Improved Indicators of Science and Mathematics Learning: A Multi-State and School Initiative

为了衡量在科学和数学方面的学习，康涅狄格州教育部与其他7个州和基本学校联盟(致力于科学、数学和人文学科共同核心课程的创新学习的学校网络)合作，提议开发超越单项选择题考试的适当的科学和数学评估。这些将包括复杂的情况，衡量学生的知识和理解力，以及必要的技能和能力。这些“绩效评估”将采用协作学习，并涉及实地和实验室调查的设计和执行。数据的收集、分析、解释和清楚的报告将是评估的重要组成部分。一些要解决的问题需要很短的时间，而另一些问题可能会持续一个月或更长时间。该计划的开发将需要31个月的时间，将包括来自CT、MI、MN、NY、TX、VT和WI的有知识的个人(包括内容专家和模范课堂教师)的参与。CT评估将在1991年春季对全州范围内的样本进行管理。基本学习标准CT共同核心评估的依据包括若干国家建议(NCTM、2061、MSEB、NSTA等)。评估任务将被设计为代表主动学习，其中包括发散思维和聚合思维。这些任务还将被设计为对指导和评估同样有用，并促进学习注重技术的学习和上述注重内容的报告提出的国家建议。该项目的最终目标是确定这种评估及其产生的证据是否可以汇总成有意义的摘要，以供国家问责之用。45个月的奖励金额997,956美元(低于最初要求的31个月的160万美元)-89财年基金初始奖励500,000美元。成本分担-874,150美元的直接成本分担相当于NSF奖励的88%。

In order to measure learning in science and mathematics, the Connecticut State Department of Education, in collaboration with 7 other states and the Coalition of Essential Schools (a network of schools dedicated to innovative learning of a common core curriculum in science, mathematics, and the humanities) proposes to develop appropriate assessments in science and mathematics that transcend mere multiple-choice tests. These will consist of complex situations that measure students' knowledge and understanding, as well as necessary skills and competencies. These "performance-based assessments" will employ collaborative learning, and involve the design and execution of field and laboratory investigations. The collection, analysis, interpretation, and clear reporting of data will be an essential part of the assessments. Some of the problems to be solved will require a short amount of time, while others may last a month or more. The development of this program will take 31 months, and will include the participation of knowledgeable individuals (both content experts and exemplary classroom teachers) from CT, MI, MN, NY, TX, VT, and WI. The CT assessment will be administered to a statewide sample in the spring of 1991. The bases of the assessments of the CT common core of essential learning standards include a number of national recommendations (NCTM, 2061, MSEB, NSTA and so on. The assessment tasks will be designed to represent active learning and which include divergent as well as convergent thinking. The tasks will also be designed to be as useful for instruction as assessment and serve as a catalyst for the learning valued in CT and the national recommendations from the content-focused reports mentioned above. The final goal of the project is to determine if such assessments and the evidence they generate can be aggregated into meaningful summaries for state accountability purposes. Amount of Award over 45 months $997,956 (reduced from original request of $1.6 million over 31 months) - initial FY89 funds award $500,000. COST SHARING - $874,150 in direct cost sharing equals 88% of the NSF award.