Systemic Formative Assessment to Promote Mathematics Learning in Urban Elementary Schools

长期以来，各学区一直在努力以有意义和可持续的方式实施教学计划，以影响教与学。系统性教育改革基于这样一种假设，即教育系统中普遍存在的不连贯和不一致的模式可能会向地方实施者发出混杂的信息，因为他们试图对环境中的各种线索和激励措施作出反应。系统性改革寻求以多种方式实现教育系统的一致性，包括教学理念的一致性、年级水平的一致性以及从地区到学校到教室的纵向一致性。该项目建立在教育政策研究联盟（CPRE）正在进行的、由美国国家科学基金会（nsf）资助的实验研究的基础上，研究正在进行的评估项目（OGAP）对费城地区学校小学教师和学生的数学评估干预的影响。该项目将把OGAP的数学干预与基于研究的系统性改革理解结合起来。OGAP是建立在现有理论和研究的基础上的，这些理论和研究证明了教师使用持续的短周期和中期形成性评估对学生学习的影响。它将这些理解与数学内容领域内学习轨迹的最新研究相结合。通过发挥形成性评估、学习轨迹和系统改革这三个研究领域的优势，该项目有望为大规模将数学学习研究应用于课堂教学的知识库做出重大贡献。该计划将产生具体的工具、惯例和实践，可通过确保学校和地区领导人的战略支持来加强计划的实施。该项目由探索研究PreK-12 （DRK-12）和EHR核心研究（ECR）项目资助。DRK-12项目支持STEM教育创新以及教学、学习和评估方法的研究和开发。ECR项目强调在该领域产生基础知识的基础STEM教育研究。CPRE和费城学区（SDP）将建立一个研究-实践合作伙伴关系，重点是开发、实施、完善和测试一个系统支持模型，以加强OGAP数学干预在小学的实施。CPRE目前对OGAP影响的实验研究初步显示，OGAP对教师知识和学生学习的积极影响具有统计学意义。因此，SDP决定在2016-17年度将OGAP扩展到另外60所学校。然而，目前OGAP的研究也显示，由于缺乏一致的领导对干预的支持，实施不力。该项目将通过开发、改进、支持和记录一个系统支持组件来解决这一实现挑战，该组件将伴随OGAP的课堂级实现。系统支持将由CPRE和CPRE之间的研究-实践伙伴关系开发；SDP;OGAP;宾夕法尼亚大学教育研究生院（pennse）；以及费城教育研究联盟（PERC）。团队将使用基于设计的实现研究的原则来迭代地完善和改进系统支持模型。随着系统支持模型的设计和开发，该项目将对其影响和推出进行混合方法研究。一项三臂准实验研究将检验OGAP在有和没有系统支持的情况下，以及一如既往的数学编程对教师和学生成绩的不同影响。一项混合方法的研究将检查两个治疗组的教师和管理人员的经验，并将提供反馈，以告知系统支持模型的迭代开发。

Districts have long struggled to implement instructional programming in ways that meaningfully and sustainably impact teaching and learning. Systemic education reform is based on the hypothesis that prevailing patterns of incoherence and misalignment in an educational system can send mixed messages to local implementers as they try to respond to various cues and incentives in the environment. Systemic reform seeks to bring alignment to education systems in multiple ways, including consistency across instructional philosophies, alignment across grade levels, and vertical coherence from district to schools to classrooms. This project builds on the Consortium for Policy Research in Education's (CPRE) ongoing, NSF-funded experimental study of the impacts of the Ongoing Assessment Project's (OGAP) math assessment intervention on elementary teachers and students in Philadelphia-area schools. The project will combine the OGAP math intervention with research-based understandings of systemic reform. OGAP is based upon established theory and research demonstrating the impact of teachers' use of ongoing short- and medium-cycle formative assessment on student learning. It combines these understandings with recent research on learning trajectories within mathematics content domains. By bringing to bear the strengths of all three of these areas of research - formative assessment, learning trajectories, and systemic reform - the project promises a significant contribution to the knowledge base about the application of math learning research to classroom instruction on a large scale. This project will produce concrete tools, routines, and practices that can be applied to strengthen programs' implementation by ensuring the strategic support of school and district leaders. This project is funded by the Discovery Research PreK-12 (DRK-12) and EHR Core Research (ECR) Programs. The DRK-12 program supports research and development on STEM education innovations and approaches to teaching, learning, and assessment. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. CPRE and the School District of Philadelphia (SDP) will establish a research-practice partnership focused on developing, implementing, refining, and testing a systemic support model to strengthen implementation of the OGAP math intervention in elementary schools. CPRE's current experimental study of OGAP's impacts reveals, preliminarily, statistically significant positive effects on teacher knowledge and student learning. As a result, SDP has decided to expand OGAP into an additional 60 schools in 2016-17. However, the current OGAP study has also revealed weak implementation stemming from a lack of consistent leadership support for the intervention. The project will address this implementation challenge by developing, refining, supporting, and documenting a systemic support component that will accompany OGAP's classroom-level implementation. The systemic supports will be developed by a research-practice partnership between CPRE; SDP; OGAP; the Graduate School of Education at the University of Pennsylvania (PennGSE); and the Philadelphia Education Research Consortium (PERC). The team will use principles of design-based implementation research to iteratively refine and improve the systemic support model. Along with the design and development of the systemic support model, the project will conduct a mixed-methods study of its impacts and roll-out. A three-armed quasi-experimental study will examine the differential impacts of OGAP, with and without systemic supports, and business-as-usual math programming on teacher and student outcomes. A mixed-methods study will examine teacher and administrator experiences in both treatment groups, and will provide feedback to inform the iterative development of the systemic support model.