MOSART II

MOSART II对MSP专业发展活动对教师知识和相关教学内容知识的影响进行了纵向研究。该项目扩展了一个现有的安全在线评估系统，为参与科学教育专业发展的msp提供使用基于国家研究委员会科学内容标准的有效和可靠的仪器进行前后测试的参与者的能力。参与MOSART II的msp受益于自动报告分析参与者的综合测试前表现，以及根据内容标准进行测试后管理的收益报告。MSP评估人员可以访问详细数据以进行进一步分析。moart II由22-30个MSP项目参与，在一年的时间里对参与的教师进行三次评估（例如，在MSP密集专业发展之后的学年之前，之后不久和学年结束时）。由此产生的回归模型将教师收益与个人属性和MSP专业发展产品的关键差异联系起来。它允许在教师将所学知识应用到自己的课堂后确定效果的增长或减少。本研究描述了专业发展活动预期的影响程度的范围，以及与教师知识的更大收获相关的特定项目属性。控制教师背景有助于更准确地建立收益模型，并确定特定的专业发展方法是否更适合不同的教师群体。MOSART II产生了与以下研究问题相关的证据：MSP专业发展经验对参与教师的影响是什么？ (a)主题知识（SMK），以在以误解为导向的标准评估中的表现提高来衡量；(b)教学内容知识（PCK），以预测学生最常见误解的准确性提高来衡量？2. 与教师的SMK和PCK收益相关的MSP专业发展经验的特征是什么？3. 是否有教师群体或多或少受到MSP专业经验的影响？4. 教师SMK和PCK之间的关系是什么？MOSART II扩展了其先前资助的以误解为导向、基于标准的教师评估资源（MOSART）工作中开发的近1500个测试项目，在现有的测试表格中增加了难度较大的项目，以改善教师SMK评估的心理测量特性。由于MSP项目涉及的教师具有广泛的知识和教学经验，这种增强有助于提高测量教师知识的仪器的灵敏度和可靠性。除地球、生命和物理科学评价库外，还增加了科学性质评价部分。最终，MOSART II在线评估系统提供了更统一的管理、合规监控、教师背景数据收集，并允许对关键MSP项目差异进行表征。msp使用这个在线系统可以前所未有地访问他们的标准化测试结果。通过对个人和特定msp的身份保密，汇总得分可以用来检验关于不同专业发展模式有效性的各种假设。

MOSART II conducts a longitudinal study of the impact of MSP professional development activities on teacher knowledge and relevant pedagogical content knowledge. The project expands an existing secure, online assessment system to offer MSPs involved in science education professional development the capability of pre- and post-testing participants using valid and reliable instruments based on the National Research Council's Science Content Standards. MSPs participating in MOSART II benefit from automated reports profiling aggregated pre-test performance of participants and, following post-test administration, reports of gain by content standard. MSP evaluators have access to detailed data for further analysis.MOSART II engages 22-30 MSP projects in assessing participating teachers three times over the course of a year (e.g. prior to, soon after and at the end of the academic year following intensive MSP professional development). The resulting regression models associate teacher gains with individual attributes and with key differences in MSP professional development offerings. It allows for the determination of growth or diminishment of effect following teachers' application of what they have learned to their own classroom. This study characterizes the range in degree of impact that can be expected from professional development activities and the particular program attributes that are associated with larger gains in teacher knowledge. Controlling for teacher background aids in more accurate modeling of gains and determining if particular professional development approaches work better for different groups of teachers.MOSART II generates evidence relevant to the following research questions:1. What are the effects of MSP professional development experiences on participating teachers': (a) subject matter knowledge (SMK), as measured by gains in performance on misconception-oriented standards-based assessments, and (b) pedagogical content knowledge (PCK), as measured by gains in the accuracy of predicting the most common misconceptions held by their students? 2. What are the characteristics of MSP professional development experiences that are associated with gains in teachers' SMK and PCK? 3. Are there groups of teachers that are more or less affected by MSP professional experiences? 4. What is the relationship between teacher SMK and PCK, as measured by these assessments? MOSART II expands upon nearly 1500 test items developed in its previously funded Misconceptions Oriented, Standards-Based Assessment Resource for Teachers (MOSART) work, adding items of greater difficulty to the existing test forms to improve the psychometric properties for the assessment of teacher SMK. As MSP projects involve teachers with a wide range of knowledge and teaching experience, this enhancement serves to increase the sensitivity and reliability of instruments in measuring teacher knowledge. In addition to the earth, life and physical science assessment bank, a nature of science assessment component is being added.Ultimately, the MOSART II online assessment system provides for more uniform administration, monitoring of compliance, collection of teacher background data, and allows for characterization of key MSP program differences. The use of this online system by MSPs allows unprecedented access to their standardized test results. By keeping the identity of individuals and specific MSPs confidential, aggregated scores can be used to test various hypotheses about the effectiveness of different models of professional development.