Assessment Practices of STEM Teachers

STEM教师的评估实践

基本信息

批准号：
1757249
负责人：
Hannah Sevian
金额：
$ 110万
依托单位：
University of Massachusetts Boston
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-03-01 至 2024-02-29
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1757249&HistoricalAwards=false
关键词：
Assessment Practices STEM Teachers

项目摘要

With funding from the National Science Foundation's Noyce Program, Research Track 4, this partnership between the University of Massachusetts Boston and Boston Public Schools will characterize growth in the assessment practices of science, technology, engineering, and mathematics (STEM) teachers. The goal is to understand how assessment practices may drive teacher effectiveness. This research study will include participation of 58 elementary, middle, and high school STEM teachers who previously participated in a Noyce-funded project and who have persisted in teaching in Boston or other nearby high-need districts. The project will compare differences in the assessment practices of these Noyce-program teachers to 29 other K-12 STEM teachers from the same area, but who participated in different training programs. The project aims to increase knowledge about STEM teacher effectiveness by how teacher effectiveness may relate to teachers measure their students' understanding. The project will examine changes in how STEM teachers measure student learning over several years, as the teachers gain more experience in the classroom. Outcomes from the research will help us understand how STEM teachers measure student learning and use that information to improve their teaching and to assign grades. The goals of the research study are to: (a) Increase understanding of teachers' assessment practices, particularly for Noyce Scholars in comparison to other STEM teachers who also persist in teaching in high-need school districts; (b) Measure growth in the assessment practices of Noyce Scholars in comparison to other STEM teachers over time; and (c) Better understand the role of the conceptual, pedagogical, cultural and political challenges teachers face as their assessment practices change. The research employs both qualitative and quantitative methods, in an interaction analysis framework, to study four research questions about K-12 STEM teachers who have persisted in teaching in high-need districts: (1) What are the teachers' current assessment practices? (2) How have their assessment practices changed from when they began teaching in a high-need district? (3) How do salient retrospective conceptual, pedagogical, cultural, and political challenges negotiated by the teachers explain their current classroom formative assessment practices and changes over time in their assessment practices? and (4) For teachers who have persisted teaching in Boston Public Schools, how do assessment practices relate to student performance outcomes on classroom assessments and to district and State standardized mathematics and science exams? Across these questions, the research team will examine differences between Boston and other districts, as well as effects of other factors, including Noyce- vs. non-Noyce- prepared teachers, length of time teaching in high-need districts, and school-level influences such as school culture, accountability rating, stability of leadership, and professional development opportunities. The project will contribute to theory about teacher assessment practices and the degree to which interaction analysis is useful in studying these practices. The project will also contribute to educational policy implications for supporting teachers to navigate pedagogical perspectives, curricular expectations, administrative policies and procedures, and external pressures as they persist in STEM teaching careers in high-need districts.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.

借助国家科学基金会的NOYCE计划，研究轨道4的资金，马萨诸塞大学波士顿大学和波士顿公立学校之间的这种伙伴关系将表征科学，技术，工程和数学（STEM）教师评估实践的增长。目的是了解评估实践如何提高教师效率。这项研究将包括58名小学，中学和高中STEM老师的参与，他们以前参加了一个由Noyce资助的项目，他们一直在波士顿或附近其他高需求的地区进行教学。该项目将比较这些NOYCE PROGRAM教师的评估实践的差异与来自同一领域的其他K-12 STEM教师，但他们参加了不同的培训计划。该项目旨在通过教师有效性如何与教师衡量学生的理解有关，以提高对STEM教师有效性的知识。由于教师在课堂上获得更多经验，该项目将研究STEM教师如何衡量学生学习的变化。研究的结果将有助于我们了解STEM教师如何衡量学生的学习和使用该信息来改善教学并分配成绩。研究研究的目标是：（a）增加对教师评估实践的理解，特别是对于Noyce学者而言，与其他同样在高需求学区教学的STEM教师相比；（b）与其他STEM教师相比，NOYCE学者的评估实践的增长；（c）更好地了解教师评估实践发生变化时所面临的概念，教学，文化和政治挑战的作用。在互动分析框架中，该研究采用定性和定量方法，研究有关K-12 STEM教师的四个研究问题，他们一直在高需求地区的教学中进行教学：（1）教师当前的评估实践是什么？（2）他们的评估惯例与他们在高需求的地区的教学何时发生了变化？（3）教师在评估习惯中随着时间的流逝，教师谈判的明显回顾性概念，教学，文化和政治挑战如何解释其当前的课堂形成性评估实践和变化？（4）对于在波士顿公立学校持续教学的教师，评估实践与课堂评估以及州和州标准化数学和科学考试的学生绩效成果有何关系？在这些问题中，研究团队将研究波士顿与其他地区之间的差异，以及其他因素的影响，包括Noyce-vs.非诺伊斯准备的教师，高需求地区的时间教学时间，以及学校文化的影响，例如学校文化，责任感，领导能力，领导能力的稳定性和专业发展机会。该项目将有助于关于教师评估实践的理论以及对这些实践的相互作用分析的有用程度。该项目还将有助于教育政策的影响，以支持教师在教学观点，课程期望，行政政策和程序以及外部压力以及外部压力中持续存在，因为它们坚持不懈地在高需求地区的STEM教学职业中。这奖反映了NSF的法定任务，并通过使用基础的智力效果和广泛的评估来评估NSF的法定任务，并具有评估。