Creation and Dissemination of Upper-elementary Mathematics Assessment Modules

为了教学而学习数学(LMT)项目和教育考试服务(ETS)结成了伙伴关系，以构建、试行测试、重新设计、验证和传播五项学生成绩评估，用于小学高年级，作为对学生数学学习成长敏感的衡量标准。评估范围包括(1)数字和运算，(2)预代数和代数，(3)几何和测量，并以文献为基础，以学生在这些数学领域的认知发展为基础。这些工具与全国数学教师委员会的联络点以及现有的“数学教学知识”(MKT)课堂观察工具保持一致。这些评估与现有评估的不同之处在于，这些问题需要比典型的多项选择题更复杂的回答。然而，它们仍然是机器可评分的，因此它们可以很容易地用于大样本学生的研究。此外，这些评估工具使研究人员能够捕捉嵌套在教室中的学生成长，这提供了一种工具，能够确定教师对学习的影响。本研究采用准实验设计，通过比较不使用MSP“处理”的教师学生和使用MSP处理的教师的学生，考察了教师数学教学知识的成长对课堂教学和学生成绩的影响。该项目希望发现，教师在为教学而学习数学(LMT)措施上的高分与学生在新评估工具上获得的收益大小相关。此外，这个项目增加了LMT提供的一套工具，用于探索教师学习、教师的MKT、他们的课堂教学和学生结果之间的联系。

The Learning Mathematics for Teaching (LMT) project and the Educational Testing Services (ETS) have formed a partnership to construct, pilot test, re-design, validate, and disseminate five assessments of student achievement for use in upper elementary grades as growth-sensitive measures of student learning in mathematics. The assessments are in the areas of (1) number and operations, (2) pre-algebra and algebra, and (3) geometry and measurement and are based in the literature on student's cognitive growth in these mathematical domains. The instruments are aligned with the National Council of Teachers of Mathematics' Focal Points and with existing "mathematics knowledge for teaching" (MKT) classroom observation instruments. These assessments differ from existing assessments in that the questions require more complex responses than typical multiple-choice problems. Yet, they are still machine-scoreable so they can easily be used in studies with large student samples. Additionally, these assessment instruments enable researchers to capture student growth nested within classrooms, which provides a tool that is able to identify teacher effects on learning. By comparing students of teachers without MSP "treatment" to students of teachers with MSP treatment in a quasi-experimental design, this research project examines the effects of teacher mathematical knowledge for teaching (MKT) growth on classroom instruction and student achievement. The project expects to find that high teacher scores on the Learning Mathematics for Teaching (LMT) measures are correlated with the size of student gains on the new assessment instruments. Additionally, this project adds to the suite of instruments available from the LMT for exploring the connection between teacher learning, teachers' MKT, their classroom instruction, and student outcomes.