RAPID-Improving Students' Mathematical Proficiency through Formative Assessment: Responding to an Urgent Need in the Common Core Era

该项目的成果将有助于国家组织、州和地方分支机构以及学区规划和提供数学专业发展，以支持高质量数学教学的实施，以满足国家对智能和有效方法的迫切需求，以支持雄心勃勃的大学和职业数学标准。指导数学教学以远大的学习目标为目标，旨在解决提高学生数学成绩这一至关重要的国家优先事项。人们普遍认为，任何雄心勃勃的学习目标所包含的内容和实践的成功实现，都需要对国家数学教师进行精心设计、巧妙交付和专业发展。该项目产生的信息对全国数学专业发展至关重要，有助于实现雄心勃勃的数学学习目标。为了使我国的教师和学生实现远大的学习目标，形成性评价必须成为数学教学的一个更突出的特征，因为有证据表明形成性评价对学生的学习有积极的影响。RAPID项目的总体目标是为数学教育从业者和学者提供急需的信息和指导，以支持对形成性评估的进一步关注，从而促进提高学生数学水平的国家目标。该项目编制、分析并向现场及时提供有关数学教师、教育工作者和专业发展专家在制定雄心勃勃的数学标准的早期形成性评估方面的观点和做法的信息。此外，它提供了一种潜在的形成性评估的变革观点，与其他有前途的数学教学框架、方法和实践相结合，这些框架、方法和实践已经在数学教育界建立了强大的存在，并影响了许多教师教育工作者和教师的教学实践。该项目将导致：(a)深入分析数学教师、教育工作者和专业发展专家对最近一项调查的反应，该调查探讨了他们对形成性评估的实践和信念，以及它与有前途的数学教学框架、方法和实践的相互关系；(b)数学教师教育者和专业发展专家之间的合作，以制定有效的方法，在数学教师的准备和继续教育中关注形成性评估；(c)一套设计特征和原则，以及相关的活动，旨在加强创建和维持数学教师专业发展的方法，这种方法既关注形成性评估的至关重要的教学实践，又与其他有前途的数学教学框架、方法和实践相联系。

The products of this project will be useful to national organizations, their state and local affiliates, and school districts as they plan and offer mathematics professional development to support the implementation of high quality mathematics instruction to meet the urgent national need for smart and effective approaches to support ambitious college and career-ready standards in mathematics. Directing mathematics instruction toward ambitious learning goals is intended to address the critically important national priority of improving students' mathematics achievement. It is widely recognized that successful attainment of the content and practices contained in any ambitious set of learning goals, requires well-designed, smartly delivered, professional development for the nation's mathematics teachers. The information generated from this project is critical to inform nationwide mathematics professional development to support the implementation of ambitious mathematics learning goals. For our nation's teachers and students to attain ambitious learning goals, it is imperative that formative assessment becomes a more prominent feature of mathematics instruction as there is an evidence base that suggests formative assessment positively impacts student learning. The overarching goal of this RAPID project is to contribute to the national goal of improving students' mathematical proficiency by providing much-needed information and guidance to mathematics education practitioners and scholars to support a sharpened focus on formative assessment. The project produces, analyzes, and makes available to the field timely information regarding the views and practices of mathematics teacher educators and professional development specialists regarding formative assessment early in the enactment of ambitious standards in mathematics. Moreover, it offers a potentially transformative view of formative assessment as integrated with other promising mathematics instructional frameworks, approaches and practices that have already established a strong presence in the mathematics education community and have influenced the instructional practice of many teacher educators and teachers. The project will result in: (a) an in-depth analysis of the responses of mathematics teacher educators and professional development specialists to a recent survey that probed their practices and beliefs related to formative assessment and its intertwined relationships with promising mathematics instructional frameworks, approaches and practices; (b) collaborative work among mathematics teacher educators and professional development specialists to elaborate effective ways to focus on formative assessment in the preparation and continuing education of teachers of mathematics; and (c) a set of design features and principles, along with associated activities, intended to undergird creating and sustaining an approach to mathematics teacher professional development that both attends to critically important instructional practices of formative assessment and links to other promising mathematics instructional frameworks, approaches and practices.