Completing, Validating, and Linking Learning Trajectories for K-8 Rational Number Reasoning Tied to the Common Core Standards

完成、验证和链接与共同核心标准相关的 K-8 有理数推理学习轨迹

• 批准号: 1118858
• 负责人: Jere Confrey
• 金额: $ 230.27万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-01 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118858&HistoricalAwards=false
• 关键词: Completing; Validating; Linking; Learning; Trajectories

This project will build and validate learning trajectories (LTs) in mathematics for fraction, ratio, and for decimal and percent to represent learning by grades 3-7 students. A system will be developed to automate data collection for field testing assessment items to determine students' attainment of proficiency levels. Three LTs will be produced and validated along with over 125 assessment items for each of these three trajectories. These assessment items will be useful for diagnosing student learning. Technologies such as mobile phones, tablets, and computers will be used to deliver, analyze, and report diagnostic data on students. The learning trajectories will be available both electronically and in print. The levels of proficiencies will be provided with the outcome spaces, the exemplary items, the student work, and videos of student responses. Publications will provide data on analysis of the diagnostic items and assessments. The project will be done by researchers at the North Carolina State University in collaboration with RoleModel Software Inc.,and the University of Maryland.The learning trajectories will be developed through literature reviews, whole class teaching experiments, clinical interviews, and large-scale assessments. Students in grade 3 will be observed and interviewed while engaging in work on fractions, ratios, decimal, and precents. Some of these students will be observed longitudinally over the two years. Other students from grades 4 through 8 will be interviewed. For each of the three trajectories, about 150 assessment items will be developed and field tested with a large group. Three learning trajectories will be developed and made available electronically with supporting materials. The learning trajectories will be done in coordination with the Common Core State Standards (CCSS) in mathematics. Because the learning trajectories and materials will be informative to teachers who will be implementing the CCSS, the work has the potential to appeal to and reach a very large audience. Publications will provide data on analysis of the diagnostic items and assessments. The researchers will seek ways for a greater audience to have access to the software for accessing and retrieving items.

该项目将在数学，比率和十进制和百分比的数学中构建和验证学习轨迹（LTS），以代表3 - 7年级的学生。将开发系统以自动化数据收集，以进行现场测试评估项目，以确定学生的能力水平。这三个轨迹中的每一个都将生产和验证三个LT以及125多个评估项目。这些评估项目对于诊断学生学习很有用。手机，平板电脑和计算机等技术将用于交付，分析和报告学生的诊断数据。学习轨迹将以电子方式和印刷品提供。熟练程度的水平将包括结果空间，典范项目，学生工作以及学生回答的视频。出版物将提供有关诊断项目和评估分析的数据。该项目将由北卡罗来纳州立大学的研究人员与Rolemodel Software Inc.和马里兰大学合作完成。学习轨迹将通过文献评论，整个班级教学实验，临床访谈和大规模评估来开发。在从事分数，比率，十进制和预先工作时，将观察和采访3年级的学生。这些学生中的一些将在两年中纵向观察。来自4至8年级的其他学生将接受采访。 对于这三个轨迹中的每一个，将开发约150个评估项目，并与大型组进行现场测试。 将开发三个学习轨迹，并通过支持材料以电子方式提供。学习轨迹将与数学中的共同核心州标准（CCSS）协调。由于学习轨迹和材料将使将要实施CCSS的教师提供信息，因此这项工作有可能吸引和吸引大量受众。出版物将提供有关诊断项目和评估分析的数据。研究人员将寻求更多的受众访问该软件以访问和检索项目的方法。