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Evaluating Science Curriculum: The Curriculum Design & Review Process (CDRP)

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This document discusses the Curriculum Design and Review Process (CDRP) in science education, focusing on Stage 4: Evaluate. It explores methods for analyzing learning results to inform curriculum design and instructional decisions. Key points include the importance of gathering and communicating learning results consistently and demonstrating that student outcomes meet or exceed expectations. It also highlights the use of concept inventories, such as the Force Concept Inventory, as part of evaluation, providing insights into student understanding and guiding curriculum renewal.

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Evaluating Science Curriculum: The Curriculum Design & Review Process (CDRP)

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  1. CDRP in Science • Adrian O’Keefe • Oct 15th 2009

  2. Curriculum Design & Review Process Implement Design Renew Determine Evaluate

  3. CDRP in Science Published and Shared

  4. Curriculum Design & • Review Process Implement Design Renew Determine Evaluate Learning Results

  5. CDRP in Science • Stage 4: Evaluate • How do we know our curriculum is working? • How do we analyze learning results to inform curriculum design & teaching?

  6. CDRP in Science • Stage 4: Evaluate • Do we gather learning results regularly and consistently? • Do we record and communicate results? • Do we use learning results to make instructional decisions? • Dowe demonstrate that student learning results meet or exceed expectations?

  7. Concept Inventories • One Aspect of Evaluation • External to • Curriculum • Uniform Among • Sections • Professionally • Developed • Provides Data

  8. Force Concept Inventory • The Physics Teacher , Vol 30, March 1992 • Focused on the Newtonian concept of force • Conceptual, not computational • Timed Multiple Choice: 30 questions in 30 minutes Isaac Newton

  9. Force Concept Inventory At SI • Diagnostic Tool • Does not affect students’ grades • Given after (but not right after) corresponding unit on Newton’s Laws • 5 years of data (2004 – 2009) at general, honors, and AP levels

  10. Force Concept Inventory SI Physics: FCI Results from 2004 - 2009 Mastery Proficient Guessing

  11. Force Concept Inventory SI Physics: FCI Results from 2004 - 2009 Mastery Proficient Guessing

  12. Force Concept Inventory SI Physics: FCI Results from 2005-06 Mastery Proficient Guessing

  13. Force Concept Inventory SI Physics: FCI Results from 2006-07 Mastery Proficient Guessing

  14. Force Concept Inventory At SI • Correlation with grades? • Example: Honors Physics • Grading Scale • 4 = Mastery • 3 = Proficiency • 2 = Passing • 1 = Not Proficient

  15. Force Concept Inventory At SI FCI Score and Unit Grade in Phys Honors (2007) Mastery Proficient FCI Score Guessing Unit Grade – Newton’s Laws

  16. Force Concept Inventory • Every question & answer choice probes for misconceptions

  17. Force Concept Inventory • Questions correspond to core curricular concepts

  18. Force Concept Inventory Concept Analysis: SI Physics (2007)

  19. Force Concept Inventory • Conclusions • Inventories are one piece of the evaluation “puzzle” • Curriculum, not teacher, is best predictor of student performance on inventories • Challenges • Renewing curriculum in response to results • Results raise other questions (class size, gender, etc) • Expanding use & effectiveness of inventories • Evaluation through other methods & tools

  20. Concept Inventories • Physics • FCI (Force Concept Inventory) • CSEM (Conceptual Survey of Electricity & Magnetism) • Chemistry • CCI (Chemical Concept Inventory) • Biology • CINS (Concept Inventory of Natural Selection)

  21. CDRP • Stage 4: Evaluate • Do we gather learning results regularly and consistently? • Do we record and communicate results? • Do we use learning results to make instructional decisions? • Do we demonstrate that student learning results meet or exceed expectations?

  22. Curriculum Design & • Review Process Implement Design Renew Determine Evaluate

  23. CDRP in Science • Adrian O’Keefe • Oct 15th 2009

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