Guidelines for Assessing the Quality of Instructional Materials That Exemplify the Next Generation Science Standards

• In Event: Developing National Indicators for K–12 STEM Curriculum and Instruction

Abstract

Purpose

Instructional materials represent a consistent presence in science classrooms (BSCS, 2009) and influence the teaching and learning experiences that occur in schools. The Monitoring Progress report (NRC, 2013) calls for a national assessment of the alignment between science instructional materials and the Framework (NRC, 2012) and the NGSS (Lead States, 2013). This effort will require “considerable research and development work…to create a…scientifically neutral set of criteria for determining the degree to which the most widely used instructional materials embody the standards” (p. 19).

Questions guiding this project include:
1. What criteria are we measuring and why certain criteria over others?
2. What is the nature of the tools and processes that best measure these criteria?
3. How can such tools and processes be applied consistently by different science educators? and
4. How can the data that result from using such tools and processes be used effectively to assess the quality of STEM education in schools?

Framework

Science education leaders developed consensus about the scope and nature of processes and tools for evaluating the extent to which instructional materials exemplify the NGSS and have the features of high-quality instructional materials. Their recommendations were synthesized into Guidelines that provide a general template that will steer the work of those who develop the actual processes and tools for evaluating the alignment of instructional materials with the NGSS. This will ensure that the measure is consistent with a vision agreed upon by the country’s science education leaders.

Context and Design of the Materials

Through this project, we:
• summarized current tools and processes for assessing the quality of instructional materials,
• solicited advice from leading science educators on features and criteria that should be addressed by processes and tools that evaluate the extent to which science instructional materials embody the NGSS,
• engaged these science educators in building consensus regarding these features and criteria, and
• produced a set of Guidelines, based on this consensus, for the development of processes and tools.
Our presentation is based on the Guidelines that were developed.

Results

Currently, we have worked with science educators to outline the following broad features and criteria of high-quality instructional materials:

The design is driven by the attainment of student learning goals for all students.
• Learning goals driven
• Coherent design to support student learning
• Learning strategies to engage students
• Tools and resources to monitor student progress
The materials include support for teacher learning and implementation.
• Teacher background for student learning goals
• Explanation of design and sequence
• Support for teachers to use strategies to engage all learners
• Support for teachers to use assessments to inform instruction

Additional criteria and descriptors are being developed as well as characteristics of processes and tools. The Guidelines report will be released for public comment in late 2015.

Significance

The activities in this project promote collaboration and build consensus among science education leaders regarding the criteria and methods of measurement used to evaluate widely used instructional materials, a key indicator needed to monitor progress in science education in the country.

Authors

• April Lynn Gardner, Biological Sciences Curriculum Study

• Audrey Mohan

• Jody Bintz, Biological Sciences Curriculum Study