Construction of Evaluation Tool

Because there are so many different options available for elementary science curriculum materials, it is imperative that materials be analyzed before a major adoption is selected. Materials need to be judged on how well they are likely to contribute to the attainment of specific learning goals. In addition, both the content and instructional properties of the materials have to be examined. (Project 2061) 

The evaluation tool that will be used in Springfield District 186 consists of three major areas: 

1. Pedagogy

2. Presentation & Format, Materials and Equity

3. Science Content

The pedagogical criteria elaborate on the following key questions: 1) Do the materials address the goals of elementary science teaching and learning? 2) Is inquiry the focus of activities and learning experiences? and 3) Is the instructional approach developmentally appropriate for the grade level it is intended?

The second set of criteria asks a set of questions to ensure that the presentation of both teacher and student materials is effectively presented. These questions look at what is known about student learning and effective teaching strategies. Additionally, it includes questions to assess if adequate information is provided to understand the common misconceptions students bring to the classroom. 

The purpose of the science content area is to determine whether the content in the material matches the content expected to be taught at that grade level, as determined by the Springfield standards, benchmarks, and the body of knowledge. It is important that this step goes beyond a superficial analysis. According to Project 2061, analysis teams found that quick judgments about alignment to benchmarks are frequently contradicted by a more rigorous analysis. Training will be provided for those who use this tool to ensure that everyone has a common understanding of the meaning of the benchmarks and body of knowledge.

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