SimScientists Assessments: Physical Science Links

该项目的目标是开发和验证由四套基于模拟的评估组成的中学物理科学评估链，以整合到平衡（使用多种措施）的大规模问责科学测试系统中。它建立在nsf资助的Calipers II项目的设计模板、技术基础设施和技术质量、可行性和教学实用程序的证据之上。评估链包括基于以证据为中心的原则的多层次（提高思维水平）评估设计，目标是实践和关键学科概念方案，如国家研究委员会报告中确定的物质、运动、能量和波“K-12科学教育框架：实践、横切知识和核心思想”。评估模型垂直链接模拟（与学生反馈、指导和反思互动）；形成性课程嵌入评估；临时总结性单位基准考核；以及一组“签名任务”（对反复出现的问题类型进行短期模拟）。咨询委员会和评估审查小组的成员积极参与这项工作的制定和实施。海勒研究协会是外部评估机构。评估计划涉及形成性和总结性两个方面。该项目的行动理论基于基于模型的学习和以证据为中心的设计，反映了科学结构是多维的概念，要求(a)理解科学概念系统的组成部分如何相互作用以产生系统的行为；(b)使用查询实践来调查系统的动态行为和底层组件的相互作用。总共有八个研究和开发问题指导工作范围。问题集中在：(a)个别模拟评估的有效性（实质性和技术质量）；(b)课堂实施（可行性、保真度、实用性）。测试构建和修订的方法遵循主要专业组织（即美国教育研究协会、美国心理协会和国家教育测量委员会）的测试标准，经过三个发展阶段。阶段1（评估开发）关注于校准、质量和原型测试，包括对先前工作的利用和修改，以及新评估套件和签名任务的设计。第二阶段（试点和验证研究）涉及所有评估、研究工具和研究方法的测试。第三阶段（交叉验证研究）证实了多层次整合评估模型，交叉验证了第二阶段试点的评估，并建立了一个可靠的论点，即评估衡量了适用于地区和州级评估系统的预期内容和探究实践。期望的结果是：(1)一个基于研究和实地测试的基于物理科学模拟的评估模型，具有在中学年级推广应用的潜力；(2)政策概要，为将评估纳入地区和州的大规模、多层次、平衡的科学评估提供建议。

The goal of this project is to develop and validate a middle school physical science assessment strand composed of four suites of simulation-based assessments for integrating into balanced (use of multiple measures), large-scale accountability science testing systems. It builds on the design templates, technical infrastructure, and evidence of the technical quality, feasibility, and instructional utility of the NSF-funded Calipers II project. The assessment strand consists of multilevel (increased thinking levels) assessment designs grounded on evidence-centered principles that target practices and key disciplinary conceptual schemes, such as matter, motion, energy, and waves identified in the National Research Council report "A Framework for K-12 Science Education: Practices, Crosscutting Knowledge, and Core Ideas". The assessment model vertically links simulations (interactive with feedback to students, coaching, and reflection); curriculum-embedded assessments for formative use; unit benchmark assessment for interim summative purposes; and a set of "signature tasks" (short-term simulations on recurring problem types). Members of the Advisory Board and an Assessment Review Panel actively participate in the development and implementation of this effort. Heller Research Associates is the external evaluator. The evaluation plan addresses both formative and summative aspects.The project's theory of action is based on model-based learning and evidence-centered design reflective of the notion that the construct of science is multidimensional, requiring (a) understanding how the components of a science conceptual system interact to produce behaviors of the system; and (b) the use of inquiry practices to investigate the dynamic behaviors and underlying components' interactions of the system. A total of eight research and development questions guide the scope of work. The questions focus on: (a) validity (substantive and technical quality) of the individual simulation assessments; and (b) classroom implementation (feasibility, fidelity, utility). The methodology for test construction and revision follows the testing standards of major professional organizations (i.e., American Educational Research Association, American Psychological Association, and National Council of Measurement in Education) through three development phases. Phase I (Assessment Development) focuses on the alignment, quality, and prototype testing, including leverage and modification of prior work, and design of new assessment suites and signature tasks. Phase II (Pilot and Validation Studies) deals with the testing of all assessments, research instruments, and study methods. Phase III (Cross-Validation Studies) substantiates the multilevel integration assessment model, cross-validates the assessments piloted in Phase II, and establishes a reliable argument that the assessments measure the intended content and inquiry practices suitable for use in district and state-level assessment systems.Expected outcomes are: (1) a research-informed and field-tested physical science simulations-based assessment model with high potential for extended use in middle school grades; and (2) a policy brief that provides recommendations for integrating assessments into districts and state large-scale, multi-level, balanced science assessments.