Earth Science | Life Science | Physical Science |
1.About this Evaluation Report 2.Content Analysis 3.Instructional Analysis
Categories | |
I. | [Explanation] This category consists of criteria for determining whether the curriculum material attempts to make its purposes explicit and meaningful to students, either in the student text itself or through suggestions to the teacher. The sequence of lessons or activities is also important in accomplishing the stated purpose, since ideas often build on each other. |
II. | [Explanation] Fostering understanding in students requires taking time to attend to the ideas they already have, both ideas that are incorrect and ideas that can serve as a foundation for subsequent learning. This category consists of criteria for determining whether the curriculum material contains specific suggestions for identifying and addressing students’ ideas. |
III. | [Explanation] Much of the point of science is to explain phenomena in terms of a small number of principles or ideas. For students to appreciate this explanatory power, they need to have a sense of the range of phenomena that science can explain. The criteria in this category examine whether the curriculum material relates important scientific ideas to a range of relevant phenomena and provides either firsthand experiences with the phenomena or a vicarious sense of phenomena that are not presented firsthand. |
IV. | [Explanation] Science literacy requires that students understand the link between scientific ideas and the phenomena that they can explain. Furthermore, students should see the ideas as useful and become skillful at applying them. This category consists of criteria for determining whether the curriculum material expresses and develops the key ideas in ways that are accessible and intelligible to students, and that demonstrate the usefulness of the key ideas and provide practice in varied contexts. |
V. | [Explanation] Engaging students in experiences with phenomena (category III) and presenting them with scientific ideas (category IV) will not lead to effective learning unless students are given time, opportunities, and guidance to make sense of the experiences and ideas. This category consists of criteria for determining whether the curriculum material provides students with opportunities to express, think about, and reshape their ideas, as well as guidance on developing an understanding of what they experience. |
VI. | [Explanation] This category consists of criteria for evaluating whether the curriculum material includes a variety of aligned assessments that apply the key ideas taught in the material. |
VII. | [Explanation] The criteria in this category provide analysts with the opportunity to comment on features that enhance the use and implementation of the curriculum material by all students. |
References |
I. Providing a Sense of Purpose
Conveying
unit purpose (Rating = Poor)
Conveying lesson/activity
purpose (Rating = Poor)
Justifying lesson/activity
sequence (Rating = Poor)
II. Taking Account of Student Ideas
Attending to prerequisite
knowledge and skills (Rating = Poor) At the beginning of each lesson in the Teacher’s
Guide is a section called Background, but it does not
contain topics or explanations of what students should
know before beginning each lesson. Instead, it alerts
teachers to what the students have done so far and points
to chapters where related or prerequisite material is
found. However, the Background section does not specify
what topics in those earlier chapters are needed.
Alerting teachers to commonly
held student ideas (Rating = Poor)
Assisting teachers in identifying
their students’ ideas (Rating = Fair)
Addressing commonly held
ideas (Rating = Poor)
III.
Engaging Students with Relevant Phenomena
Providing variety of phenomena
(Rating = Poor)
Providing vivid experiences
(Rating = Poor)
IV. Developing and Using Scientific Ideas
Introducing terms meaningfully
(Rating = Fair)
Representing ideas effectively
(Rating = Poor)
Demonstrating use of knowledge
(Rating = Poor)
Providing practice (Rating
= Poor)
V. Promoting Students' Thinking about Phenomena, Experiences, and Knowledge
Encouraging students to
explain their ideas (Rating = Poor)
Guiding student interpretation
and reasoning (Rating = Poor)
Encouraging students to
think about what they have learned (Rating = Poor)
Aligning assessment to
goals (Rating = Poor) Most assessment items focus on the idea that several
processes contribute to changing the Earth’s surface
(Idea b). However, the items typically require students
to consider individual processes. In level
B, the focus is on weathering and erosion, with students
being called upon to list “different ways in which
rock can be weathered,” write a story “explaining
how a deep canyon might have been formed,” explain
“the difference between weathering and erosion,”
and choose words to complete a paragraph explaining
how a cliff was worn away (pp. 102–103s, Things
To Do, items 1, 2, 3, 12). In the suggested sample assessment
in the On the Rocks chapter, students are shown diagrams
of four landforms and are asked to explain the natural
processes that might have formed them (p. 208t, item
3). In the Restless Earth chapter, two items are provided
that focus on mountain building resulting from plate
movement (level 1, p. 127s, Things To Do, item 8, and
p. 385t, Sample Assessment Items, items 13b, 13c). A few items that target the evidence for continental
drift (Idea f) and the concept of plate tectonics (Ideas
g, h) are provided in level 1. Students state two pieces
of evidence that suggest that the continents were once
joined, explain the evidence using an analogy of torn
newspaper, and outline “an important difference
between Wegener’s theory of Continental Drift
and the later theory of Plate Tectonics” (p. 383t,
Sample Assessment Items, item 11). They also write a
newspaper article reporting on Wegener’s theory
(p. 127s, Things To Do, item 6). However, they are not
explicitly asked to report on the evidence
supporting the theory, and might legitimately write
about other aspects. No other tasks are provided to assess students on the
key Earth science ideas.
Many of the key Earth science ideas are not assessed
in PRIME Science. For example, no items were found that
target the ideas that the Earth’s surface is constantly
changing (Idea a), that the processes that shape the
Earth are similar to processes that shaped the Earth
in the past (Idea c), that Earth-changing processes
range from very abrupt to very slow (Idea d), or that
slow but continuous processes can make significant changes
over long periods of time (Idea e). For the other key
ideas (Ideas b, f, g, h), very few assessment items
are provided.
