Science Education Programme Evaluation of InquiryBased Science Education May 3, 2006 Rio de Janeiro,

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Science Education ProgrammeEvaluation of
Inquiry-Based Science EducationMay 3, 2006Rio
de Janeiro, Brazil

Working Group 3 How can the elements of IBSE
be evaluated?
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Goals

• Develop a sample matrix with the purpose of
  starting a conversation about how each element
  may be evaluated

• Provide examples of what it would take to
  evaluate one element or just one segment or
  component of that element

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Element 1 Fidelity of implementation of IBSE
model (inside the classroom)

• Curriculum used
• Pedagogical practices
• Student practices
• Materials used
• Professional development (mentors, monitors)
• Classroom atmosphere or climate, ambience
• Community relationships (classroom)

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Element 1 Fidelity of implementation of IBSE
model (outside the classroom)

• Development of materials
• Professional development
• Community relationships (school, families,
  scientists, institutions)

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Purpose/Question to be answered

• Formative
• Identify strengths and weaknesses of curriculum
  delivery in order to improve professional
  development design
• Summative
• Determine degree to which the teacher uses ISBE
  curriculum

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Method

• Field observations
• Scientific notebooks (teacher evaluation of
  notebook entries student entries reflective of
  quality tasks)
• Teacher logs or portfolios
• Use and type of textbooks
• Rate of completion of lessons (how many lessons
  taught)

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Sample

• Statistically appropriate sample (regional, grade
  levels, teacher experience, social-cultural-ethnic
  considerations, cost)

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Instruments

• Observation logs
• Longitudinal data from notebooks (follow students
  and/or teachers)

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Procedures
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Special Considerations

• Evaluation team who, what roles do they have,
  what expertise is needed for data gathering and
  analysis)

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Benefits

• Validated instruments exist already
• Is useful for multiple purposes
• Find unanticipated outcomes in the process

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Impediments

• Expensive
• Labor intensive expertise needed
• Ethical issues (teachers concerned with process,
  results)
• Fear of evaluation
• Access issues
• Possible negative perception
• Teacher may put on a show for observer

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Other
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Element 2 Student learning

• Critical thinking
• Open mindedness
• Problem solving
• Construct knowledge
• Generate own questions-hypotheses
• Linking evidence with theory
• Humility
• Humanistic perspective
• Science concepts
• Motivation for learning

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Purpose

• Formative
• Summative

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Method

• Scenarios (where children must consider multiple
  solutions to problems, select one and tell why
  the one was selected)
• Embedded activities where children analyze data
  and discuss meaning of results

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Sample

• Individual students
• Whole class
• Entire schools
• Regions perhaps

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Instruments

• Document to capture student thinking through oral
  explanations (perhaps of a pre-determined
  exercise or task)
• Tests currently available could be examined for
  appropriateness to meet this goal
• Tests could also be designed

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Procedures

• Conduct item analyses

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Special Considerations

• Must consider psychometric issues if developing
  tests

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Benefits

• Identify various modes of thinking among students
• Document intensity and quality of interactions
  (students, student-teachers)

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Impediments

• Ibid

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Other
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Next Steps

• (Not necessarily in this order)
• Other elements identified and included in the
  matrix
• Evaluation teams identified in each country
• Discussions about next steps in each country
• Share results of discussions with IANAS
• IANAS guides discussion of further steps
• Other????

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Thank you!