Collaborative Research: Articulating a Transformative Approach for Designing Tasks that Measure Young Learners' Developing Proficiencies in Integrated Science and Literacy

这是一个为期12个月的合作早期概念探索性研究（EAGER）的赠款提案提交给发现研究PreK-12（DRK-12），NSF 17-584。SRI国际，加州大学伯克利分校（劳伦斯科学大厅）和WestEd将共同努力，阐明一种潜在的变革性方法，用于设计新型的基于课堂的三维评估任务，以衡量一年级学生在综合科学和识字学习方面的能力。本研究的主要目标是进行探索性设计工作，以产生设计方法和早期任务，这些任务是创建研究和开发计划的关键输入，以更充分地开发一套早期年级的创新评估任务。具体目标是：（1）反复开发和完善一种设计方法，使评估设计者能够开发与下一代科学标准（NGSS）一致的任务和规则，其中包括低年级的识字内容;（2）使用这种设计方法创建两个可用于课堂的范例评估任务;以及（3）收集告知设计方法的承诺的初始证据。这项工作的研究问题将是：我们如何扩展目前的方法，以创建评估，集成的三个方面的NGSS和识字的早期学习者？本研究将选取一年级为学习环境，并以两项NGSS一年级表现期望为评量对象。一年级学生通常处于发展语言和识字能力的关键时刻，这将使团队能够应对语言和识字技能变化的挑战。相应地，本研究将选择两个NGSS一年级生命科学表现期望，因为它们与科学素养实践有直接联系：（1）从分子到有机体：结构和过程（阅读文本并使用媒体来确定有助于后代生存的父母和后代的行为模式）;以及（2）遗传：性状的遗传和变异（进行观察，以构建一个基于证据的解释，即年轻的植物和动物像，但不完全像他们的父母）。该活动的设计阶段将包括对学习背景和研究目标的评估，以及根据国家研究中心的报告“为下一代科学标准设计评估”（2014年）制定评估框架，包括原则性评估以证据为中心的设计方法。数据收集和解释策略将包括设计方法的专家评审、教师焦点小组（n=8）和由研究人员进行的与学生的一对一认知访谈（n=20），这些访谈将被记录下来，以确定使用定性方法评估的质量和可用性。拟议的工作的最终成果将是一个设计方法，为小学低年级学生创建跨科学学科的原则性评估任务。咨询委员会将向研究小组提供形成性评估反馈。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This is a 12-month collaborative EArly-concept Grants for Exploratory Research (EAGER) proposal submitted to the Discovery Research PreK-12 (DRK-12), NSF 17-584. SRI International, University of California-Berkeley (Lawrence Hall of Science), and WestEd will join efforts to articulate a potentially transformative approach for designing new kinds of classroom-based, three-dimensional assessment tasks that measure first graders' proficiencies in integrated science and literacy learning. The main goal of this study will be to conduct exploratory-design work to produce both the design approach and the early-stage tasks that are critical inputs for creating a program of research and development to more fully develop a suite of innovative assessment tasks for the early grades. Specific goals of the effort will be: (1) to iteratively develop and refine a design approach that enables assessment designers to develop Next Generation Science Standards (NGSS)-aligned tasks and rubrics that include a literacy component for the early grades; (2) to use this design approach to create two exemplar assessment tasks that are feasible for classroom use; and (3) to collect initial evidence that informs the promise of the design approach. The work's research question will be: How can we extend current methodology to create assessments that integrate the three dimensions of the NGSS and literacy for early learners? The study will select first grade as the learning environment and two of the NGSS first grade performance expectations as the assessment targets. First grade students are typically at a critical point in developing their language and literacy proficiencies, which will allow the team to take on the challenges of variation in language and literacy skills. Correspondingly, the study will select two NGSS first grade life sciences performance expectations, because they include direct ties to literacy practices in science: (1) From Molecules to Organisms: Structures and Processes (Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive); and (2) Heredity: Inheritance and Variation of Traits (Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like their parents). The design phase of the activity will consist of an assessment of the learning context and targets of the study, and the development of an assessment framework following the National Research Center's report, "Designing Assessments for the Next Generation Science Standards" (2014), including the principled assessment evidence-centered-design methodology. Data gathering, and interpretation strategies will include Experts' Review of the design approach, a focus group of teachers (n=8), and one-on-one cognitive interviews with students (n=20), conducted by researchers, which will be recorded to determine the quality and usability of the assessments using qualitative methods. The ultimate outcome of the proposed work will be a design approach for creating assessment tasks in a principled way across science disciplines for early elementary grade students. An advisory board will provide formative assessment feedback to the research team. The Discovery Research preK-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. 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.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.