Using Technology to Capture Classroom Interactions: The Design, Validation, and Dissemination of a Formative Assessment of Instruction Tool for Diverse K-8 Mathematics Classrooms

数学教与学的一个重要方面，是就教与学的过程，向学生和教师提供适时和有针对性的反馈。 然而，许多工具和资源都侧重于提供此类反馈（例如，形成性评估）旨在帮助学生。然而，形成性教学评估对教师和学校领导同样具有变革性，是改进教师实践的关键组成部分。该项目将完善，扩大和验证一个形成性评估工具，称为数学习惯工具（MHT）幼儿园到八年级教室。MHT旨在捕捉和理解教师与学生和学生与学生课堂互动的模式，以促进所有学生更公平地获得高质量的数学学习体验。基于平板电脑或计算机的工具旨在与教师领导，校长，教练和其他有兴趣以形成的方式评估教师实践的人一起使用。发现研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12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，这些研究和开发工作为拟议的项目提供了理论和经验依据。该项目将通过以下方式继续发展MHT：（1）整合访问组件;（2）分析先前研究期间收集的视频，涵盖K-8范围内的各种教室;（3）分析MHT中的所有课程。（2）使用有效性论证方法的验证研究;（3）专业发展模块的开发、试点和完善，这些模块将指导数学教育工作者、研究人员和实践者有效地使用MHT作为教学的形成性评估。修订后的MHT将通过分析来自一系列K-8教室的视频数据进行验证，这些教室具有不同的人口统计数据和背景，如社会经济地位，语言背景，性别，学校环境（例如，城市、农村、郊区）和种族的差异，特别注意增加传统上得不到充分服务的学生，包括新兴双语学生学习数学的机会。该数据分析计划涉及视频编码与可靠性的多重检查，维度分析与最佳缩放，相关性分析和分层线性建模。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。

An important aspect of mathematics teaching and learning is the provision of timely and targeted feedback to students and teachers on the teaching and learning processes. However, many of the tools and resources focused on providing such feedback (e.g., formative assessment) are aimed at helping students. However, formative assessment of teaching can be equally transformative for teachers and school leaders and is a key component of improved teacher practice. This project will refine, expand and validate a formative assessment tool called Math Habits Tool (MHT) for Kindergarten through 8th grade classrooms. MHT is intended to capture and understand patterns of in-the-moment teacher-student and student-student classroom interactions in ways that can promote more equitable access to high quality math learning experiences for all students. The tablet or computer-based tool is intended for use with teacher leaders, principals, coaches, and others interested in assessing teacher practice in a formative way. The Discovery Research preK-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. 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.This project will continue the development of the MHT through: (1) the integration of an access component; (2) analysis of videos collected during prior studies covering a diverse set of classrooms across the K-8 spectrum; (2) a validation study using validity-argument approach and (3) the development, piloting, and refinement of professional development modules that will guide math educators, researchers, and practitioners in using the MHT effectively as a formative assessment of instruction. The revised MHT will be validated through analyses of video data from a range of K-8 classrooms with varying demographics and contexts such as socio-economic status, language backgrounds, gender, school settings (e.g., urban, rural, suburban), and race, with particular attention to increasing accessibility to mathematics learning by students who are traditionally underserved, including emergent bilingual students. The data analysis plan involves video coding with multiple checks on reliability, dimensionality analysis with optimal scaling, correlation analysis, and hierarchical linear modeling.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.