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Collaborative Research: Developing & Evaluating Assessments of Problem Solving

合作研究：发展

基本信息

批准号：
1720646
负责人：
Jonathan Bostic
金额：
$ 154.32万
依托单位：
Bowling Green State University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-01 至 2023-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1720646&HistoricalAwards=false
关键词：
Collaborative Research Developing &amp Evaluating

项目摘要

Current state standards in mathematics are strategically focused on problem-solving skills in both content standards and practice standards. Content standards describe what math students are expected to learn at each grade level while practice standards characterize math behaviors that all students should experience (e.g., perseverance while problem solving and reasoning effectively about real-world situations). Problem solving is found at every grade level. If math teachers are expected to engage students in problem solving during everyday instruction, then students' problem-solving performance must be assessed in a manner that produces meaningful, valid, and reliable scores, without unduly burdening teachers or students. Unfortunately, most problem-solving assessments are generally framed by a set of mathematics expectations that differ from state standards. Thus, results from those assessments are disconnected from the mathematics content that students learn in the classroom. Previously, this research team has built problem-solving measures for grades 6-8, which address this gap in framing and generates meaningful, valid, and reliable scores, and do not have unintended negative consequences on students. The current project, titled Developing and Evaluating Assessments of Problem Solving (DEAP), builds upon the team's prior work by creating problem-solving measures for grades 3-5. The elementary assessments will be connected to the middle-grades assessments and will be available for use by school districts, researchers, and other education professionals seeking to effectively measure children's problem solving. 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.Broadly speaking, the aims of DEAP are (a) to create three new mathematical problem-solving assessments and gather validity evidence for their use, (b) link the problem-solving measures (PSMs) with prior problem-solving measures (i.e., PSM6, PSM7, and PSM8), and (c) develop a meaningful reporting system for the PSMs. The research questions are: (a) What are the psychometric properties of the PSM3, PSM4, and PSM5 as they relate to students' problem-solving performance? (b) How does the evidence support vertical equating (linking) of the PSM3, PSM4, PSM5, PSM6, PSM7, and PSM8? (c) How do the PSM3, PSM4, and PSM5, and their related reporting systems impact teachers' instructional decision making when used formatively? Year 1 focuses on item and test development. The study will conduct cognitive interviews and administer tests with a small group of students to explore how items and tests function. Rasch (1-PL) measurement will be employed, similar to prior PSM development. Year 2 includes further pilot testing and gathering validity evidence through cognitive interviews and test administration. Year 3 has a final round of pilot testing and selection of linking items for vertical equating. Year 4 involves pilot testing the PSM series with linking items and developing a reporting system. DEAP's potential contributions to the field are three-fold. (1) Assessments will be available for use by the public. (2) A set of vertically equated problem-solving measures will allow users the opportunity to explore students' problem-solving performance as they matriculate across grade levels, which is currently not possible at the state or national level. (3) This project fills a need in the field as no set of measures uses vertical equating to assess elementary students' problem-solving performance in a rigorous fashion within the context of state testing.

当前的数学国家标准在内容标准和实践标准方面战略性地侧重于解决问题的技能。内容标准描述了学生在每个年级应该学习的内容，而实践标准则描述了所有学生都应该经历的数学行为（例如，在解决问题时坚持不懈并有效地推理现实世界的情况）。每个年级都可以找到解决问题的方法。如果数学教师希望在日常教学中让学生参与解决问题，那么学生解决问题的表现必须以产生有意义、有效和可靠的分数的方式进行评估，而不会给教师或学生带来过度的负担。不幸的是，大多数解决问题的评估通常是由一组与州标准不同的数学期望构成的。因此，这些评估的结果与学生在课堂上学习的数学内容脱节。此前，该研究团队为 6-8 年级制定了解决问题的措施，解决了框架中的这一差距，并生成有意义、有效和可靠的分数，并且不会对学生产生意想不到的负面影响。当前的项目名为“制定和评估问题解决评估 (DEAP)”，以团队之前的工作为基础，为 3-5 年级制定了解决问题的措施。初级评估将与中级评估相关联，可供学区、研究人员和其他寻求有效衡量儿童问题解决能力的教育专业人员使用。发现研究 K-12 计划 (DRK-12) 旨在通过创新资源、模型和工具 (RMT) 的研究和开发，显着增强 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，为拟议的项目提供理论和实证依据。从广义上讲，DEAP 的目标是 (a) 创建三种新的数学问题解决评估并收集其使用的有效性证据，(b) 将问题解决措施 (PSM) 与先前的问题解决措施（即 PSM6、PSM7 和 PSM8）联系起来， (c) 为 PSM 制定有意义的报告系统。研究问题是： (a) PSM3、PSM4 和 PSM5 与学生解决问题的表现相关的心理测量特性是什么？ (b) 证据如何支持 PSM3、PSM4、PSM5、PSM6、PSM7 和 PSM8 的垂直等同（链接）？ (c) PSM3、PSM4 和 PSM5 及其相关报告系统在形成性使用时如何影响教师的教学决策？第一年的重点是项目和测试开发。该研究将对一小群学生进行认知访谈和测试，以探索项目和测试的运作方式。将采用 Rasch (1-PL) 测量，类似于之前的 PSM 开发。第二年包括进一步的试点测试，并通过认知访谈和测试管理收集有效性证据。第三年有最后一轮试点测试和垂直等同链接项目的选择。第 4 年涉及通过链接项目对 PSM 系列进行试点测试并开发报告系统。 DEAP 对该领域的潜在贡献有三方面。 (1) 评估结果可供公众使用。 (2) 一套垂直等同的问题解决措施将使用户有机会探索学生在跨年级入学时解决问题的表现，这在州或国家一级目前是不可能的。 (3) 该项目满足了该领域的需求，因为没有一套措施使用垂直等同法在州测试的背景下以严格的方式评估小学生解决问题的表现。