权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Collaborative Research: Developing & Evaluating Assessments of Problem Solving

合作研究：发展

基本信息

批准号：
1720661
负责人：
Toni May-Sondergeld
金额：
$ 32.57万
依托单位：
Drexel 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 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1720661&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.

目前的国家数学标准在内容标准和实践标准方面都战略性地侧重于解决问题的能力。内容标准描述了数学学生在每个年级应该学习什么，而实践标准描述了所有学生应该经历的数学行为（例如，在解决问题和有效地推理现实世界的情况下的毅力）。解决问题的能力存在于每个年级。如果数学教师希望学生在日常教学中解决问题，那么学生的解决问题的表现必须以一种产生有意义的，有效的和可靠的分数的方式进行评估，而不会给教师或学生带来不必要的负担。不幸的是，大多数解决问题的评估通常是由一组数学期望，不同于国家标准的框架。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。在此之前，该研究团队已经为6-8年级建立了解决问题的措施，这些措施解决了框架中的这一差距，并产生了有意义的，有效的和可靠的分数，并且不会对学生产生意想不到的负面影响。目前的项目，题为开发和评估问题解决评估（DEAP），通过创建3-5年级的问题解决措施，建立在团队的先前工作。初级评估将与中级评估相连接，并将供学区，研究人员和其他寻求有效衡量儿童解决问题能力的教育专业人员使用。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教育的基础研究和为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。广义而言，DEAP的目标是（a）创建三个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，（c）为方案支助和行政管理人员建立一个有意义的报告制度。研究问题是：（a）PSM 3、PSM 4和PSM 5与学生解决问题的表现有关的心理测量学特性是什么？(b)证据如何支持PSM 3、PSM 4、PSM 5、PSM 6、PSM 7和PSM 8的垂直等同（联系）？(c)在形成性使用时，PSM 3、PSM 4和PSM 5及其相关的报告系统如何影响教师的教学决策？第一年专注于项目和测试开发。这项研究将进行认知访谈，并与一小群学生进行测试，以探索项目和测试的功能。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。第三年进行最后一轮试点测试，并选择纵向等同的联系项目。第四年是对PSM系列进行试点测试，包括链接项目和开发报告系统。环境部对这一领域的潜在贡献有三个方面。(1)评估结果将提供给公众使用。(2)一套纵向等同的解决问题的措施将使用户有机会探索学生的解决问题的表现，因为他们跨年级入学，这是目前不可能在国家或国家一级。(3)这个项目填补了在该领域的需要，因为没有一套措施使用垂直等值，以评估小学生的解决问题的表现在一个严格的方式在国家测试的背景下。