Human Variance and Assessment for Learning Implications for Diverse Learners of STEM, A National Conference

会议的目的是促进关于评估、教学和学习之间关系的全国对话，其中包括学术研究和测试开发；市和州教育委员会成员；各州和主要学校系统的官员；政策制定者;以及教师协会和家长协会的代表。本次会议旨在吸引这些重要的专业人士，他们有重要的共同赞助者，如城市研究所。这次全国会议源于戈登教育评估未来委员会的工作，该委员会解决了STEM学科（PRE-K - 12）的进步问题，这些学生在成绩优异的学生中代表性不足。提高代表人数不足的优秀学生的地位这一问题几乎没有得到集中的努力，召开一次会议将有助于更好地了解这一特别关切问题，其中包括复杂家庭结构中的贫困学生。会议将吸引思想领袖、决策者、实践监督者和测量科学学者了解新出现的思想和发展，并讨论选定的模式，以实施产生和利用教育测试数据的新方法。这次会议将激发全国性的讨论，并最终形成一个需要教育评估的市场，为教与学的交易提供信息和改进。会议将围绕四篇概念性和理论性论文来组织，这些论文的重点是知识库，六个同时举行的讲习班将以此为基础。这四篇论文分别是：(1)人类多样性与评估；(2)检验偏差的极限及其修正；(3)迈向一门能够为学习提供信息和促进学习的评估科学(4)为学习服务的评估。讲习班将重点讨论有望为教学和学习过程及其成果提供信息和改进的教学实践模式。这些问题将由11-15名了解学生学习和从不同类型的评估中收集的信息类型的专家演讲者进行讨论。在围绕测量科学和评估集成的讨论中，对urm及其需求和背景的关注是优先考虑的。关于理解学生学习的几个重要问题，以及可以通过评估获得的关于学生的各种信息之间的关系：(1)更广泛和更有效地使用教育测试来改善STEM主题和价值观的学习的重要性；(2)课程嵌入评估和减少来自不同社会阶层的STEM学习者的成绩差异；(3)在STEM高成就学习者中代表性不足的学习者的教学和学习中使用有关学习者和教与学交易的数据的创新程序和计划。探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）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工作的基础上，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，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。

The conference purpose is to stimulate a national conversation concerning the relationships between assessment, teaching and learning that include scholarly research and development of tests; members of city and state boards of education; officials from states and major school systems; policymakers; and representatives of teachers' associations and parents' associations. This conference aims to attract these important professionals has important co-sponsors like the Urban Institute. This national conference flows from the work of the Gordon Commission on the Future of Assessment for Education that addressed the advancement of achievement in STEM disciplines (PRE-K - 12) for students who are underrepresented among high achieving students. This issue of advancement of underrepresented high achieving students has received little concentrated effort and a conference would help in providing greater understanding of this special concern, which includes a student in poverty in complexed family structures.The conference will attract thought leaders, policy makers, supervisors of practice and scholars of measurement science to be informed of emerging thought and developments and to discuss selected models for the implementation of new ways of generating and utilizing data from education tests. The conference will stimulate national conversation and ultimately a market that demands educational assessments that inform and improve teaching and learning transactions. The conference will be organized around four conceptual and theoretical papers that focus on the knowledge base upon which six concurrent workshops will be based. The four papers are: (1) Human Diversity and Assessment; (2) The Limits of Test Bias and Its Corrections; (3) Towards an Assessment Science Capable of Informing and Improving Learning; and (4) Assessment in the Service of Learning. The workshops will focus on models of pedagogical practice that show promise for informing and improving teaching and learning processes and their outcomes. These issues will be discussed by 11-15 expert presenters who understand student learning and the types of information gleaned from different types of assessments. The attention to URMs and their needs and contexts are prioritized in discussions surrounding measurement science and the integration of assessment. Several important issues that address understanding of student learning, and the relationship between the varieties of information concerning students that can be accessed through assessments are: (1)The importance of the broader and more productive use of educational testing to improve the learning of STEM subject matter and values;(2) Curriculum embedded assessment and the reduction in disparities in achievement by STEM learners from diverse social divisions;(3)Innovative procedures and programs for the use of data concerning learners and teaching and learning transactions in the teaching and learning of STEM with learners who are underrepresented among high achieving STEM learners.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. 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.