The Challenge of Assessing STEM-Integrated Lessons Using the Reformed Teaching Observation Protocol

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

This study focuses on classroom observations of nine middle school physical science teachers who participated in an NGSS-aligned professional development that included the collaborative creation of STEM-integrated curriculum units. Teachers were observed while implementing these units during the school year using the RTOP, a reform-based assessment instrument originally designed for science and mathematics lessons. Results indicate that the RTOP penalizes engineering-only lessons, but also identifies multidisciplinary lessons as higher quality compared to single-discipline lessons. These findings highlight the need to define what engineering content is in the context of a K-12 classroom before attempting to assess it. This presentation is of interest educational researchers, curriculum developers, and classroom evaluators who wish to understand how to assess STEM integration in practice.

Authors

• Joshua Alexander Ellis, Michigan Technological University

• Emily Anna Dare, Michigan Technological University

• Gillian Roehrig, University of Minnesota

• Timothy D. Sheldon, University of Minnesota