MOSART HSPS: Misconceptions Oriented Standards-Based Assessment Resource for Teachers of High School Physical Sciences

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计划的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为建议的项目提供了理论和经验上的证明。哈佛大学哈佛史密森天体物理中心的研究人员正在开发和验证旨在为9到12年级的学生和教师测量化学和物理科学概念的评估工具。该项目建立在该研究团队开发的广泛使用的K-12错误概念导向的基于标准的教师评估资源(MOSAT)的基础上。该项目正在开发500个新的测试项目，旨在评估符合下一代科学标准的化学和物理学科核心思想。新的衡量标准将用于衡量1万名学生和200名教师在一年的学习中获得的化学和物理知识。新的评估项目和工具将通过项目网站和在线Mosart评估系统提供给其他研究人员和从业人员。评估开发过程基于先前进行的研究，以开发类似的Mosart项目和工具，其中包括评估专家、内容专家和研究科学家的设计工作。试点项目以全国约20,000名高中生及其教师为样本进行测试。数据将使用项目反应理论进行分析，以模拟学生的反应。结果由项目参数、测试和分测试特征以及项目之间的预测性联系组成。生成描述性统计数据以确定学生知识的状态、按项目和标准划分的测试前后的表现以及教师知识。描述性分析之后是分层线性建模(HLM)，以检查教师水平和程序水平变量之间的关系。Mosart工具得到了广泛的应用，并以认知模型为基础，对科学教育中的错误概念进行了强有力的研究。这些额外的9-12级化学和物理工具将弥补目前Mosart评估系统中的空白。新的工具侧重于化学和物理学科的核心思想，为研究人员和从业者，特别是教师专业发展提供者提供了一套亟需的评估。

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.Researchers in the Harvard Smithsonian Center for Astrophysics at Harvard University are developing and validating assessment instruments intended to measure chemistry and physical science concepts for students and teachers in grades 9 through 12. This project builds upon the widely used K-12 Misconception Oriented Standards-based Assessment Resource for Teachers (MOSART) developed by this research team. The project is developing 500 new test items that are intended to assess disciplinary core ideas in chemistry and physics aligned to Next Generation Science Standards. The new measures will be used to measure the knowledge acquired in a year of study by 10,000 students and 200 teachers in chemistry and physics. The new assessment items and instruments will be made available to other researchers and practitioners through the project website and the on-line MOSART assessment system.The assessment development process is based on prior research conducted to develop similar MOSART items and instruments, which includes design efforts of assessment specialists, content experts, and research scientists. Pilot items are tested with a national sample of approximately 20,000 high school students and their teachers. Data will be analyzed using item response theory to model student responses. Outcomes consist of item parameters, test and sub-test characteristics, and predictive linkages among items. Descriptive statistics are generated to establish the state of student knowledge, pre-and post-test performance by item and by standard, and teacher knowledge. Descriptive analyses are followed by hierarchical linear modeling (HLM) to examine the relationships between teacher-level and program-level variables. The MOSART instruments have been widely used and are based on a model of cognition with a strong research base in misconceptions in science education. These additional Grade 9-12 chemistry and physics instruments will address gaps in the current MOSART system of assessments. The new instruments focused on chemistry and physics disciplinary core ideas provide a much needed set of assessments for researchers and practitioners, particularly teacher professional development providers.