User:Vtaylor/Program evaluation summary

for District Board meeting Oct 2012


 * need a form / format, guide, framework for BST program evaluations


 * mission statement / core values, philosophy > school-wide rubrics, measurements

Program


 * description, time frame, partners


 * learning outcomes - map to mission and core values. K-2, 3-5, Middle (6-8)


 * areas success criteria, measurements


 * notes


 * examples - /ARISS/

Student Learning Outcomes (SLOs)


 * long, uninterrupted work periods for language arts, math, science, social studies and humanities
 * fully equipped science laboratory, outdoor environmental science laboratories, full time science coach
 * embedded technology and hybrid programs
 * literacy emphasis through core subjects
 * individualized math and reading programs
 * Global Humanities curriculum
 * specialized communications and digital literacy programs


 * project based
 * active learning environment that encourages students to link learning to real life
 * foster critical thinking
 * independent problem solving
 * strong communication skills
 * ambitious goal setting.


 * inspired, able and prepared to make a difference in the world


 * STEM education (Science, Technology, Engineering and Math)
 * think critically and creatively
 * work collaboratively
 * master an ever growing arena of skills
 * hands on, project based learning in science, Technology and math


 * challenging, educational experiences
 * rich and well balanced curriculum emphasizing science in a technologically saturated environment
 * resource-rich learning environment
 * meaningful curriculum
 * enhanced technology
 * broad-based literacy
 * opportunity for service to the community and the world

== Student Learning Outcomes (SLOs)==

simplified and collapsed the taxonomy into three general levels
 * knowledge (recall or recognition of specific information)
 * combines comprehension and application
 * "problem solving," transferring existing knowledge and skills to new situations.

list of verbs for use when creating student learning outcome statements:


 * knowledge (common terms, facts, principles, procedures), ask these kinds of questions: Define, Describe, Identify, Label, List, Match, Name, Outline, Reproduce, Select, State. Example: "List the steps involved in titration."

application (solving problems, applying concepts and principles to new situations), ask these kinds of questions: Demonstrate, Modify, Operate, Prepare, Produce, Relate, Show, Solve, Use. Example: "Calculate the deflection of a beam under uniform loading."
 * comprehension (understanding of facts and principles, interpretation of material), ask these kinds of questions: Convert, Defend, Distinguish, Estimate, Explain, Extend, Generalize, Give examples, Infer, Predict, Summarize. Example: "Summarize the basic tenets of deconstructionism."

synthesis (integrate learning from different areas or solve problems by creative thinking), ask these kinds of questions: Categorize, Combine, Compile, Devise, Design, Explain, Generate, Organize, Plan, Rearrange, Reconstruct, Revise, Tell. Example: "How would you restructure the school day to reflect children's developmental needs?" evaluation (judging and assessing), ask these kinds of questions: Appraise, Compare, Conclude, Contrast, Criticize, Describe, Discriminate, Explain, Justify, Interpret, Support. Example: "Why is Bach's Mass in B Minor acknowledged as a classic?"
 * analysis (recognition of unstated assumptions or logical fallacies, ability to distinguish between facts and inferences), ask these kinds of questions: Diagram, Differentiate, Distinguish, Illustrate, Infer, Point out, Relate, Select, Separate, Subdivide. Example: "In the president's State of the Union Address, which statements are based on facts and which are based on assumptions?"