Developing Science Assessments for Language Diversity in Early Elementary Classrooms

为早期小学课堂的语言多样性制定科学评估

基本信息

  • 批准号:
    2201051
  • 负责人:
  • 金额:
    $ 195.24万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2022
  • 资助国家:
    美国
  • 起止时间:
    2022-08-01 至 2026-07-31
  • 项目状态:
    未结题

项目摘要

There is an urgent need for vetted classroom-based, formative assessment tasks for the early grades that align with the Next Generation Science Standards (NGSS); specifically, ones that consider the language and literacy diversity of young students, and explicitly integrate equity and inclusion for young science learners in the design. This project will design instructional assessment materials by using an innovative and unique design approach that brings together the coherent and systematic design elements of evidence-centered design, an equity and inclusion framework for the design of science materials, and inclusive design principles for language-diverse learners. Using this three-pronged approach, this project will develop a suite of NGSS aligned formative assessment tasks for first-grade science and a set of instructional materials to support teachers as they administer the formative assessments to students with diverse language skills and capacities. These resources will be of high utility for classroom teachers in the early elementary grades and offer an important step towards meeting the need for useable NGSS aligned assessments for the early grades. The design approach will provide assessment developers with a rigorously designed and tested model for developing their own NGSS-aligned assessments which will support the study of science in early elementary classrooms and promote further development of new curriculum materials, and support the evaluation of existing curriculum materials. This project will develop small group checks and individual checks as formative assessments and study the design features, implementation practices, and affordances of each assessment. To accomplish the goals of this project, the project will bridge the Next Generation Science Assessment for Young Scientists (NGSA-YS) and the Equity and Inclusion Curriculum Design (EI-CD) approaches to generate a novel and innovative assessment design and development approach. The combined approach will generate new assessments that reliably measure young learners’ NGSS three-dimensional science proficiency and purposefully position equity and inclusivity as central to the design of the assessments. In addition, the project will develop resources that guide teachers’ implementation and scoring of the assessments and their application of results to inform instruction in language-diverse classrooms. To support claims about validity, the project will collect data from multiple sources including expert reviews, cognitive interviews of student performance, a small classroom pilot, and a larger field study. The project will use established psychometric and qualitative approaches to investigate the structure of scores from the assessment tasks, evaluate whether assessment tasks provide students with sufficient and inclusive opportunities to demonstrate their proficiencies in science and ensure that formative use of the assessment tasks provides appropriate grade and language and literacy information needed to make instructional decisions. Classroom implementation data will also be collected to learn about challenges in teacher administration and scoring, and the usability and value of the assessments to teachers. This project will contribute to the field of science education by providing teachers with formative assessment tasks, rubrics, and support materials for use in their classrooms and by providing assessment developers with a model for creating NGSS assessments for Grade 1 that includes principles and design documents for developing additional tasks.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 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.
有一个迫切需要审查的基于课堂的,形成性的评估任务的低年级,符合下一代科学标准(NGSS);特别是那些考虑到语言和识字的年轻学生的多样性,并明确纳入公平和包容的年轻科学学习者的设计。该项目将采用创新和独特的设计方法设计教学评估材料,该方法将以证据为中心的设计的连贯和系统的设计元素,科学材料设计的公平和包容性框架以及语言多样性学习者的包容性设计原则结合在一起。使用这种三管齐下的方法,该项目将开发一套NGSS对齐形成性评估任务的一年级科学和一套教学材料,以支持教师,因为他们管理形成性评估,以不同的语言技能和能力的学生。这些资源将是高效用的教室教师在小学低年级,并提供了一个重要的一步,以满足需要可用的NGSS对齐评估的低年级。该设计方法将为评估开发人员提供一个经过严格设计和测试的模型,用于开发自己的NGSS对齐评估,这将支持早期小学课堂的科学研究,促进新课程材料的进一步开发,并支持现有课程材料的评估。 该项目将开发小组检查和个人检查作为形成性评估,并研究每个评估的设计特征、实施实践和启示。为了实现这一项目的目标,该项目将连接青年科学家下一代科学评估(NGSA-YS)和公平与包容课程设计(EI-CD)方法,以产生一种新颖和创新的评估设计和开发方法。这种综合方法将产生新的评估,可靠地衡量年轻学习者的NGSS三维科学能力,并有目的地将公平和包容性作为评估设计的核心。此外,该项目还将开发资源,指导教师实施和评分评估,并应用评估结果,为语言多样性教室的教学提供信息。为了支持关于有效性的说法,该项目将从多个来源收集数据,包括专家评论,学生表现的认知访谈,小型课堂试点和更大的实地研究。该项目将使用既定的心理测量和定性方法来调查评估任务的分数结构,评估评估任务是否为学生提供了充分和包容性的机会来展示他们在科学方面的专业知识,并确保评估任务的形成性使用提供了做出教学决定所需的适当的等级和语言和识字信息。还将收集课堂实施数据,以了解教师管理和评分方面的挑战,以及评估对教师的可用性和价值。 该项目将通过为教师提供形成性评估任务、标题、和支持材料,用于他们的教室,并提供评估开发人员与模型创建NGSS评估为1年级,其中包括原则和设计文件,开发额外的任务。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。

项目成果

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Nonye Alozie其他文献

Promoting Equity and Inclusion in STEM Curriculum Design
促进 STEM 课程设计的公平性和包容性
Spoken interaction modeling for automatic assessment of collaborative learning
用于协作学习自动评估的语音交互建模
  • DOI:
    10.21437/speechprosody.2016-57
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Jennifer Smith;H. Bratt;Colleen Richey;N. Bassiou;Elizabeth Shriberg;A. Tsiartas;C. D'Angelo;Nonye Alozie
  • 通讯作者:
    Nonye Alozie
Collaborative Professional Development and Curriculum Enactment: Teacher Reflection to Inform Inquiry-Based Discussions in High School Science Classrooms.
协作专业发展和课程制定:教师反思为高中科学课堂中基于探究的讨论提供信息。
  • DOI:
  • 发表时间:
    2010
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Nonye Alozie
  • 通讯作者:
    Nonye Alozie

Nonye Alozie的其他文献

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{{ truncateString('Nonye Alozie', 18)}}的其他基金

Automated Collaboration Assessment Using Behavioral Analytics
使用行为分析进行自动协作评估
  • 批准号:
    2016849
  • 财政年份:
    2020
  • 资助金额:
    $ 195.24万
  • 项目类别:
    Standard Grant

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