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

这是一项早期设计和开发协作工作，提交给发现研究PreK-12 （DRK-12）计划的评估链。其主要目标是更好地了解如何建立和维持3-5年级小学科学教师的能力，以符合当代科学教育框架和标准的方式指导和形成评估学生。为实现这一目标，该项目将以以课堂为基础的科学评估为重点，围绕其建立教师的科学教学能力和科学的三维学习能力。这三个维度将包括学科核心思想、科学和工程实践以及横切概念。这些维度在《K-12科学教育框架》（国家研究委员会，NRC， 2012年）和《下一代科学标准》（NGSS, NGSS leading States， 2013年）中有所描述。该项目将与教师密切合作，共同开发可用的评估和标准，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开发的评估，并创建一个活跃的在线实践社区。这两个研究问题将是：(1)这些评估在课堂使用的有效性方面，特别是在学生熟练程度指标和支持教师教学实践的工具方面，发挥了多大的作用？(2)提供这些评估任务和标准，并支持教师使用它们，如何促进教师的形成性评估实践，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标准，这些评估和标准可以直接影响采用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与学愿景的地区和州。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，迭代地开发形成性使用的评估和规则。其次，它将从基于证据的评估修订和重新设计中收集数据，这些数据来自试行评估和规则的教师，与学生进行项目认知实验室研究，以及对评估设计产品的外部审查。第三，它将研究教师在课堂上使用评估的情况，以了解和记录他们如何将评估和教学结合起来。该项目将采用前后问卷调查、录像、实地观察笔记和前后访谈。第四，培养参与教师的能力。教师合作者（n=9）将参与评估任务的参与性设计，并作为整体实施过程的技术助理。教师实施者（n=15）将形成性地使用评估作为其教学实践的一部分。最后，这项工作将通过开发技术援助基础设施，并利用教师的专业知识对学生的工作进行形式化评估，利用旨在诊断和提供教学信息的评估，建立一个学习者社区。外部审稿人和顾问委员会将对项目过程和项目结果的总结性评估提供形成性反馈。这一努力的主要成果将是基础科学多维度评估的原型，以及该领域关于发展教师参与多维度科学教学、学习和评估能力的基础理论的新知识。DRK-12项目旨在通过研究和开发创新资源、模型和工具，显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。该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努力的基础上，为拟议的项目提供理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，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.