Testing for understanding
(Rating = Poor)
Using assessment to inform
instruction (Rating = Poor)
Providing teacher content
support (Minimal
support is provided.) The material rarely provides sufficiently detailed
answers to questions in the student text for teachers
to understand and interpret various student responses.
Most answers are brief and require further explanation
(for example, “The top layer of the rock has experience
weathering” [level B, p. 206t, Answers to Things
To Do, item 11]). Some questions go unanswered (e.g.,
level 1, pp. 380–381t, Answers To Things To Do,
items 1, 4, and 6). The material provides minimal support in recommending
resources for improving the teacher’s understanding
of key ideas. The introductory notes of the Teacher’s
Guide includes a list of “Optional Resources”
(printed matter, video, computers, and resource centers
[e.g., level B, pp. 29–34t]), and additional “Optional
Resources” are listed at the beginning of each
chapter (e.g., “Earthquakes. Bruce A.
Bolt, W. H. Freeman and Company, New York, 1993”
[level 1, Printed Materials, p. 325t]). Limited descriptions
for some of the references identify topics addressed,
but few of the references are explicitly linked to specific
text sections or key ideas.
Encouraging curiosity
and questioning (Some
support is provided.) The material provides many suggestions for how to respect
and value students’ ideas. Introductory notes
in the student text generally elicit and value students’
ideas by stating, “Write your thoughts down to
see how they sound, and take a moment from time to time
to see if you have changed your ideas or have more evidence
that your thoughts were right in the first place”
(level 1, p. xvis). Also, teacher’s notes state
that multiple student answers should be acceptable for
some questions (e.g., level 1, p. 330t, Answers to Student
Book, page 111, items 1, 2) and ask students to record
their own ideas in many tasks (e.g., level B, p. 91s).
In addition, students and their ideas are highlighted
throughout the text. For example, drawings of students
with dialogue balloons illustrate students discussing
scientific ideas to be studied (e.g., level B, p. 94s),
and students are specifically referenced in some tasks
(e.g., level B, p. 97s). The material provides a few suggestions for how to
raise questions such as, “How do we know? What
is the evidence?” and “Are there alternative
explanations or other ways of solving the problem that
could be better?” It also encourages students
to pose such questions themselves. Introductory notes
in the student text ask students to review their ideas
periodically and determine if they have more evidence
that their “thoughts were right in the first place”
(level B, p. xiiis). In addition, the material includes
a few tasks that ask students to provide evidence or
reasons in their responses (e.g., level 1, p. 115s,
How do mountain ranges form?, item 1; level 1, p. 383t,
Sample Assessment Items with answers, item 11a). The material provides some suggestions for how to avoid
dogmatism. Introductory teacher’s notes emphasize
the human focus of the material, stating that ideas
are “introduced through personal and social contexts”
(e.g., level B, p. 1t), and introductory student notes
emphasize the use of multiple resources to increase
understanding (e.g., level 1, p. xvis). The student
text portrays the nature of science as a human enterprise
in which students may participate (e.g., level B, pp.
92–93s, Under the weather). Student dialogues
throughout the material often present multiple perspectives
on a scientific issue (e.g., level 1, p. 127s). However,
the material also contributes to dogmatism by providing
little attention to the work of particular practicing
scientists and changes over time in scientific thinking.
In addition, single specific responses are expected
for most student tasks. The material does not provide examples of classroom
interactions (e.g., dialogue boxes, vignettes, or video
clips) that illustrate appropriate ways to respond to
student questions or ideas. However, a limited sense
of desirable student-student interactions may be gained
from procedural directions for laboratories and cooperative
group activities (e.g., level B, p. 200t, Group discussion
1; level 1, pp. 338–340t, Lab work).
Supporting all students
(Some
support is provided.) The material does not provide illustrations of the contributions of women and
minorities to science and as role models. Few contributions of any scientists
are included, in that the material instead emphasizes the role of science in
students’ everyday lives. The material suggests multiple formats for students
to express their ideas during instruction, including
individual investigations (e.g., level 1, p. 126s, Things
To Do, item 1), cooperative group activities (e.g.,
level 1, pp. 354–355t, Role-play), laboratory
investigations (e.g., level B, p. 89s, How do they form?),
whole class discussions (e.g., level B, p. 190t, Discussion),
essay questions (e.g., level 1, p. 110s, The Earth is
restless), creative writing (e.g., level B, p. 102s,
Things To Do, item 2), and visual projects (e.g., level
1, p. 349t, Modeling). In addition, multiple formats
are suggested for assessment, including oral discussion
(e.g., level 1, p. 374t, Discussion 3), essay (e.g.,
level 1, p. 127s, Things To Do, item 8), and performance
(e.g., level B, p. 102s, Things To Do, item 8). However,
the material does not usually provide a variety of alternatives
for the same task. The material does not routinely include specific suggestions about how teachers
can modify activities for students with special needs. The material provides many strategies to validate students’ relevant
personal and social experiences with scientific ideas. Introductory teacher’s
notes emphasize the material’s focus on “personal and social contexts”
and the “applications of science” (level 1, p. 1t). Many text sections
relate specific personal experiences students may have had to the presented
scientific concepts (e.g., level 1, p. 109s). In addition, some tasks ask students
about particular personal experiences they may have had or suggest specific
experiences to have. For example, in a field work assignment, students are asked
to find local sites or objects where weathering has occurred. Teacher’s
notes ask students to record the age of the object, as well as “how much
weathering has occurred and what they believe caused the weathering” (level
B, p. 190t, Field work). However, the material rarely encourages students to
contribute relevant experiences of their own choice to the science classroom
and sometimes does not adequately link the specified personal experiences to
the scientific ideas being studied (e.g., level B, p. 85s, In the classroom,
bullet 1).