Metrological traceability in education: A practical online system for measuring and managing middle school mathematics instruction

2014 Joint IMEKO TC1-TC7-TC13 Symposium: Measurement Science Behind Safety and Security

Torres Irribarra, D.^1 ; Freund, R.^1 ; Fisher, W.^1 ; Wilson, M.^1

BEAR Center, Graduate School of Education, University of California, Berkeley

CA, United States^1

关键词: Curriculum development;    Formative assessment;    Learning progressions;    Metrological traceabilitys;    Middle school students;    Real-time assessment;    Statistical reasoning;    Theory of measurement;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/588/1/012042/pdf
DOI  :  10.1088/1742-6596/588/1/012042

来源: IOP

【 摘 要 】

Computer-based, online assessments modelled, designed, and evaluated for adaptively administered invariant measurement are uniquely suited to defining and maintaining traceability to standardized units in education. An assessment of this kind is embedded in the Assessing Data Modeling and Statistical Reasoning (ADM) middle school mathematics curriculum. Diagnostic information about middle school students' learning of statistics and modeling is provided via computer-based formative assessments for seven constructs that comprise a learning progression for statistics and modeling from late elementary through the middle school grades. The seven constructs are: Data Display, Meta-Representational Competence, Conceptions of Statistics, Chance, Modeling Variability, Theory of Measurement, and Informal Inference. The end product is a web-delivered system built with Ruby on Rails for use by curriculum development teams working with classroom teachers in designing, developing, and delivering formative assessments. The online accessible system allows teachers to accurately diagnose students' unique comprehension and learning needs in a common language of real-time assessment, logging, analysis, feedback, and reporting.