Aspire-II - From Teacher Task Design to Generalizable Knowledge of Student Learning: A Comprehensive Study of Learning Progression Use

EHR核心研究计划强调基础STEM教育研究，将产生该领域的基础知识。虽然学习进展已经显示出支持教师设计形成性评估的前景，并提出了建模学生学习的新方法，但该领域仍然处于理解学习进展如何告知和增强学生学习的开始阶段。这项研究是必要的，因为研究表明，虽然形成性评估可以支持学生的学习，形成性评估的做法是不容易的教师学习。通过这一努力，多达72名高中生物、化学和物理教师将参加专业学习社区，帮助他们在课堂上更有效地使用以学习进展为中心的形成性评估。这个项目将建立在以前的研究，帮助教师在设定学习目标，衡量学生的进展，这些目标，并提供反馈，以提高学生的表现。它还将扩展一个大学教育研究团队和一个学区之间正在进行的研究-实践伙伴关系，这两个团队都致力于改善其社会经济、语言和种族多样化学生的科学教育。（1）参与不同内容领域的不同类型的学习进展，为专业学习社区的形成性评估设计提供信息;（2）制定以学习进展为基础的形成性评估任务与学生;（3）测量学习进展为中心的专业发展对学生学习的影响，以及这种影响的中介;（4）模拟学生学习和评估结果支持学习进展中所代表的假设的程度。这项研究将采用互补的定性和定量的方法，并遵循一年的设计为基础的实施研究与准实验研究的教师参与研究团队促进专业学习社区的重点是学习进展。有关教师专业学习的证据将通过三角测量的数据收集从教师参与专业学习社区，结构化访谈，课堂观察和形成性评估任务的分析的前后分析。学生的学习情况将通过与教师在其专业学习社区中使用的学习进展相关联的前后诊断评估来跟踪。这项工作的结果将推进知识理论建设，通过工具和资源沿着与证据，其有效性，设计标准，以指导形成有效的教师合作，形成评估设计在专业学习社区，和模型的方法，学生的表现相对于学习进展。这些最终产品还将提供工具，帮助学校和地区实时收集专业学习社区功能和形成性评估任务质量的证据。

The EHR Core Research program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. While learning progressions have shown promise as supports for teachers as they design formative assessments, as well as suggested new approaches for modeling student learning, the field is still only at the beginning stages of understanding how learning progressions can inform and enhance student learning. This research is needed because studies show that although formative assessment may support student learning, formative assessment practices are not easy for teachers to learn. Through this effort up to 72 high school biology, chemistry and physics teachers will participate in professional learning communities to help them become more effective in using learning progression-centered formative assessment in their classrooms. This project will build on prior studies by helping teachers in setting learning goals, measuring student progress toward those goals, and providing feedback to improve students' performance. It will also extend an ongoing research-practice partnership between a university-based educational research team and a school district that are both committed to improving science education for its population of socioeconomically, linguistically, and ethnically diverse students.The overarching goals will be to investigate how teachers: (1) Engage with different types of learning progressions in different content domains to inform formative assessment design in professional learning communities; (2) Enact learning progression-based formative assessment tasks with students; (3) Measure the effect of learning progression-centered professional development on student learning, as well as the mediators of this effect; and will also (4) Model student learning and the extent to which assessment results support the hypotheses represented in learning progressions. The study will employ complementary qualitative and quantitative methods and follow a year of design-based implementation research with a quasi-experimental study of teachers participating in research-team facilitated professional learning communities focused on learning progressions. Evidence pertaining to teacher professional learning will be gathered through the triangulation of data from front-to-back analyses of teacher participation in professional learning communities, structured interviews, classroom observations, and analysis of formative assessment tasks. Student learning will be tracked through pre-post diagnostic assessments linked to learning progressions teachers use in their professional learning communities. Results from this work will advance knowledge about theory building through tools and resources along with evidence of their effectiveness, design criteria to guide formation of effective teacher collaboration around formative assessment design in professional learning communities, and model approaches for student performance relative to learning progressions. These end products will also provide instruments to help schools and districts collect evidence in real-time of professional learning community function and formative assessment task quality.