MMSD K-12 Curricular Review of Learning Materials Science Program Evaluation Document

Transcription

MMSD K-12 Curricular Review of Learning Materials
Science Program Evaluation Document
Title: _____________________________________________________________
Author (s): ________________________________________________________
Publisher: ___________________________Copyright date: _________________
Reviewed by: ________________________ Date: _________________________
I.
Descriptors
a.
Is this entire science program designed to:
_____ *provide a single science content strand for grades 6 through 12 (e.g. General,
Biology, 126-201)
_____ provide an integrated science program (e.g. Integrated Science, 126-110)
_____ provide a complete multiyear program for science
_____ provide multiple modules or units that could be used to supplement other
course materials for science
_____ provide a single module or collection of activities that could be used to
supplement other course materials for science
_____ other (explain): _______________________________________________
* Requires evaluation of each Wisconsin Model Academic Performance Standards in
appropriate standard, e.g. Life/Env Science F.12.1-12.7, See Appendix C)
b.
What grade levels do the materials serve? (circle all those that apply)
K
c.
1
2
3
4
5
6
7
8
9
10
11
12
What are the major domains/topics of the content covered by these materials?
_________________________________________________________________
_________________________________________________________________
d.
List all the components that were actually reviewed (e.g. teacher’s guide, student books,
hands-on materials, multimedia material).
____________________________________________________________
____________________________________________________________
e.
Write a brief description of the purpose and broad goals of the program.
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
II. Quality of Science Content
Directions: For each item, circle the number corresponding with your response to the question.
Please provide written comments to clarify and support each rating.
a.
Standard 1: Science Connections. To what extent do the instructional materials accurately
represent the*unifying themes and connect the science standards to one another with these
themes? (*See Appendix A: Science Themes)
1
2
Poor examples of
inquiry
3
4
Mixed quality
5
Rich & accurate
examples of inquiry
Cite Specific Example(s): _______________________________________________
___________________________________________________________________
b.
Standard 2: Nature of Science. How effectively do the instructional materials accurately
portray science as ongoing and inventive, and that scientific understandings have changed
over time as new evidence is found?
1
2
Poor portrayal of
Nature of science
3
4
Mixed quality
5
Rich & accurate
portrayal of nature &
science
___________________________________________________________________
c.
Standard 3: Science Inquiry. How well are the instructional materials designed to
encourage students to investigate questions using scientific method and tools, revise their
personal understanding to accommodate knowledge, and communicate these
understandings to others?
1
2
Major concepts &
processes not
addressed
3
4
Major concepts &
processes somewhat
addressed
5
Major concepts &
processes addressed
well
___________________________________________________________________
d.
Standard 4: Physical Science. To what level do the materials build an understanding of the
physical and chemical properties of matter, the forms and properties of energy, and the
ways in which matter and energy interact?
1
Little or no emphasis
2
3
Some emphasis
4
5
Major concepts &
processes addressed
well
___________________________________________________________________
e.
Standard 5: Earth and Space Science. How adequate are the materials in developing an
understanding of the structure and systems of earth and other bodies in the universe and
their interactions?
1
2
3
4
Some emphasis
5
Rich & well-designed
emphasis
___________________________________________________________________
f.
Standard 6: Life and Environmental Science. To what degree are the materials able to
develop an understanding of the characteristics and structures of living things, the
processes of life, and how living things interact with one another and their environment?
1
2
3
4
Some emphasis
5
emphasis
___________________________________________________________________
g.
Standard 7: Science Applications. How effective are the instructional materials in providing
sufficient opportunities for students to understand the relationship between science and
technology and the ways in which that relationship influences human activities?
1
2
Very few application
activities
3
4
Some application
activities
5
Very rich in
application activities
___________________________________________________________________
h.
Standard 8: Personal and Social Perspectives. How well do the materials present students
with opportunities to use scientific information and skills to make decisions about
themselves, their community, and the world in which they live?
1
2
3
Some emphasis
4
5
emphasis
___________________________________________________________________
i.
How well does the science instructional content align with all eight areas of the Content
Standards as described in the Wisconsin Model Academic Standards?
* If evaluating a 6-12 grade program specific to a single content area, completion of the
Wisconsin Model Academic Performance Standards is required. See Appendix C.
1
2
Omits substantial
content included in
WMAS and/or includes
substantial content
not recommended in
WMAS
3
4
Some misalignment of
content with
recommendations in
WMAS
5
The curriculum aligns
well with content
recommendations in
WMAS
___________________________________________________________________
j.
