Florida Center for Research in Science, Technology, Engineering and Mathematics

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Florida Center for Research in Science,
Technology, Engineering and Mathematics
A multi-disciplinary research centerat Florida
State University
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The mission of fcr-stem

• Contribute to the scientific body of knowledge
  regarding how students learn science and
  mathematics, and how this learning is assessed
• Improve teaching and learning in Floridas STEM
  classrooms and
• Increase students preparation for higher
  education and careers in the 21st Century.

Center Director
A co-recipient of the 1996 Nobel Prize in
Chemistry and a Francis Eppes Professor in the
FSU Department of Chemistry and Biochemistry, Dr.
Harry Kroto is an ardent advocate for K-12
science education worldwide.
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The centers primary roles

• Research on
• policy and practice related to mathematics and
  science instruction and assessment in the state.
• student acquisition of knowledge and skills in
  math and science.
• teacher preparation to increase the number of
  math and science teachers with strong content
  knowledge and teaching expertise.
• Technical Assistance to schools and school
  districts in the development and implementation
  of effective math and science instruction.
• Dissemination of Evidence-Based Practices

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Research Focus
FCR-STEM is committed to conducting rigorous
investigations designed to address questions that
will help policymakers and educators make
evidence-based decisions and wisely invest public
resources.

• Study effectiveness of the Great Explorations in
  Math and Science (GEMS) curriculum and related
  professional development in improving elementary
  teachers instruction and students science
  learning.
• Study effectiveness of an interdisciplinary
  approach to teaching mathematics, science, and
  technology in middle school. The IMaST curriculum
  emphasizes problem-solving and higher-order
  thinking.
• Study of higher-order thinking and cognitive
  mechanisms that differentiate high and
  low-performing students in Advanced Placement
  Science courses.

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Research Focus

• Develop and test a grade 2 science curriculum
  differentiating instruction based on students
  vocabulary and background knowledge. This
  research will help teachers individualize
  instruction and organize instructional activities
  to ensure increased reading and science
  performance.
• How can technology, such as web-based teacher
  planning tools, support teachers instruction
  and, in turn, increase student engagement and
  learning in mathematics and science?
• Study effectiveness of job-embedded professional
  development, including learning communities, as a
  strategy to build principals capacity to
  support teachers adoption of standards-based
  instruction and Floridas new mathematics and
  science standards.

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Systems logic model
Aligned with policies and other intermediaries at
state, district, and local levels
Instructional leadership (e.g. principals,
coaches, district and state leadership)
Quality instructional materials, tools, and
strategies

• FCR-STEM Targeted Outcomes
• Improve student achievement in STEM
• Narrow student achievement gaps in STEM
• Increase student pursuit of STEM careers

• Consistent messages
• (e.g. alignment with standards and evidence-based
  practices)

Teacher knowledge, skills, and attitudes
Professional development and support
Classroom Practice
Formative assessments, tools, and strategies
Pre-service and lateral entry
Stakeholder support for STEM education
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Mathematics Formative Assessment Project

• For all students in Prekindergarten through grade
  3
• FCRR developing PreK Mathematics Assessment one
  year ahead of K 3 project.
• FCR-STEM 2008-09 budget includes costs for
  planning K-3 Assessment
• Project Team
• Principal Investigator Kris Ellington
• Research Lead Dr. Karen DeMeester
• Graduate Students Faye Jones, Hae Young Kim

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Project Timeline
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Advisory Panel

• FAMS Representatives
• Diane Gard
• Carol Newman
• Sandy Titsworth
• Ramona Wright

• FCTM Representatives
• Barbara Knox
• Denisse Thompson
• Karol Yeatts
• Tim Kenney

• Also represented
• State and national assessment experts
• State and national mathematics education experts
• State and national early childhood and ESE
  experts
• District leadership

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Initial guidance on Assessments

• Purpose To inform instruction and help teachers
  to
• identify what students know and can do
• decide on next steps for instruction
• To be easily administered and scored by teachers
• Tasks will be aligned with Next Generation SSS
  and selected learning progressions.
• Possibly web-based
• Results will be aggregated in a state electronic
  reporting system.

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Assessment content

• Will assess more than procedural knowledge.
• Proof and defense of solutions essential in all
  grades younger children may draw a model.
• Tasks will be designed to reveal misconceptions.
• Students will be required to read as is
  grade-level appropriate.
• Aligned with new state assessments and predictive
  to the degree possible.

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Other considerations

• The DOE recognizes the need for professional
  development in the use of formative assessment.
• Use of results for accountability will be
  constrained by the pyschometric qualities of the
  resulting assessment.
• The implementation of the plan that results from
  this years work is dependent upon annual
  appropriations.
• Next year, if funded, item development will
  begin.

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Literature review

• What knowledge is most predictive of future math
  achievement?
• What are the characteristics of effective
  formative assessments?
• What valid formative assessments exists for use
  in primary grades mathematics?
• What learning progressions of mathematical
  knowledge have been described?
• What are other states doing to support
  mathematics formative assessment?

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Visit us at
www.fcrstem.org
for information on events, projects,
announcements, and research-based resources
Associate Director - Kris Ellington Assistant
Director for Administration - Christine
Johnson Assistant Director for Technical
Assistance - Danielle Sherdan