Creation and Dissemination of Upper-elementary Mathematics Assessment Modules

初等数学评估模块的创建和传播

• 批准号: 0831450
• 负责人: Heather Hill
• 金额: $ 149.97万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-05-01 至 2013-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0831450&HistoricalAwards=false
• 关键词: Creation; Dissemination; Upper; elementary; Mathematics

The Learning Mathematics for Teaching (LMT) project and the Educational Testing Services (ETS) have formed a partnership to construct, pilot test, re-design, validate, and disseminate five assessments of student achievement for use in upper elementary grades as growth-sensitive measures of student learning in mathematics. The assessments are in the areas of (1) number and operations, (2) pre-algebra and algebra, and (3) geometry and measurement and are based in the literature on student's cognitive growth in these mathematical domains. The instruments are aligned with the National Council of Teachers of Mathematics' Focal Points and with existing "mathematics knowledge for teaching" (MKT) classroom observation instruments. These assessments differ from existing assessments in that the questions require more complex responses than typical multiple-choice problems. Yet, they are still machine-scoreable so they can easily be used in studies with large student samples. Additionally, these assessment instruments enable researchers to capture student growth nested within classrooms, which provides a tool that is able to identify teacher effects on learning. By comparing students of teachers without MSP "treatment" to students of teachers with MSP treatment in a quasi-experimental design, this research project examines the effects of teacher mathematical knowledge for teaching (MKT) growth on classroom instruction and student achievement. The project expects to find that high teacher scores on the Learning Mathematics for Teaching (LMT) measures are correlated with the size of student gains on the new assessment instruments. Additionally, this project adds to the suite of instruments available from the LMT for exploring the connection between teacher learning, teachers' MKT, their classroom instruction, and student outcomes.

教学学习数学（LMT）项目和教育测试服务（ETS）已形成了伙伴关系，以构建，试点测试，重新设计，验证和传播对学生成绩的五项评估，以作为在高年级中使用的学生成绩作为学生学习的成长敏感度量。 评估在（1）数量和操作的区域，（2）代数和代数，以及（3）几何和测量，并基于这些数学领域中学生的认知增长的文献。 这些工具与全国数学焦点教师理事会以及现有的“教学数学知识”（MKT）课堂观察工具保持一致。 这些评估与现有评估不同，因为这些问题需要比典型的多项选择问题更复杂的回答。 但是，它们仍然是机器的，因此可以轻松地用于大型学生样本的研究中。 此外，这些评估工具使研究人员能够捕获嵌套在教室内的学生成长，该工具提供了能够识别教师对学习影响的工具。 通过将没有MSP“治疗”的教师的学生与准实验设计中的MSP治疗的教师的学生进行比较，该研究项目研究了教师数学知识教学知识（MKT）成长对课堂教学和学生成就的影响。 该项目希望发现，关于教学的学习数学（LMT）措施的高教师得分与新评估工具的学生成绩的规模相关。 此外，该项目还增加了LMT可用的一系列工具，以探索教师学习，教师的MKT，他们的课堂教学和学生成果之间的联系。