How well does the science instructional content align with the K-8 MMSD Science Scope &
Sequence? (omit for grades 9-12)
1
2
Omits substantial
content or includes
substantial content
not recommended
3
4
Some misalignment of
content
5
The curriculum aligns
well with content
recommendations
___________________________________________________________________
k.
Are the science concepts presented in the instructional materials accurate and correct?
(Provide examples of major errors where they are evident. Attach extra page if necessary.)
1
2
Substantial, major
errors
3
4
Mostly correct, with
some minor errors
5
Scientifically accurate
and correct
___________________________________________________________________
l.
How well does the science presented in the instructional materials reflect current science
knowledge?
1
The ideas are out of
date
2
3
Somewhat current
4
5
Current
___________________________________________________________________
m.
To what extent do the instructional materials provide sufficient depth for students to
develop a good understanding of key science concepts?
1
2
Too few learning
activities
3
4
Activities provide
some opportunity for
students to learn
some important
concepts
5
Activities provide
many rich
opportunities to learn
key science concepts
___________________________________________________________________
n.
How well do the materials develop an appropriate breadth and depth of science concepts?
1
2
Too narrow or too
broad
3
4
Somewhat balanced
5
Good balance of
breadth and depth
___________________________________________________________________
o.
Do the materials spiral (i.e. increase in sophistication) through the grade and among grade
levels with respect to science inquiry and concepts?
1
2
No spiraling
3
4
Some spiraling
5
Sophisticated and
meaningful spiraling
___________________________________________________________________
p.
To what degree did you find the materials to be free from bias, promoting political agendas
and special interests?
1 (highly biased)
2
Low
3
4
Medium
5 (not biased)
High
___________________________________________________________________
q.
Does research indicate these materials are effective, teacher and student tested, and
support student achievement in science?
1
Little or no research
2
3
Some research
4
5
Extensive research
and documentation
___________________________________________________________________
III.
Pedagogical Design
a.
Do the instructional materials provide a logical progression for developing conceptual
understanding in science?
1
2
No logical progression
of ideas
3
4
Somewhat logical
progression of ideas
5
Logical progression of
ideas that builds
conceptual
understanding
___________________________________________________________________
b.
What degree of emphasis do the instructional materials place on providing students with the
opportunity to make predictions, gather evidence, and develop arguments to support,
reject, and revise their preconceptions and explanations for natural phenomena?
1
2
No opportunity
3
4
Some opportunity
5
Rich and welldesigned opportunity
___________________________________________________________________
c.
To what extent do the instructional materials engage students in doing science inquiry?
1
2
Very few or very
contrived activities for
students to do science
inquiry
3
4
Some good activities
for students to do
science inquiry
5
Many rich and
authentic
opportunities for
inquiry
___________________________________________________________________
d.
To what extent does the curriculum engage students in activities that help them
connect science to everyday issues and events?
1
Very few or very
contrived activities for
inquiry
2
3
Some good activities
for students to do
science inquiry
4
5
Many rich and
authentic
opportunities for
inquiry
___________________________________________________________________
e.
How would you rate the overall developmental appropriateness of the instructional
materials, given their intended audience of all students at the targeted level(s)?
1
2
Not developmentally
appropriate
3
4
Somewhat
developmentally
appropriate
5
Developmentally
appropriate
___________________________________________________________________
f.
Do the materials reflect current knowledge about effective teaching and learning practices
(e.g., constructivism, inquiry) based on research related to science education? (*See
Appendix B: Teaching and Learning Best Practices)
1
2
Do not reflect current
knowledge about
teaching and learning
3
4
Somewhat reflective
of current knowledge
about teaching and
learning
5
Reflect will current
knowledge about
teaching and learning
___________________________________________________________________
g.
Do the instructional materials provide students with the opportunity to clarify, refine, and
consolidate their ideas, and to communicate them through multiple modes?
1
2
No opportunity
3
4
Some Opportunity
5
___________________________________________________________________
h.
Do the instructional materials provide students with the opportunity to think and
communicate scientifically?
1
No opportunity
2
3
Some Opportunity
4
5
___________________________________________________________________
i.
Do the instructional materials provide students with activities connecting science with other
subject areas?
1
2
No opportunity
3
4
Some Opportunity
5
___________________________________________________________________
j.
Are the instructional materials likely to be interesting, engaging, and effective for students?
1
2
Not at all interesting
3
4
Somewhat interesting
5
Interesting and
engaging
___________________________________________________________________
k.
