testing a systemic support model to strengthen implementation of the OGAP math intervention in elementary schools. CPRE's current experimental study of OGAP's impacts reveals, preliminarily, statistically significant positive effects on teacher knowledge and student learning. As a result, SDP has decided to expand OGAP into an additional 60 schools in 2016-17. However, the current OGAP study has also revealed weak implementation stemming from a lack of consistent leadership support for the intervention. The project will address this implementation challenge by developing, refining, supporting, and documenting a systemic support component that will accompany OGAP's classroom-level implementation. The systemic supports will be developed by a research-practice partnership between CPRE; SDP; OGAP; the Graduate School of Education at the University of Pennsylvania (PennGSE); and the Philadelphia Education Research Consortium (PERC). The team will use principles of design-based implementation research to iteratively refine and improve the systemic support model. Along with the design and development of the systemic support model, the project will conduct a mixed-methods study of its impacts and roll-out. A three-armed quasi-experimental study will examine the differential impacts of OGAP, with and without systemic supports, and business-as-usual math programming on teacher and student outcomes. A mixed-methods study will examine teacher and administrator experiences in both treatment groups, and will provide feedback to inform the iterative development of the systemic support model.

学区长期以来一直在努力以有意义和可持续地影响教与学的方式实施教学规划。系统的教育改革基于这样一种假设，即教育系统中普遍存在的不连贯和不协调的模式可以向当地实施者发出混合的信息，因为他们试图对环境中的各种线索和激励做出反应。系统性改革寻求以多种方式使教育系统保持一致，包括教学理念的一致性、年级之间的一致性以及从地区到学校再到教室的纵向一致性。该项目建立在教育政策研究联盟(CPRE)正在进行的、由NSF资助的关于正在进行的评估项目(OGAP)数学评估干预对费城地区学校小学教师和学生影响的实验研究的基础上。该项目将结合OGAP的数学干预和对系统改革的基于研究的理解。OGAP以既定的理论和研究为基础，证明了教师使用正在进行的中短期形成性评估对学生学习的影响。它将这些理解与最近关于数学内容领域内学习轨迹的研究结合在一起。通过利用这三个研究领域的优势-形成性评估、学习轨迹和系统改革-该项目有望为大规模将数学学习研究应用于课堂教学的知识库做出重大贡献。这个项目将产生具体的工具、惯例和实践，通过确保学校和地区领导人的战略支持，这些工具、惯例和做法可以用于加强项目的实施。该项目由探索研究PreK-12(DRK-12)和EHR核心研究(ECR)计划资助。DRK-12计划支持STEM教育创新以及教、学和评估方法的研究和开发。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。CPRE和费城学区(SDP)将建立研究-实践伙伴关系，专注于开发、实施、完善和测试系统支持模式，以加强OGAP数学干预在小学的实施。CPRE目前对OGAP影响的实验研究初步显示，对教师知识和学生学习的积极影响在统计学上是显著的。因此，SDP决定在2016-17学年将OGAP扩展到另外60所学校。然而，OGAP目前的研究也揭示了执行不力的原因是缺乏对干预的一贯领导支持。该项目将通过开发、完善、支持和记录伴随OGAP课堂级实施的系统支持部分来应对这一实施挑战。系统的支持将通过CPRE、SDP、OGAP、宾夕法尼亚大学教育研究生院(PennGSE)和费城教育研究联盟(PERC)之间的研究-实践伙伴关系来发展。该团队将使用基于设计的实施研究的原则，反复细化和改进系统支持模式。随着系统支持模式的设计和开发，该项目将对其影响和推出进行混合方法研究。一项三臂准实验研究将考察OGAP在有和没有系统支持的情况下，以及一切照旧的数学编程对教师和学生结果的不同影响。一项混合方法研究将检查两个治疗组的教师和管理人员的经验，并将提供反馈，为系统支持模式的迭代发展提供信息。