Facilitating Formative Feedback: Using Simulations to Impact the Capability of Novice Mathematics Teachers

促进形成性反馈：利用模拟来影响数学新手教师的能力

• 批准号: 2101343
• 负责人: Meghan Shaughnessy
• 金额: $ 297.45万
• 依托单位: Trustees of Boston University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2101343&HistoricalAwards=false
• 关键词: Facilitating; Formative; Feedback; Using; Simulations

During their initial teacher preparation experiences, preservice teachers need meaningful formative assessment that can support them in developing their skills and practices as new teachers of mathematics. While field placements offer some such opportunities, too often preservice teachers are not able to see, experience, and enact a full range of research-based effective mathematics teaching practices. This Level II four-year Design and Development Study in the Assessment strand explores the ways in which thoughtfully designed simulations can provide preservice teachers with formative assessment opportunities that serve as a complement to, or alternative to as needed, feedback derived from field placement contexts. A set of simulations will be designed with a focus on eliciting and interpreting student thinking. These simulations will be used with preservice teachers in three elementary teacher preparation programs of varying size and demographics. Data will be collected to understand the ways in which the feedback from engaging in the simulations serves to strengthen preservice teachers' abilities to elicit and interpret student thinking through an analysis of performance in the simulations, interviews with preservice teachers, and feedback from teacher educators. An associated study will establish the reliability and validity of the simulations as assessment tools.Simulations will be developed and tested in three cycles, with iterative improvements made between each cycle. The first cycle will involve 10 preservice teachers in a pilot study separate from participation in a course, in which preservice teachers engage in a simulation, receive formative feedback, and engage in a second similar simulation. This cycle will evaluate the extent to which feedback appears to influence subsequent performance. In the second cycle, the project will work with three teacher educators in diverse contexts to enact the simulations with all preservice teachers in one section of their elementary mathematics methods courses. In the final cycle, the use of the simulations will shift from a research team actor playing the role of the student to a site-based actor recruited by the teacher educators at each of the three institutions. To validate the tools, researcher reliability and teacher educator reliability studies will be conducted to asses the extent to which the four different simulation assessments provide consistent feedback on the targeted teaching practices and the extent to which the scoring of the assessments are reliable. A G study (generalizability study) will be conducted to evaluate the extent to which the teacher participant is the primary source of variation as compared to variations from student actors or the rater administering the assessment. Results will be disseminated in a variety of mathematics education settings and the simulation materials will be made available to practitioners and adapted for additional use in mixed-reality simulation platforms.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.

在最初的教师准备经验中，职前教师需要有意义的形成性评估，以支持他们作为数学新教师发展技能和实践。虽然现场安置提供了一些机会，但前者的教师经常无法看到，体验和制定各种基于研究的有效数学教学实践。评估链中的II级四年设计和开发研究探讨了精心设计的模拟可以为职前教师提供形成性评估的机会，这些机会是从现场安置环境中获得的补充或替代的反馈。一组模拟将设计为引起和解释学生思维的重点。这些模拟将与三个不同规模和人口统计学的基本教师准备计划中的职前教师一起使用。将收集数据以了解模拟参与模拟的反馈方式通过对模拟中的绩效分析，与职前教师的访谈以及来自教师教育者的反馈来增强学前教师的能力来激发学生的思维。一项相关的研究将确定仿真作为评估工具的可靠性和有效性。将在三个周期中开发和测试，并在每个周期之间进行迭代改进。第一个周期将涉及10名前者教师参加一项试点研究，而不是参与课程，在该课程中，职前教师进行模拟，接收形成性反馈并进行第二个类似的模拟。该周期将评估反馈似乎影响后续绩效的程度。在第二个周期中，该项目将与三位教师教育者在各种情况下合作，以在其基本数学方法课程的一个部分中与所有职前教师进行模拟。在最后一个周期中，模拟的使用将从研究小组演员转变为由教师教育者在三个机构中的每个机构招募的基于站点的演员。为了验证工具，将进行研究人员的可靠性和教师教育工作者的可靠性研究，以评估四种不同的仿真评估在多大程度上提供有关目标教学实践以及评估评估的可靠程度一致的反馈。与学生参与者或管理评估的评估者相比，将进行一项G研究（概括性研究），以评估教师参与者是差异的主要来源。结果将在各种数学教育环境中传播，并且将向从业人员提供模拟材料，并适用于混合现实模拟平台中的额外使用。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛影响的审查标准来通过评估来支持的。