Are the instructional materials likely to be interesting, engaging, and effective for males and
females?
1
2
Gender biased
3
4
Some sensitivity to
gender issues
5
Equally interesting,
engaging, and
effective for males
and females
___________________________________________________________________
l.
Are the instructional materials likely to be interesting, engaging, and effective for
underrepresented and underserved students (e.g., ethnic, urban, rural, with disabilities)?
1
Biased
2
3
Some sensitivity to
underrepresented and
underserved students
4
5
Equally interesting,
engaging, and
effective for
underrepresented and
underserved students
___________________________________________________________________
m.
Are the instructional materials likely to be interesting, engaging, and challenging for
students with special talents and interest in science?
1
2
Not challenging and
interesting
3
4
Somewhat challenging
and interesting
5
Very challenging and
interesting for
students with special
talents and interests
in science
___________________________________________________________________
n.
Do the instructional materials include support and/or connections for students with limited
proficiency in English?
1
2
Little or no support
3
4
Some support
5
Extensive and high
quality support
___________________________________________________________________
o.
Do the instructional materials include adequate and appropriate uses of a variety of
educational technologies (e.g., video, computers, telecommunications)?
1
2
Little or no
educational
technology included
3
4
Some educational
technology included
5
Many appropriate rich
and useful
applications of
educational
technology included
___________________________________________________________________
p.
What is the overall quality of the pedagogical design of these instructional materials?
1
Low
2
3
Medium
4
5
High
___________________________________________________________________
q.
Are the support and consumable materials reasonable for limited financial resources?
1
2
Expensive and difficult
to obtain
3
4
Somewhat expensive
and difficult to obtain
5
Reasonably priced and
easy to obtain
___________________________________________________________________
r.
How easily will be materials be distributed, stored, and shared?
1
Difficult to store and
share
2
3
Somewhat difficult
4
5
Easily stored and
shared
___________________________________________________________________
IV.
Assessment
a.
Given there are many educational uses of assessment in addition to simply “grading”, how
well are purposes of the assessment options defined and used (e.g. grading, formative
information, pre-assessment information)?
1
2
Unclear purposes
3
4
Somewhat clear
purposes
5
Clear statement
purposes
___________________________________________________________________
b.
How well do the assessment tasks correspond with and reinforce the core science concepts
and inquiry skills?
1
2
Poor correspondence
3
4
Fair correspondence
5
Full correspondence
___________________________________________________________________
c.
Do the instructional materials include multiple kinds of assessments (e.g., performance,
paper/pencil, portfolios, student interviews, embedded, projects)?
1
2
Little or no student
assessment provided
3
4
Somewhat variety of
student assessment
5
Complete student
assessment package
___________________________________________________________________
d.
Are the assessment practices appropriate for all students?
1
Appropriate for a few
2
3
Appropriate for most
4
5
Appropriate for all
___________________________________________________________________
V.
Implementation and System Support
a.
Will teachers find the materials interesting and engaging?
1
2
Dry and boring
3
4
Somewhat interesting
and engaging
5
Interesting and
engaging
___________________________________________________________________
b.
Do the instructional materials include information and guidance to assist the teacher in
implementing the lessons?
1
2
No teacher support
3
4
Some teacher support
5
Rich and useful
teacher support
___________________________________________________________________
c.
Overall, are the materials usable by, realistic in expectations of, and supportive of teachers?
1
2
Teacher-unfriendly
3
4
Somewhat teacherfriendly
5
Teacher-friendly
___________________________________________________________________
d.
Do the instructional materials provide information about how to establish a safe science
learning environment?
1
2
No safety information
3
4
Some safety
information
5
Rich and useful safety
information
___________________________________________________________________
e.
Do the instructional materials provide information about the kinds of professional
development experience needed by teachers to implement the materials?
1
Little or no
information provided
2
3
Partial information
provided
4
5
Rich and useful
information provided
___________________________________________________________________
f.
Do the materials provide guidance in how to link the materials with the district and state
assessment frameworks and programs?
1
2
No guidance
3
4
Some guidance
5
Rich and useful
guidance
___________________________________________________________________
g.
Do the materials provide guidance and assistance for actively involving administrators,
parents, and the community-at-large in supporting school science?
1
No guidance
2
3
Some guidance
4
5
Rich and useful
guidance
___________________________________________________________________
VI.
a.
SUMMARY SHEET for MMSD K-12 Science Program Evaluation Form
In your opinion, what are the three major strengths of this program?
