Constructive Assessment: Study Equity, Validation and Communication

建设性评估：研究公平性、验证和沟通

• 批准号: 9252963
• 负责人: Rose Wray Williams
• 金额: $ 33.99万
• 依托单位: Portland State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-07-01 至 1994-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9252963&HistoricalAwards=false
• 关键词: Constructive; Assessment; Study; Equity; Validation

The goal of the three-year Constructive Assessment Project is to enhance student equity, as well as validation and communication aspects of alternative assessment methods in mathematics. First year project activities will focus on the objective "to enable more in-depth relevant understanding of student achievement on the part of students themselves". This objective will be addressed by investigating the needs, interpretations and values of approximately 200 students who are participating in alternative assessment activities within the constructivist Visual Mathematics programs. The research will proceed at three levels. Ten Teacher-Researchers at five sites will generate research questions, and will investigate these with the support of workshops, monthly meetings and classroom visits by the PI. The PI and a Research Associate will also research the issue across the five sites through observation, interview and textual analysis. And a group of Faculty Associates will explore the issues at the concept level through library research and data analysis. During the second and third years activities will address on the objective "to advance the general state-of-the-art of assessment practices" by using the outcomes of the first-year investigation to develop classroom guidelines which incorporate a learner-oriented, constructivist approach to assessment. The project will provide an integrative model for the constructive involvement of teachers, students and technology in a broad range of assessment methods, and will provide a base of grounded theory for future research.

为期三年的建设性评估项目的目标是提高学生的公平性，以及数学替代评估方法的验证和沟通。 第一年的项目活动将侧重于“让学生自己更深入地了解学生成绩”的目标。 这一目标将通过调查大约 200 名学生的需求、解释和价值观来实现，这些学生正在参与建构主义视觉数学项目的替代评估活动。 该研究将在三个层面上进行。 五个地点的十名教师研究员将提出研究问题，并在 PI 的研讨会、月度会议和课堂访问的支持下对这些问题进行研究。 PI 和一名研究助理还将通过观察、访谈和文本分析来研究五个站点的问题。 一组教职员工将通过图书馆研究和数据分析在概念层面探讨这些问题。 在第二年和第三年，活动将通过利用第一年的调查结果来制定课堂指导方针，以“推进评估实践的一般最先进水平”为目标，其中包括以学习者为导向的、建构主义的评估方法。 该项目将为教师、学生和技术建设性地参与广泛的评估方法提供一个综合模型，并为未来的研究提供扎根的理论基础。