Table 1 Excerpt from the curriculum module rubric
From: Students being and becoming scientists: measured success in a novel science education partnership
Area of assessment | Expected outcome |
|---|---|
STEM standards | Standards and benchmarks are identified and appropriate to the module; also lists standards from other subject-area disciplines integrated into the module. Next-Generation Standards are cooperatively identified and cross-mapped to current MN standards |
Content objectives | Objectives are appropriate to the module and address recall and interpretation levels of knowledge (Bloom’s: Knowledge, Comprehension and Application) |
Language objectives | Identifies the academic language and procedural discourse embedded within each lesson in the module and overtly incorporates a form of communication authentic to scientific community (that is, journal article, field notes, poster presentation, letter to legislator, webpage) |
Horizontal integration | Curricular plan authentically integrates standards/objectives from other content areas in a manner that lends coherence |
Health behaviour | An analysis of meaningful behavioural change is included in the module to capture health and behaviour outcomes of and beyond the students |
Structural components | |
|---|---|
5E lens of module | Clearly conveys 5E scope and sequence of the module |
Standards lens of module | State and National Standards included in the module are clearly documented. Treatment of Next-Generation Standards is included to maintain National scope |
Daily lesson lens | Clearly conveys the module from the lens of chronological lesson plans |
Supporting documents (handouts, task cards) | Includes copies of all material (handouts, assessments, task cards) that will be distributed to students. Has detailed notes on how/when such materials will be used |
