On Enhancing Teachers' Formative Assessment Practices: The Case for Science Journals

[9910020 . shavelson]这个SGER项目旨在探索将学生的科学期刊作为教师发展的工具，以改善小学科学课堂的形成性评估实践。该项目将通过以下方式改进这些评估实践：(1)创建一个概念和实践框架，指导教师和学生有效使用期刊；(2)创建一个教师提升试点项目，以科学期刊为例进行课堂评估，帮助教师反思和改进其形成性评估实践，提高自身的内容知识；(3)探索专业发展计划的实施对教师形成性评估实践和学生表现的影响。来自旧金山学区的四到六名教师将参与这个探索性项目。对教师专业发展经验的评价将侧重于其影响，通过比较教师的评估实践，特别是他们反馈的质量，与学生在实施专业发展活动前后的表现。该研究的设计将包括同一位教师的日志反馈实践和他们的学生在没有员工发展干预的先前研究中的成就的数据。如果加强战略证明是成功的，这项努力的下一步将是在更大的范围内修订、执行、评价和传播这种专业发展。

9910020SHAVELSONThis SGER project is designed to explore the use of students' science journals as a tool for staff development to improve formative assessment practices in science classrooms at the elementary school level. The project would improve these assessment practices by: (1) creating a conceptual and practical framework that can guide effective use of journals by teachers and students; (2) creating a pilot teacher enhancement program that, by using science journals as an example of a classroom assessment, helps teachers reflect on and improve their formative assessment practices, and improve their own content knowledge; and (3) exploring the impact of the implementation of the professional development program on teachers' formative assessment practices and on their students' performance.Four to six teachers from the San Francisco School District will participate in this exploratory project. The evaluation of their professional development experience will focus on its impact by comparing the teachers' assessment practices, specifically the quality of their feedback, with student performance before and after the implementation of the professional development activity. The design of the study will include data on the same teachers' journal feedback practices and their students' achievement in a prior study with no staff development intervention. The next step in this effort if the enhancement strategy proves successful will be to revise, implement, evaluate and disseminate this type of professional development in a larger context.