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
b.
In your opinion, what are the three major weaknesses of this program?
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
c.
d.
In your opinion, what is the overall quality of these materials relative to:
Engaging students in science?
Low
1
2
3
4
High
5
Encouraging students to think?
1
2
3
4
5
Quality of science content?
1
2
3
4
5
Encouraging teachers to use best practice?
1
2
3
4
5
In your opinion, what is the overall quality of these instructional materials?
1
Low
2
3
Medium
4
5
High
Comments: ____________________________________________________________
______________________________________________________________________
II. QUALITY OF SCIENCE CONTENT
Pages 2-5, 17 questions total (a-q)
Total Points for Quality of Science Content ________________
(85 points possible)
III. PEDAGOGIAL DESIGN
Pages 6-10, 18 questions total (a-r)
Total Points for Pedagogical Design ________________
IV. ASSESSMENT
Page 11, 4 questions total (a-d)
Total Points for Assessment________________
V. IMPLEMENTATION AND SYSTEM SUPPORT
Pages 12-13, 7 questions total (a-g)
Total Points for Implementation and System Support ________________
VI. SUMMARY SHEET
Page 14, 6 questions total (c* has 5 parts)
Total Points for Summary Sheet ________________
*GRAND TOTAL*
52 questions total
Total Points for Sections II. – VI. _________________
Please return completed forms to Sandy Bolles in Curriculum & Assessment.
Phone 663-5204
Fax 442-3471
[email protected]
Appendix A:
Science Themes
Science Themes – Wisconsin’s Academic Standards for Science
1. Change
A variance in the rate, scales, and pattern, including trends and cycles.
Curricular Examples: Trends (speed of falling, cyclic patterns i.e. sound)
Rating Scale (circle one)
Not present 1
2
3
4
5 Highly present
Cite Specific Example(s): ____________________________________________________
_________________________________________________________________________
2. Constancy
The stability of a property.
Curricular Examples: Equilibrium, steady state, and symmetry
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
3. Equilibrium
The physical state in which forces and changes occur in opposite and offsetting directions.
Curricular Examples: Forces balance, bubbles escape, cellular transport
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
4. Evidence
Data and documentation that support inferences or conclusions.
Curricular Examples: Fossil evidence in certain rocks of known ages
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
5. Evolution
Present arises from materials and forms of the past.
Curricular Examples: Scientific ideas, solar system, life forms, and transportation
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
6. Explanation
Ranges of magnitudes (sizes) in our universe are immense.
Curricular Examples: Speed of light, rate of reactions, distance to stars, size of atoms
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
7. Form and Function
Complimentary aspects of objects, organisms, and systems in the natural world.
Curricular Examples: Seed dispersal and shape of seed, hollow bones in birds
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
8. Measurement
The quantification of changes in systems, including mathematics.
Curricular Examples: Data chart from heart rate after exercise experiment
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
9. Models
Tentative schemes or structures that correspond to real objects, events, or classes of events, and
that explanatory power.
Curricular Examples: Devices, plans, drawings, equations, model of the atom.
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
10. Order
The behavior of units of matter, objects, organisms, or events in the universe.
Curricular Examples: Seasons, tides, chemical changes.
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
11. Organization
Descriptions of systems based on complexity and/or order.
Curricular Examples: Cells, tissues, organs, systems, ecosystems
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
12. Systems
An organized group of related objects of components that form a whole.
Curricular Examples: Body systems, ecosystem, water cycle, solar system
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
Appendix B:
Teaching and Learning Best Practices
Constructivism
A perspective on learning that holds students construct or build their own understanding of events
and phenomena. A teacher cannot make students believe otherwise unless students construct
meaning for themselves. In a constructivist classroom, a teacher facilitates learning by providing
multiple open-ended explorations/research opportunities for students.
*(See research by: Jerome Bruner, 1963; Rosalind Driver, 1983; Robert Jager, 1991.)
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
Inquiry
A process by which a teacher uses student’s questions to more fully elicit meaning and
understanding from a given event or phenomena. The 5-E Learning Cycle is one example of a
looping inquiry approach: 1) Engage, 2) Explore, 3) Explain, 4) Extend, and 5) Evaluate.
*(See research by: Martin, Sexton, Wagner, & Gerlovich, 1994: Mesa, AZ Project, 1999.)
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
Cooperative Learning
Cooperative learning refers to a teaching and learning model in which students work in small,
mixed-ability groups. The students in each group have specific roles, and are responsible not only
for learning the material being taught in class, but also for helping their groupmates learn.
