Using Research-Based Formative Assessment to Improve Mathematics Teaching and Learning

使用基于研究的形成性评估，以改善数学教学和学习建立在近十年的研究和发展的佛蒙特州数学伙伴关系的持续评估项目（OGAP）。该项目为3-5年级的数学教师提供专业发展和支持，并通过严格的分组随机对照试验评估该项目的影响。该项目支持教师提供教学，帮助所有学生实现雄心勃勃的数学学业目标，方法是：1）增加教师的数学知识和学生如何学习具体数学内容的知识，2）为教师提供具体的工具和程序，以进行形成性评估和调整教学。该项目有三个综合组成部分：1）在纽约市30所公立学校的专业发展和持续支持，2）对教师在教学中使用评估证据的研究，以及3）对学生和教师成果的研究。帮助学生深刻理解数学概念需要教师熟练掌握形成性评估，特别是在做出教学决策时对学生工作中的证据进行持续分析：超越正确和错误的答案，进入更重要的问题，即学生如何思考和数学推理，他们的错误观念在哪里，以及如何解决这些问题。然而，研究表明，教师与形成性评估的分析方面的斗争，以及很少有人知道教师如何使用证据，从学生的工作或思考，以改善他们的教学。该项目通过以下方式解决了这两个问题：1）在30所学校实施严格的、研究驱动的形成性评估方法; 2）以明确衡量对教师和学生影响的方式研究干预措施的效果，包括教师如何解释学生的工作与他们如何回应之间的联系。该项目的创造性和独创性在于它将大量关于数学教学和学习的知识合成为一套明确包装和呈现的工具，例程和策略，这些工具，例程和策略可直接用于实践，并可显着提高数学教学质量。该项目围绕改善教师形成性评估实践的中心目标进行组织，研究设计提供了项目影响的严格证据，同时为该领域提供了信息。该项目将在一个高度多样化的学区实施，为来自传统上在数学和科学方面代表性不足的群体的大量学生提供服务。通过该项目开发的形成性评估系统最终将通过一个网站和多媒体小册子提供给纽约市公立学校和全国各地的所有教师。OGAP形成性评估系统将与大学和数学职业准备标准相联系，而不是特定的课程，尽管它与主要的数学课程内容相同，这意味着材料，知识和策略将在不同的环境中使用。

Using Research-Based Formative Assessment to Improve Mathematics Teaching and Learning builds on almost a decade of research and development by the Vermont Mathematics Partnership's Ongoing Assessment Project (OGAP). The project provides professional development and support for teachers of mathematics in Grades 3-5 and assesses the impacts of the project through a rigorous cluster randomized control trial. The project supports teachers to provide instruction that helps all students reach ambitious academic goals in mathematics by: 1) increasing teachers' knowledge of mathematics and of how students learn specific mathematics content, and 2) providing teachers with specific tools and routines for enacting formative assessment and adapting their instruction. The project has three integrated components: 1) professional development and ongoing support in 30 New York City public schools, 2) research on teachers' use of assessment evidence in instruction, and 3) research on student and teacher outcomes. Helping students deeply understand mathematical concepts requires teachers to become skilled in formative assessment, particularly in the ongoing analysis of evidence in student work when making instructional decisions: moving beyond right and wrong answers into the more important questions of how students think and reason mathematically, where their misconceptions lie, and how they can be addressed instructionally. Yet research shows that teachers struggle with the analytic aspects of formative assessment, and little is known about how teachers use evidence from student work or thinking to improve their instruction. The project addresses both of these concerns by: 1) implementing a rigorous, research-driven approach to formative assessment in 30 schools; and, 2) studying the effects of the intervention in ways that clearly measure impact on teachers and students, including the link between how teachers interpret student work and how they respond instructionally. The creativity and originality of the project lie in its synthesis of a vast body of knowledge about mathematics teaching and learning into a clearly packaged and presented set of tools, routines, and strategies which are directly usable in practice and can dramatically improve the quality of mathematics instruction. The project is organized around the central goal of improving teachers' formative assessment practice, with the research design providing rigorous evidence of project impacts while simultaneously informing the field. The project will be implemented in a highly diverse school district serving a large number of students from groups traditionally underrepresented in mathematics and the sciences. The formative assessment system developed through this project will ultimately be made available, through a website and multi-media booklets, to all teachers in New York City public schools and across the country. The OGAP formative assessment system will be tied to college and career readiness standards in mathematics rather than a particular curriculum-although it addresses the same content as the major mathematics curricula-which means the materials, knowledge, and strategies will be usable across settings.