June 22, 2008
June 22, 2008
June 25, 2008
K-12 & Pre-College Engineering
13.98.1 - 13.98.10
A Rubric to Evaluate Standard-Based Lesson Plans and Students’ Achievement of the Standard Abstract
Standards-based lesson plans requires a different way of planning that includes an alignment of student work expectations and classroom assessments to the standards and the learning objectives and expected outcomes of the lesson, and establishment of criteria by which it can be determined whether students have achieved the particular standard or indicator. Teachers need to learn how to align their teaching practices with the state content standards and how to develop and implement standards-based lesson plans. A rubric has been developed to evaluate teachers’ standards-based lesson plans based a set of criteria for developing effective standards-based lesson plans. The rubric has been pilot tested and Kappa statistics have been calculated to evaluate the reliability of the rubric as a method to evaluate the effectiveness of standard-based lesson planning and the impact it has on student learning.
Typically, state content standards, derived and/or developed from national standards, are designed to provide minimum competencies and provide the scientific and technological knowledge needed for modern society. Districts develop curricula from state standards, and teachers develop lesson plans for the classroom using the district curricula. Curricular materials in support of the integration of engineering into science instruction have been made available through professional organizations such as ASME and IEEE, as well as through universities and teacher-developed lesson plans1-7. However, only concepts included in the standards are taught in the classroom, as teachers believe they will only be accountable for what is in the standards. As a result, students who take only the minimally required science classes, as opposed to advanced placement classes, will only learn what is included in the standards. Usually the only curriculum materials considered, let alone implemented, are those that reinforce state content standards, since student achievement (and schools’ and districts’ achievement) is measured largely by student performance on statewide assessment tests8. So, if teachers are to make engineering principles a part of their instruction for student learning, then engineering principles and design must be a part of the state science standards. Unfortunately, most existing engineering curricula lack an appropriate translation into standards-achieving lessons for enriching the science curriculum. Translation into standards-achieving lessons is critical.
Aligning with Standards
Most states have promulgated content standards in important subject matter, and school districts are working on the alignment of their curricula. Curriculum frameworks have been prepared, lesson and unit plans have been revised, and new assessments are intended to measure achievement of the standards by students at all grade levels. Unfortunately, the adoption of content standards hasn’t as yet had a significant impact in science classrooms8.
Most school districts focus on other means besides lesson plans in their efforts to become “standards based.” The textbook adoption process is a popular approach. Textbook adoption
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