Collaborative Research: Improving Multi-dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers? Capacity Through Learning Communities

这是提交给Discovery Research PreK-12（DRK-12）计划评估链的早期设计和开发协作成果。它的主要目标是更好地了解如何建立和维持小学科学教师在3-5年级的能力，指导和形成评估学生的方式是与当代科学教育框架和标准相一致的。为了实现这一目标，该项目将以课堂为基础的科学评估为重点，围绕这一点，建立教师在科学教学和三维科学学习的能力。这三个维度将包括学科核心思想、科学和工程实践以及交叉概念。这些方面在K-12科学教育框架（国家研究理事会; NRC，2012）和下一代科学标准（NGSS; NGSS牵头国家，2013）中进行了描述。该项目将与教师密切合作，共同开发实用的评估和规则，并帮助他们了解三维评估和教学。此外，该项目将与教师合作，在不同的环境中测试所制定的评估，并创建一个活跃的在线实践社区。两个研究问题将是：（1）这些评估在课堂使用的有效性方面，特别是在学生能力指标和支持教师教学实践的工具方面，发挥了多大的作用？以及（2）提供这些评价任务和量表，并支持教师使用它们，如何促进教师的形成性评价实践，以支持多维科学教学？该项目的研究和开发部分将产生评估和规则，这可以直接影响已经采用NGSS的地区和州的学生和教师，以及那些接受NRC框架中体现的科学教学和学习愿景的人。该项目将包括五项主要任务。首先，这项工作将使用以证据为中心的设计方法，迭代地开发评估和形成性使用的规则。第二，它将收集数据，从基于证据的修订和重新设计的评估，从教师试点的评估和规则，项目认知实验室研究与学生，和评估设计产品的外部审查。第三，它将研究教师的课堂使用评估，以了解和记录他们如何融合评估和教学。该项目将使用前/后问卷调查，录像，观察现场记录，和前/后访谈。第四，加强参与教师的能力建设。教师合作者（n=9）将参与设计的评估任务，并作为技术助理的整体实施过程。教师实施者（n=15）将使用评估形成他们的教学实践的一部分。最后，这项工作将通过发展技术援助基础设施，并利用教师的专门知识，利用旨在提供诊断性和指导性信息的评估，对学生的工作进行形成性评估，从而发展一个学习者社区。外部审查员和咨询委员会将提供关于项目进程的形成性反馈意见，并对项目成果进行总结性评价。这一奋进的主要成果将是小学科学多维评估的原型和新的知识领域的基本理论，发展教师的能力，从事多维科学教学，学习和评估。DRK-12计划旨在显着提高学习和教学的科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和开发创新资源、模式和工具。该计划中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验证明的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This is an Early-Stage Design and Development collaborative effort submitted to the assessment strand of the Discovery Research PreK-12 (DRK-12) Program. Its main goal is to better understand how to build and sustain the capacity of elementary science teachers in grades 3-5 to instruct and formatively assess students in ways that are aligned with contemporary science education frameworks and standards. To achieve this goal, the project will use classroom-based science assessment as a focus around which to build teacher capacity in science instruction and three-dimensional learning in science. The three dimensions will include disciplinary core ideas, science and engineering practices, and crosscutting concepts. These dimensions are described in the Framework for K-12 Science Education (National Research Council; NRC, 2012), and the Next Generation Science Standards (NGSS; NGSS Lead States, 2013). The project will work closely with teachers to co-develop usable assessments and rubrics and help them to learn about three-dimensional assessment and instruction. Also, the project will work with teachers to test the developed assessments in diverse settings, and to create an active, online community of practice. The two research questions will be: (1) How well do these assessments function with respect to aspects of validity for classroom use, particularly in terms of indicators of student proficiency, and tools to support teacher instructional practice?; and (2) In what ways do providing these assessment tasks and rubrics, and supporting teachers in their use, advance teachers' formative assessment practices to support multi-dimensional science instruction? The research and development components of this project will produce assessments and rubrics, which can directly impact students and teachers in the districts and states that have adopted the NGSS, as well as those that have embraced the vision of science teaching and learning embodied in the NRC Framework. The project will consist of five major tasks. First, the effort will iteratively develop assessments and rubrics for formative use, using an evidence-centered design approach. Second, it will collect data from evidence-based revision and redesign of the assessments from teachers piloting the assessments and rubrics, project cognitive laboratory studies with students, and an external review of the assessments design products. Third, it will study teachers' classroom use of assessments to understand and document how they blend assessment and instruction. The project will use pre/post questionnaires, video recordings, observation field notes, and pre/post interviews. Fourth, the study will build the capacity of participating teachers. Teacher Collaborators (n=9) will engage in participatory design of the assessment tasks and act as technical assistants to the overall implementation process. Teacher Implementers (n=15) will use the assessments formatively as part of their instructional practice. Finally, the work will develop a community of learners through the development of a technical assistance infrastructure, and leveraging teacher expertise to formatively assess students' work, using the assessments designed to be diagnostic and instructionally informative. External reviewers and an advisory board will provide formative feedback on the project's processes and summative evaluation of the project's results. The main outcomes of this endeavor will be prototypes of elementary science multi-dimensional assessments and new knowledge for the field on the underlying theory for developing teachers' capacity for engaging in multi-dimensional science instruction, learning, and assessment.The DRK-12 Program 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. Projects in the program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.