Project
Plan and Evaluation Criteria
for the C.L.A.S.S.I.C. Project
- Introduction
- Academic Plan
- Increased Access by Underserved and/or Underrepresented Populations
- Collaborative Planning and Development
- Assessment
- References
Assessment
The project will be assessed in both a formative and summative fashion. Formative assessment will take place in an ongoing manner. A pre-assessment of participants content knowledge of natural science and command of methodology will be developed by project staff and the Advisory Council, given to participants prior to the initial workshop, and used as baseline data to compare with post-assessments at the end of 2001 and 2002. Participants will be observed daily as they progress through the project. Rubrics will be generated by the project staff and participants in areas such as unit content, presentation effectiveness (both classroom and inservice/KATS presentations), and peer-mentoring and self-reflection assessment. Formative assessments will guide the project staff and participants in planning for and adjusting for appropriate workshop content, areas of content/methodology that may be misinterpreted or that need to be addressed, and in providing continuity in the project.
Summative assessment will include the post-assessments pieces to establish growth in participant achievement of content knowledge and pedagogy, and the final report of the project evaluator. That report will include: 1) the degree to which the project workshops exhibit a student-centered model consistent with the goals/objectives of the project; 2) analysis of video-taped teaching episodes and participant logs to evaluate effectiveness of self-reflection and peer-mentoring to alter instruction; and 3) analysis of the participant’s abilities to incorporate goals/ objectives of the project in their classroom/buildings/districts to bring about systemic change.
