Assessing Teacher Competency in Formative Assessment

该项目的目的是创建一个可以在课堂上使用的工具，以告知教师他们需要的科学知识进行教学。 该工具将有助于确定中学科学教师是否有能力解释评估数据，并提供反馈，以促进学生的发展。 调查人员将根据全州的科学标准构建教师评估任务，验证它们，并将其用于教师学习者的在线学习环境。 研究人员认为，他们的项目是一个能力建设项目，开发创新的框架和工具，以提高小型和大型教育项目的评估能力。 研究者计划进行一些基础研究，观察中学科学教师对形成性评价的理解和使用特点。 大部分的理论设计都是基于保罗·布莱克和迪伦·威廉在英国的工作。 他们打算调查教师的内容知识和学习者的背景，以及教师的态度和信念的学习者在课堂上的作用。 这项研究将集中在华盛顿贝尔维尤学校的一所中学的人体系统单元。 研究人员以前曾与这些地区合作，并有机会接触到该项目的学校和教师。 方法包括收集录像、观察教师互动和研究正式的评估工具。 自我报告的问卷将被用来确定教师的知识和背景特征的指标。 从现有的大规模研究中采用后，将设计约8个数据收集工具。 大量的数据将允许对学校活动进行定量测量和定性描述。 本研究的结果将为教师形成性评价的理解和实践提供新的维度描述。 这些信息将使他们能够构建一套一系列的情景来衡量教师形成性评估能力。 该项目将为教师在课堂上使用提供一种新方法。

The purpose of the project is to create a tool that can be used in classrooms to inform teachers of science knowledge they need for instruction. The tool would help determine whether middle school science teachers are competent in interpreting assessment data and providing feedback to foster student development. The investigators would construct teacher assessment tasks based on statewide science standards, validate them, and use them in an online learning environment for teacher learners. The investigators imagine that their project is a capacity building project that develops innovative frameworks and tools to enhance capacity of evaluators of small and large-scale education programs. The investigators plan to conduct some basic research to observe the characteristics of middle school science teachers understanding and use of formative assessments. Much of the theoretical design is based on previous work in England by Paul Black and Dylan Wiliam. They intend to investigate teacher content knowledge and learner context as well as the attitudes and beliefs of teachers about the role of learners in the classroom. The study would focus on a unit of Human Body Systems in a middle school of Bellevue Schools in Washington. The researchers have worked with these districts previously and have access to the schools and teachers for this project. The methods involve collecting video, observing teacher interactions, and study of the formal assessment tools. Self-reported questionnaires will be used to identify indicators of teacher knowledge and background characteristics. About 8 data collection instruments will be designed after being adopted from existing large-scale studies. The amount of data will allow both quantitative measurement and qualitative descriptions of the school events. The results of the study are expected to create a new description of the dimensions of teacher formative assessment understandings and practices. This information will allow them to construct a set of a series of scenarios to measure teacher formative assessment competency. The project will produce a new method for teachers to use in classrooms.