Assessment Literacy for the Development of Teacher Understanding with the Next Generation Science Standards
评估素养以发展教师对下一代科学标准的理解
基本信息
- 批准号:1561550
- 负责人:
- 金额:$ 149.99万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2016
- 资助国家:美国
- 起止时间:2016-07-01 至 2022-05-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
This project examines how high school science teachers develop practices of classroom assessment in order to make instructional decisions that optimize student learning in light of the Next Generation Science Standards (NGSS). In implementing the NGSS, teachers are faced with performance expectations that integrate cross-cutting concepts, practices and disciplinary core ideas in ways that depart from more traditional content-focused goals. The practices entail a range of science literacies including question generation, data representation, explanatory modeling, and communication among scientists and with the general public. To be successful, teachers must align these multi-dimensional student performance expectations with instruction that supports these and assessments that demonstrate students' progress. This project engages high school science teachers to develop assessments that cover the multiple dimensions of the performance expectations. Developing these assessments occurs as teachers focus on the nature of the evidence in student work that would indicate progress toward proficiency. Teachers work in learning communities so they can draw on each others' content and pedagogical expertise as they iteratively refine their assessment designs. The project builds upon hypothetical learning trajectories for teachers, comprising five dimensions of teacher knowledge and practice: Assessment literacy and practices; views of student roles in assessment practices; participation within collaborative design teams; assessment design practices aligned with NGSS; and NGSS-aligned instructional practices. These dimensions organize a three-year professional development sequence for teachers from six different urban public high schools of a large and diverse school district. The location of this work also enables consideration of how teachers progressively address factors such as language learning, student economic backgrounds, and the needs of special education students. Throughout the sequence, teachers work within professional learning communities focused on iterative cycles of assessment design, implementation, reflection, and revision. The project applies mixed-methods to a variety of data sources, including teacher surveys, documentation of assessment design cycles, student work products, and observations of instructional practices. Analyses aim to further develop the hypothetical learning trajectories, obtain additional insights into teacher collaborative practices, and examine the relationship between changes in teacher assessment practices, their instructional methods, and student learning. Furthermore, engaging teachers in not only the collaborative design of assessments but also in the co-design of the professional development sequence reinforces this project's capacity to afford and foster local innovations that mitigate or resolve tensions extant in science education. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field.
该项目研究了高中科学教师如何制定课堂评估的实践,以便根据下一代科学标准(NGSS)做出教学决策,以优化学生学习。在实施NGSS时,教师面临着表现期望,这些期望以偏离更传统的以内容为中心的目标的方式融合了跨裁切概念,实践和纪律核心思想。这些实践包括一系列科学素养,包括问题产生,数据表示,解释性建模以及科学家和公众之间的交流。为了取得成功,教师必须将这些多维学生绩效期望与支持这些和评估的指导保持一致,以证明学生的进步。该项目与高中科学教师一起开发评估,以涵盖绩效期望的多个维度。当教师专注于学生工作中证据的性质,这表明熟练程度的进步时,进行了这些评估。教师从事学习社区的工作,以便在迭代地完善评估设计时,可以借鉴彼此的内容和教学专业知识。 该项目以教师的假设学习轨迹为基础,包括教师知识和实践的五个维度:评估素养和实践;对学生在评估实践中的作用的看法;参与协作设计团队;评估设计实践与NGSS一致;和与NGSS的教学实践。这些维度为来自大型学区的六个不同城市公立高中的教师组织了三年的专业发展顺序。这项工作的位置还可以考虑教师如何逐步解决语言学习,学生经济背景和特殊教育学生需求等因素。在整个序列中,教师在专业学习社区中工作,专注于评估设计,实施,反思和修订的迭代周期。该项目将混合方法应用于各种数据源,包括教师调查,评估设计周期的文档,学生工作产品以及教学实践的观察结果。分析旨在进一步发展假设的学习轨迹,获得对教师协作实践的更多见解,并研究教师评估实践的变化,教学方法和学生学习之间的关系。此外,不仅让教师参与评估的协作设计,而且参与专业发展序列的共同设计,增强了该项目负担和促进当地创新的能力,从而减轻或解决科学教育中存在的紧张局势。该项目得到了NSF的EHR核心研究(ECR)计划的支持。 ECR计划强调了基本的STEM教育研究,该研究在该领域产生了基础知识。
项目成果
期刊论文数量(0)
专著数量(0)
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会议论文数量(0)
专利数量(0)
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Donald Wink其他文献
Students’ Experiences with the Science and Engineering Practices in a Workshop-Based Undergraduate Research Experience
学生在基于研讨会的本科研究经历中的科学和工程实践经验
- DOI:
- 发表时间:
2024 - 期刊:
- 影响因子:3
- 作者:
Adrian Wierzchowski;Donald Wink - 通讯作者:
Donald Wink
Donald Wink的其他文献
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{{ truncateString('Donald Wink', 18)}}的其他基金
Institutional Transformation through Curriculum and Faculty Development to Serve the Modern Chemistry Student
通过课程和师资发展进行机构转型,为现代化学学生服务
- 批准号:
2111446 - 财政年份:2021
- 资助金额:
$ 149.99万 - 项目类别:
Continuing Grant
Facilitating Undergraduate Success in Science, Technology, Engineering, and Mathematics Through Improved Student Competencies
通过提高学生能力促进本科生在科学、技术、工程和数学方面的成功
- 批准号:
1929722 - 财政年份:2020
- 资助金额:
$ 149.99万 - 项目类别:
Standard Grant
Chicago Transformation Teacher Institutes
芝加哥转型教师学院
- 批准号:
0928669 - 财政年份:2009
- 资助金额:
$ 149.99万 - 项目类别:
Standard Grant
Research on Student Understanding of Solution Phenomena in College Chemistry
大学化学中学生对溶液现象的理解研究
- 批准号:
0736791 - 财政年份:2008
- 资助金额:
$ 149.99万 - 项目类别:
Standard Grant
Scientists, Kids, and Teachers (SKIT): A GK-12 Partnership with the Chicago Public Schools
科学家、儿童和教师 (SKIT):GK-12 与芝加哥公立学校的合作伙伴关系
- 批准号:
0338328 - 财政年份:2004
- 资助金额:
$ 149.99万 - 项目类别:
Continuing Grant
Purchase of an Ultrafast Laser System
购买超快激光系统
- 批准号:
0130997 - 财政年份:2002
- 资助金额:
$ 149.99万 - 项目类别:
Standard Grant
University of Illinois at Chicago Graduate Fellows in K-12 Education
伊利诺伊大学芝加哥分校 K-12 教育研究生
- 批准号:
9979537 - 财政年份:2000
- 资助金额:
$ 149.99万 - 项目类别:
Continuing Grant
CPLP: A Chemical Professional Laboratory Program for General Chemistry
CPLP:普通化学的化学专业实验室计划
- 批准号:
9653080 - 财政年份:1997
- 资助金额:
$ 149.99万 - 项目类别:
Standard Grant
The Match Program: A combined Mathematics and Chemistry Curriculum
匹配计划:数学和化学相结合的课程
- 批准号:
9354526 - 财政年份:1994
- 资助金额:
$ 149.99万 - 项目类别:
Standard Grant
The Greater Chicago Consortium for Chemistry Reform
大芝加哥化学改革联盟
- 批准号:
9450684 - 财政年份:1994
- 资助金额:
$ 149.99万 - 项目类别:
Standard Grant
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