Human Variance and Assessment for Learning Implications for Diverse Learners of STEM, A National Conference

人类差异和评估对 STEM 不同学习者的学习影响，全国会议

• 批准号: 1939192
• 负责人: Edmund Gordon
• 金额: $ 9.99万
• 依托单位: Teachers College, Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2021-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1939192&HistoricalAwards=false
• 关键词: Human; Variance; Assessment; Learning; Implications

The conference purpose is to stimulate a national conversation concerning the relationships between assessment, teaching and learning that include scholarly research and development of tests; members of city and state boards of education; officials from states and major school systems; policymakers; and representatives of teachers' associations and parents' associations. This conference aims to attract these important professionals has important co-sponsors like the Urban Institute. This national conference flows from the work of the Gordon Commission on the Future of Assessment for Education that addressed the advancement of achievement in STEM disciplines (PRE-K - 12) for students who are underrepresented among high achieving students. This issue of advancement of underrepresented high achieving students has received little concentrated effort and a conference would help in providing greater understanding of this special concern, which includes a student in poverty in complexed family structures.The conference will attract thought leaders, policy makers, supervisors of practice and scholars of measurement science to be informed of emerging thought and developments and to discuss selected models for the implementation of new ways of generating and utilizing data from education tests. The conference will stimulate national conversation and ultimately a market that demands educational assessments that inform and improve teaching and learning transactions. The conference will be organized around four conceptual and theoretical papers that focus on the knowledge base upon which six concurrent workshops will be based. The four papers are: (1) Human Diversity and Assessment; (2) The Limits of Test Bias and Its Corrections; (3) Towards an Assessment Science Capable of Informing and Improving Learning; and (4) Assessment in the Service of Learning. The workshops will focus on models of pedagogical practice that show promise for informing and improving teaching and learning processes and their outcomes. These issues will be discussed by 11-15 expert presenters who understand student learning and the types of information gleaned from different types of assessments. The attention to URMs and their needs and contexts are prioritized in discussions surrounding measurement science and the integration of assessment. Several important issues that address understanding of student learning, and the relationship between the varieties of information concerning students that can be accessed through assessments are: (1)The importance of the broader and more productive use of educational testing to improve the learning of STEM subject matter and values;(2) Curriculum embedded assessment and the reduction in disparities in achievement by STEM learners from diverse social divisions;(3)Innovative procedures and programs for the use of data concerning learners and teaching and learning transactions in the teaching and learning of STEM with learners who are underrepresented among high achieving STEM learners.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. 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 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.

会议的目的是促进关于评估，教学和学习之间的关系的全国对话，包括学术研究和测试的开发;市和州教育委员会的成员;来自州和主要学校系统的官员;政策制定者;以及教师协会和家长协会的代表。本次会议旨在吸引这些重要的专业人士有重要的共同赞助商，如城市研究所。这次全国会议源于戈登委员会对教育评估未来的工作，该委员会致力于为那些在高成就学生中代表性不足的学生提高STEM学科（PRE-K - 12）的成就。这一问题的代表性不足的高成就的学生的进步得到了很少的集中努力和会议将有助于提供更好地了解这一特殊问题，其中包括一个学生在贫困的复杂家庭结构。会议将吸引思想领袖，政策制定者，实践的监督者和测量科学的学者被告知新兴的思想和发展，并讨论选定的模型，实施生成和利用教育测试数据的新方法。会议将激发全国性的对话，并最终形成一个需要教育评估的市场，为教学和学习交易提供信息和改进。会议将围绕四篇概念和理论论文组织，这些论文侧重于六个同时举行的讲习班所依据的知识基础。这四份文件是：（1）人类多样性和评估;（2）测试偏差的限制及其纠正;（3）走向一种能够提供信息和改善学习的评估科学;（4）为学习服务的评估。讲习班将侧重于教学实践模式，这些模式有望为教学过程及其成果提供信息并加以改进。这些问题将由11-15名专家主持人讨论，他们了解学生的学习情况以及从不同类型的评估中收集到的信息类型。在围绕计量科学和评估一体化的讨论中，优先重视统一报告机制及其需求和背景。解决学生学习的理解以及可以通过评估获得的有关学生的各种信息之间的关系的几个重要问题是：（1）更广泛和更有效地使用教育测试以改善STEM主题和价值观的学习的重要性;（2）课程嵌入式评估和减少来自不同社会阶层的STEM学习者的成绩差距;（3）在STEM教学中使用有关学习者和教学与学习交易的数据的创新程序和计划，其中学习者在高成就的STEM学习者中代表性不足。旨在通过研究和开发创新资源，模型和工具，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项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据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。