Strengthening the Quality, Design and Usability of Simulations as Assessments of Teaching Practice

要确保初任教师“为课堂做好准备”，就需要对教学熟练程度进行有效和有效的评估。本项目探索了利用模拟学生的评估作为评估教学实践的一种方式，这可以为直接评估课堂教学实践提供重要的补充或替代。这种形式的评估有可能提供一种方法，以避免在课堂上发生的繁重的费用、后勤和其他评估困难。该项目将解决以下问题：发展对小学数学教师的表现期望，在不同的表现背景下，“学生”角色的表现可以在多大程度上标准化，以及产生教学情景的不同方法。评估将侧重于激发和解释学生数学思维的教学实践。该项目将支持：(1)确定评估的有效性，将其作为评估教授初等数学准备情况的一种手段；(2)为扩大研究和使用模拟评估提供必要的基础。这个项目的目标是生成、校准和研究数学教学的临床表现的标准化模拟。战略是调查模拟评估的三个组成部分，使其能够在实地更广泛地使用。其中一个组成部分将侧重于使用不同的基础(实践智慧、与儿童的互动和学习轨迹研究)来设计真实的、提供关于教学的可靠信息的模拟的方法。将比较关于每种方法提供制订评估所需资源的方式的数据。另一个组成部分将侧重于在给定教学动态的情况下，学生的角色可以标准化到什么程度。将分析具有相似初始训练的标准化学生对不同情景类别的反应的数据。最后一个组成部分将是建立一个基础，以校准与教师职业发展轨迹中的关键点(早期职业教师、经验丰富的教师、“有成就的”教师)相联系的模拟的表现预期。在相同的评估模拟中，教师在不同职业阶段的表现数据将被比较。这一影响评价设计的因素的研究将为教学模拟评价的进一步发展和进一步研究奠定更坚实的基础。探索研究K-12计划(DRK-12)旨在通过研究和开发创新资源、模型和工具(RMT)，显著提高K-12学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发努力的基础上，这些研究和开发工作为拟议的项目提供了理论和经验证明。

Ensuring that beginning teachers are "classroom-ready" requires assessments that efficiently and validly evaluate proficiency in teaching. This project explores assessments involving simulated students as a way to assess teaching practice, which could provide an important complement, or alternative, to directly assessing teaching practice in classrooms. This form of assessment has the potential to provide a way to avoid onerous expense, logistics, and other difficulties of assessments happening in classrooms. The project will address questions about the development of performance expectations for elementary mathematics teachers, the extent to which the performance of the "student" role can be standardized across different performance contexts, and different approaches for generating teaching scenarios. The assessments will focus on the teaching practices of eliciting and interpreting students' mathematical thinking. The project will support: (1) establishing the validity of the assessment as a means to assess readiness to teach elementary mathematics and (2) providing the necessary foundation for scaling research and the use of simulation assessments. The goal of this project is generating, calibrating, and studying standardized simulations of clinical performance of mathematics teaching. The strategy is to investigate three components of the simulation assessment that will enable its broader use in the field. One component will focus on approaches that use different foundations (wisdom of practice, interactions with children, and learning trajectories research) for the design of simulations that are authentic and provide robust information about teaching. Data on the ways in which each approach supplies resources needed for assessment development will be compared. Another component will focus on the degree to which the role of the student can be standardized given the dynamics of teaching. Data on the responses of standardized students, who have similar initial training, to different situational categories will be analyzed. A final component will be establishing a basis for calibrating performance expectations for simulations linked to key points in a teacher's career trajectory (early career teachers, experienced teachers, "accomplished" teachers). Data on the performance of teachers at different points in their careers on the same assessment simulations will be compared. This study of components impacting assessment design will result in a more robust foundation for further development of, and further research on, teaching simulation assessments. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.