*(See research by David W. Johnson and Roger T. Johnson, Robert E. Slavin, and Spencer Kagan.)
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
Effective Questioning Techniques
Questions form about 1/5 of teacher talk in the classroom. The kinds of questions used by
teachers are an essential element in the learning process, within inquiry and constructivist
approaches. Sequencing of questions has been found to encourage productive thinking and
facilitate meaning making: 1) attention focusing questions, 2) comparison questions, 3) measuring
and counting questions, 4) action questions, 5) problem-posing questions.
*(See research by Elstgeest, 1985; Wynne Harlen, 1988; Mary Lee Martens, 1999.)
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
Higher Order Thinking Skills
Perspectives that encourage increasingly complex operations with respect to thinking processes.
Beginning with basic knowledge acquisition, taxonomy’s of learning progress to thinking strategies
that require students to use several complex operations in conjunction with one another. Bloom’s
taxonomy has 6 levels: 1) knowledge, 2) comprehension, 3) application, 4) analysis, 5) synthesis,
and 6) evaluation.
*(See research by: B.S. Bloom, 1956; Rankin and Hughes, 1987.)
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
Multiple Intelligences
A theory that human intelligence is multifaceted, i.e. different people have different intellectual
strengths. Teaching practices should include opportunities both for students to excel with their
strengths and to be exposed to other modes of learning. Among the intelligences identified are:
logical/mathematical, visual/spacial, body/kinesthetic, musical/rhythmic, interpersonal,
intrapersonal, verbal/linguistic. Newer research indicated other strengths could also include:
spiritual and environmental.
*(See research by: Howard Gardner, 1993; David Lazear, 1991, 1992, 1993, 1994.)
Not present 1
2
3
4
5 Highly present
_________________________________________________________________________
Appendix C:
Wisconsin Model Academic Performance Standards for Science
(see www.madison.k12.wi.us/tnl/sci/)
_____ D. Physical Science
_____ E. Earth & Space Science
_____ F. Life & Environmental Science
_____ Grade 8 Performance Standards
_____ Grade 12 Performance Standards
Directions: Select appropriate Science content standard. Insert each performance standard in 1-12.
Evaluate text against each performance standard.
1.
Cite specific example(s):
Not Present
1
2
3
4
5
Highly Present
2.
Not Present
1
2
3
4
5
Highly Present
3.
Not Present
1
2
3
4
5
Highly Present
4.
Not Present
1
2
3
4
5
Highly Present
5.
Not Present
1
2
3
4
5
Highly Present
6.
Not Present
1
2
3
4
5
Highly Present
7.
Not Present
1
2
3
4
5
Highly Present
8.
Not Present
1
2
3
4
5
Highly Present
9.
Not Present
1
2
3
4
5
Highly Present
10.
Not Present
1
2
3
4
5
Highly Present
11.
Not Present
1
2
3
4
5
Highly Present
12.
Not Present
1
2
3
4
5
Highly Present
Appendix D:
Classroom Feedback
Program Piloted __________________________________________________________
Specific Unit Title Piloted ___________________________________________________
Teacher ________________________________________________________________
School ________________________________ Grade Level ______________________
A.
Students learned science process skills.
1
2
Few students learned
(Please attach a sample of a student project)
3
4
Several students learned
5
Most students learned
Comments:_________________________________________________________________________________
B.
Students learned science content knowledge.
1
2
Few students learned
(Please attach a sample of student work)
3
4
Several students learned
5
Most students learned
Comments:_________________________________________________________________________________
C.
Students found the material appropriate to their developmental level.
(Please summarize an exploration and how it impacted any group of children you think would demonstrate your
answer)
1
2
Not appropriate for
Most students
3
4
Mixed reactions
5
Appropriate for most
Comments:_________________________________________________________________________________
D.
Students enjoyed the learning material.
(Please attach any record of student observations or
comments that demonstrate your answer)
1
2
Did not enjoy/
Distracted/off task
3
4
Mixed reactions
5
Most students enjoyed
Comments:_________________________________________________________________________________
E.
Students would recommend this unit to next year’s class.
*(Teacher: please conduct class vote and tally actual student votes)
1
Few students would
Recommend
2
3
Several students
would recommend
4
5
Most students
would recommend
Comments:_________________________________________________________________________________
(Please use reverse side of sheet to record additional student and teacher comments.)

MMSD K-12 Curricular Review of Learning Materials Science Program Evaluation Document

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