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Assessment Practices of STEM Teachers

STEM教师的评估实践

基本信息

批准号：
1757249
负责人：
Hannah Sevian
金额：
$ 110万
依托单位：
University of Massachusetts Boston
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-03-01 至 2024-02-29
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1757249&HistoricalAwards=false
关键词：
Assessment Practices STEM Teachers

项目摘要

With funding from the National Science Foundation's Noyce Program, Research Track 4, this partnership between the University of Massachusetts Boston and Boston Public Schools will characterize growth in the assessment practices of science, technology, engineering, and mathematics (STEM) teachers. The goal is to understand how assessment practices may drive teacher effectiveness. This research study will include participation of 58 elementary, middle, and high school STEM teachers who previously participated in a Noyce-funded project and who have persisted in teaching in Boston or other nearby high-need districts. The project will compare differences in the assessment practices of these Noyce-program teachers to 29 other K-12 STEM teachers from the same area, but who participated in different training programs. The project aims to increase knowledge about STEM teacher effectiveness by how teacher effectiveness may relate to teachers measure their students' understanding. The project will examine changes in how STEM teachers measure student learning over several years, as the teachers gain more experience in the classroom. Outcomes from the research will help us understand how STEM teachers measure student learning and use that information to improve their teaching and to assign grades. The goals of the research study are to: (a) Increase understanding of teachers' assessment practices, particularly for Noyce Scholars in comparison to other STEM teachers who also persist in teaching in high-need school districts; (b) Measure growth in the assessment practices of Noyce Scholars in comparison to other STEM teachers over time; and (c) Better understand the role of the conceptual, pedagogical, cultural and political challenges teachers face as their assessment practices change. The research employs both qualitative and quantitative methods, in an interaction analysis framework, to study four research questions about K-12 STEM teachers who have persisted in teaching in high-need districts: (1) What are the teachers' current assessment practices? (2) How have their assessment practices changed from when they began teaching in a high-need district? (3) How do salient retrospective conceptual, pedagogical, cultural, and political challenges negotiated by the teachers explain their current classroom formative assessment practices and changes over time in their assessment practices? and (4) For teachers who have persisted teaching in Boston Public Schools, how do assessment practices relate to student performance outcomes on classroom assessments and to district and State standardized mathematics and science exams? Across these questions, the research team will examine differences between Boston and other districts, as well as effects of other factors, including Noyce- vs. non-Noyce- prepared teachers, length of time teaching in high-need districts, and school-level influences such as school culture, accountability rating, stability of leadership, and professional development opportunities. The project will contribute to theory about teacher assessment practices and the degree to which interaction analysis is useful in studying these practices. The project will also contribute to educational policy implications for supporting teachers to navigate pedagogical perspectives, curricular expectations, administrative policies and procedures, and external pressures as they persist in STEM teaching careers in high-need districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在国家科学基金会诺伊斯计划研究轨道4的资助下，马萨诸塞大学波士顿分校和波士顿公立学校之间的这一合作伙伴关系将成为科学、技术、工程和数学(STEM)教师评估实践增长的特征。目标是了解评估实践如何提高教师的效率。这项研究将包括58名小学、初中和高中STEM教师的参与，他们以前参加了诺伊斯资助的一个项目，并坚持在波士顿或其他附近的高需求地区任教。该项目将比较这些Noyce计划教师与来自同一地区但参加不同培训计划的其他29名K-12 STEM教师在评估实践方面的差异。该项目旨在通过教师有效性如何与教师测量其学生的理解程度相关联来增加对STEM教师有效性的了解。该项目将考察STEM教师在几年内衡量学生学习情况的变化，因为教师在课堂上获得了更多的经验。研究结果将帮助我们了解STEM教师如何衡量学生的学习情况，并利用这些信息来改进他们的教学和评分。这项研究的目的是：(A)增进对教师评估做法的了解，特别是与其他同样坚持在急需教学的学区任教的STEM教师相比；(B)衡量与其他STEM教师相比，Noyce学者的评估做法随着时间的推移而出现的增长；以及(C)更好地了解教师在评估做法发生变化时所面临的概念、教学、文化和政治挑战的作用。本研究采用定性与定量相结合的方法，在互动分析框架下，对坚持在高需求地区任教的K-12 STEM教师的四个研究问题进行了研究：(1)教师目前的评估实践是什么？(2)他们的评估实践与他们在高需求地区开始教学时相比有什么变化？(3)教师协商的显著回溯性概念、教学、文化和政治挑战如何解释他们当前的课堂形成性评估实践以及随着时间的推移他们在评估实践中的变化？以及(4)对于一直在波士顿公立学校任教的教师，评估实践与学生在课堂评估中的表现以及与地区和州标准化数学和科学考试的关系如何？通过这些问题，研究小组将检查波士顿与其他地区的差异，以及其他因素的影响，包括诺伊斯教师与非诺伊斯教师的差异，在高需求地区的教学时间，以及学校层面的影响，如学校文化、责任评级、领导层的稳定性和职业发展机会。该项目将有助于教师评估实践的理论，以及互动分析在研究这些实践中的有用程度。该项目还将有助于对教育政策的影响，以支持教师在高需求地区坚持STEM教学生涯时驾驭教学视角、课程期望、行政政策和程序以及外部压力。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。