Facilitating Formative Feedback: Using Simulations to Impact the Capability of Novice Mathematics Teachers

在他们最初的教师准备的经验，兼职教师需要有意义的形成性评估，可以支持他们发展自己的技能和实践作为新的数学教师。虽然实地实习提供了一些这样的机会，但实习教师往往无法看到，体验和制定全方位的基于研究的有效数学教学实践。这个II级为期四年的设计和开发研究在评估链探索的方式，精心设计的模拟可以提供形成性评估的机会，作为补充，或替代，根据需要，来自现场安置环境的反馈，兼职教师。将设计一套模拟，重点是引发和解释学生的思维。这些模拟将用于不同规模和人口统计学的三个小学教师准备计划中的兼职教师。将收集数据，以了解参与模拟反馈的方式，以加强实习教师的能力，通过分析模拟中的表现，与实习教师的访谈，以及教师教育者的反馈，引发和解释学生的思考。一项相关的研究将确定模拟作为评估工具的可靠性和有效性。模拟将分三个周期开发和测试，每个周期之间进行迭代改进。第一个周期将涉及10名兼职教师在一个试点研究独立于参与一门课程，其中兼职教师从事模拟，接受形成性反馈，并从事第二个类似的模拟。这一周期将评估反馈对后续绩效的影响程度。在第二个周期，该项目将与三名教师教育工作者在不同的背景下，制定模拟与所有在职教师在一个部分的小学数学方法课程。在最后一个周期中，模拟的使用将从扮演学生角色的研究团队行为者转变为三个机构中每个机构的教师教育工作者招募的现场行为者。为了验证这些工具，将进行研究者可靠性和教师教育者可靠性研究，以评估四种不同的模拟评估对有针对性的教学实践提供一致反馈的程度，以及评估评分的可靠程度。将进行一项G研究（概括性研究），以评估教师参与者与学生参与者或评估者之间的差异相比，在多大程度上是主要的差异来源。结果将在各种数学教育环境中传播，模拟材料将提供给从业者，并适用于混合现实模拟平台的其他用途。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

During their initial teacher preparation experiences, preservice teachers need meaningful formative assessment that can support them in developing their skills and practices as new teachers of mathematics. While field placements offer some such opportunities, too often preservice teachers are not able to see, experience, and enact a full range of research-based effective mathematics teaching practices. This Level II four-year Design and Development Study in the Assessment strand explores the ways in which thoughtfully designed simulations can provide preservice teachers with formative assessment opportunities that serve as a complement to, or alternative to as needed, feedback derived from field placement contexts. A set of simulations will be designed with a focus on eliciting and interpreting student thinking. These simulations will be used with preservice teachers in three elementary teacher preparation programs of varying size and demographics. Data will be collected to understand the ways in which the feedback from engaging in the simulations serves to strengthen preservice teachers' abilities to elicit and interpret student thinking through an analysis of performance in the simulations, interviews with preservice teachers, and feedback from teacher educators. An associated study will establish the reliability and validity of the simulations as assessment tools.Simulations will be developed and tested in three cycles, with iterative improvements made between each cycle. The first cycle will involve 10 preservice teachers in a pilot study separate from participation in a course, in which preservice teachers engage in a simulation, receive formative feedback, and engage in a second similar simulation. This cycle will evaluate the extent to which feedback appears to influence subsequent performance. In the second cycle, the project will work with three teacher educators in diverse contexts to enact the simulations with all preservice teachers in one section of their elementary mathematics methods courses. In the final cycle, the use of the simulations will shift from a research team actor playing the role of the student to a site-based actor recruited by the teacher educators at each of the three institutions. To validate the tools, researcher reliability and teacher educator reliability studies will be conducted to asses the extent to which the four different simulation assessments provide consistent feedback on the targeted teaching practices and the extent to which the scoring of the assessments are reliable. A G study (generalizability study) will be conducted to evaluate the extent to which the teacher participant is the primary source of variation as compared to variations from student actors or the rater administering the assessment. Results will be disseminated in a variety of mathematics education settings and the simulation materials will be made available to practitioners and adapted for additional use in mixed-reality simulation platforms.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.