Non Task-Specific Trainingdoi:10.5064/F6Z5ZNWHQualitative Data Repository2021-03-171GO Discuss Project. 2021. "Non Task-Specific Training". Qualitative Data Repository. https://doi.org/10.5064/F6Z5ZNWH. GO Discuss. V1Non Task-Specific Trainingdoi:10.5064/F6Z5ZNWHGO Discuss Project1621344Qualitative Data RepositoryQualitative Data RepositoryHowell, HeatherMikeska, JamieLentini, Jennifer2021-02-192021-03-16Otherargumentationdiscussionmathematics methodsscience methodsformative assessmentperformance-based assessmentsimulated classroomsteacher educationeducationeducational assessmentteacher preparation<h3>Project Overview</h3>In this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers. This specific data project includes materials for non-task specific simulation specialist training. A simulation specialist serves as the “human-in-the-loop” during each simulated discussion. The simulation specialist is trained to provide student responses and control the movements of the student avatars in the simulated classroom. The non-task specific training teaches simulation specialists about the five student avatars and their unique vocal and background profiles. We also provided training on specific guidelines, called simulation discussion guidelines, that include information on standard protocols we wanted all simulation specialists to follow during the discussions for how to respond to the teacher’s prompting (or lack of prompting) to engage the students in direct peer-to-peer interactions. The non-task specific training also included instruction on how to set up and use the various technology components, including how to video record the pre-service teachers’ discussion performances and how to use the shared workspace. The task-specific simulation specialist training for each task can be found in that task's respective data project. For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the <a href="https://doi.org/10.5064/F6Z5ZNWH/PN2NSR">Data Overview</a> file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF).20162020videospedagogical materials All materials other than documentation remain copyrighted to Educational Testing Service © 2020, with educational use, research use (with explicit additional citation as listed on pages 5-6 of the project's <a href="https://doi.org/10.5064/F6Z5ZNWH/PN2NSR">Data Overview</a>), and limited commercial uses, as described in the same document, explicitly allowed. Questions about other uses, adaptation, attribution, or requests for exceptions should be directed to the principal investigators, Jamie Mikeska (jmikeska@ets.org) and Heather Howell (hhowell@ets.org).<a href="https://qdr.syr.edu/policies/qdr-standard-access-conditions">Standard Access</a>There are 10 data projects within the GO Discuss collection: one for each of four elementary mathematics tasks, one for each of four elementary science tasks, one for non-task specific simulation specialist training, and one for the scoring of pre-service teacher performances in the simulated classroom. We recommend reading the GO Discuss QDR data overview file for an overview of the overall research project and its goals, a description of the specific materials we developed and how we used them on this research project, and an explanation of the ways in which you can use, adapt, and cite these materials in your own work. Part of the purpose is also to assist you in locating and making sense of the set of files provided. There are summary charts listing the documents and their purposes in the appendices for easy reference.Howell, H., Mikeska, J. N., (2021). Approximations of practice as a framework for understanding the role of authenticity in simulations of teaching. Journal of Research on Technology in Education.Howell, H., Mikeska, J. N., (2021). Approximations of practice as a framework for understanding the role of authenticity in simulations of teaching. Journal of Research on Technology in Education.Mikeska, J. N., & Howell, H. (2020). Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions. Journal of Research in Science Teaching Special Issue: Science Teaching, Learning, and Assessment with 21st Century, Cutting Edge Digital Ecologies, 57, 1356-1399.10.1002/tea.21659Mikeska, J. N., & Howell, H. (2020). Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions. Journal of Research in Science Teaching Special Issue: Science Teaching, Learning, and Assessment with 21st Century, Cutting Edge Digital Ecologies, 57, 1356-1399.Mikeska, J.N., Howell, H., & Straub, C. (2019). Using performance tasks within simulated environments to assess teachers’ ability to engage in coordinated, accumulated, and dynamic (CAD) competencies. International Journal of Testing, 19, 128-147.10.1080/15305058.2018.1551223Mikeska, J.N., Howell, H., & Straub, C. (2019). Using performance tasks within simulated environments to assess teachers’ ability to engage in coordinated, accumulated, and dynamic (CAD) competencies. International Journal of Testing, 19, 128-147.Howell, H., & Mikeska, J.N. (2020, May 5-12). Simulated classrooms as practice-based learning spaces [Video presentation]. 2020 NSF STEM for All Video Showcase.Howell, H., & Mikeska, J.N. (2020, May 5-12). Simulated classrooms as practice-based learning spaces [Video presentation]. 2020 NSF STEM for All Video Showcase.Mikeska, J.N., & Howell, H. (2019, May 13-20). Simulated classrooms as practice-based learning spaces [Video presentation]. 2019 NSF STEM for All Video Showcase.Mikeska, J.N., & Howell, H. (2019, May 13-20). Simulated classrooms as practice-based learning spaces [Video presentation]. 2019 NSF STEM for All Video Showcase.Howell, H. & Mikeska, J.N. (2018, May 14-21). Leading science/math discussions in a simulated classroom [Video presentation]. 2018 NSF STEM for All Video Showcase.Howell, H. & Mikeska, J.N. (2018, May 14-21). Leading science/math discussions in a simulated classroom [Video presentation]. 2018 NSF STEM for All Video Showcase.Mikeska, J.N. & Howell, H. (2017, May 15-22). Simulated classroom environments for facilitating math and science discussions [Video presentation]. 2017 NSF STEM for All Video Showcase.Mikeska, J.N. & Howell, H. (2017, May 15-22). 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