2005/06 NASA Science Mission Directorate:
Space Science Education Products Review

K-12 Formal Education Review Form (Educators)

This review form was designed for evaluating NASA Space Science curriculum/instructional materials for K-12. In general, NASA k-12 curriculum/instructional materials are intended to support standards-based education (including science, mathematics, geography, and technology standards) and to supplement existing curricula. These products are developed for use in a formal classroom setting or instruction, as part of a school program, activity, or assignment. Examples are instructional modules, teachers' guides with learning activities, student activity books, online courses, etc.

General Instructions:

· Complete one form for each resource that you are evaluating.

· Please evaluate the materials based upon the following scale, in response to the criteria provided.

Outstanding or Numerous examples/evidence consistently found throughou the materials.

Very Good or Numerous examples/evidence found in some components of the materials

Good or Some examples/evidence consistently found throughout the materials.

Fair or Some examples/evidence found in some components of the materials.

Poor or Little or no examples/evidence found in the materials.

· All of the examples provided for each criterion may not apply to a product (and are not required to apply to every product). Examples are not presented in rank order, but are alphabetized so that you can easily refer to specific items (e.g., "regarding a., this product…")

· Check the appropriate rating next to each criterion.

· Reviewer notes should be written in the space following each criterion. Extra pages may be added if needed. Please be as specific as possible.

· Note the rating for each criterion and provide an overall assessment on the summary page (next to last page).

· Provide your overall recommendation on the "Recommendation" page (last page).

Product Title: ___________________________________ No._______________

Product Title: ___________________________________ No._______________

Criterion 1: Materials emphasize effective instructional practices.

Rating: q Outstanding q Very Good q Good q Fair q Poor

{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}

a. Observable events, problem-centered tasks, and concrete experiences introduce key concepts of science.

b. Students are encouraged to explore ideas and events, to construct relationships and patterns, and to make and test hypotheses.

c. Learning activities offer opportunities for students to revise or dispel prior knowledge, to build on existing knowledge and to create or construct new knowledge.

d. Opportunities are provided for students to apply concepts.

Materials provide opportunities for interactive student participation (e.g., hands-on experiences, small group activities, communicating and sharing information, safe use of materials and equipment is promoted).

5. e. Product is designed to foster outcome based learning goals.

Reviewer comments:

Criterion 2: Materials support national education standards.

Rating: q Outstanding q Very Good q Good q Fair q Poor

{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}



The material provides content that is well-aligned to national education standards in science, geography, mathematics, or technology. Other standards are identified as appropriate (e.g., English language arts – reading, writing, and speaking)

The material identifies specific national education standards that are supported.

· Content matches the standards and specific outcomes that are identified.

· In general, it is expected that NASA education materials will support national standards; in some cases it may be appropriate to identify relevant state standards, either in addition to or in place of national standards.

National Education Standards

Science -- National Research Council’s (NRC) National Science Education Standards or the American Association for the Advancement of Science (AAAS’) Benchmarks for Science Literacy

Geography -- National Council for Geographic Education’s (NCGE) National Geography Standards)

Mathematics -- National Council of Teachers of Mathematics’ (NCTM) Principles and Standards for School Mathematics

Technology -- International Technology Education Association’s (ITEA) Standards For Technological Literacy or the International Society for Technology in Education (ISTE) National Educational Technology Standards

Reviewer comments:

Criterion 3: Materials actively engage students in the use of processes.

Rating: q Outstanding q Very Good q Good q Fair q Poor

{The following are given as a range of examples. Not all examples can be expected to be addressed in every product. Do not use these suggestions as a checklist.}



Look at the breadth of the process skills covered. Then, determine whether the process skills have been meaningfully combined to develop scientific inquiry.

For breadth of process skills.

· Observing

· Classifying

· Measuring

· Predicting

· Inferring

· Hypothesizing

· Communicating

· Identifying variables

· Collecting and displaying data

· Conducting experiments

· Constructing and interpreting models

· Assessing risks and benefits

For the development of scientific inquiry:

Grades K-4

a. Materials encourage students to ask for information in answering a question.

b. Materials encourage students in planning and conducting a simple investigation.

c. Materials develop an understanding of different types of investigations such as descriptive, classification, experimental.

d. Materials require students to employ simple equipment and experiences to gather data and extend their senses.

e. Materials require students to use data and experiences to construct a reasonable explanation. Materials encourage students to recognize and analyze alternative explanations and procedures.

f. Materials require students to communicate about their investigations and to offer explanations.

Grades 5-8

a. Materials encourage students to identify appropriate questions for a scientific investigation.

b. Materials involve students in designing and conducting scientific investigations.

c. Materials require students to use appropriate tools and technologies to gather, analyze, and interpret data.

d. Materials require students to construct explanations and models using evidence.

e. Materials require students to think critically and logically about the relationships between evidence and explanations.

f. Materials encourage students to recognize and analyze alternative explanations and procedures.

g. Materials require students to communicate about their investigations and to offer explanations.

Grades 9-12

a. Materials encourage students to identify the questions and concepts that guide scientific investigations.

b. Materials involve students in designing and conducting a full scientific investigation.

c. Materials require students to use technologies to improve investigations and communication.

d. Materials require students to construct and revise scientific explanations and models using logic and evidence.

e. Materials encourage students to recognize and analyze alternative explanations and models.

f. Materials require students to communicate and defend a scientific argument.

g. Materials require students to analyze a historical or contemporary scientific inquiry.

Reviewer comments:

Criterion 4: Materials provide opportunities that nurture scientific reasoning.



Rating: q Outstanding q Very Good q Good q Fair q Poor

{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}

a. Curiosity and inquisitiveness are promoted through questions and problems that promote thinking.

b. Openness to new ideas is encouraged through opportunities for collaboration, creative thought, and brainstorming.

c. Demand for verification of data is required through repeated trials and replication of findings/studies.

d. Respect for logic is encouraged through orderly movement from assumptions to implementation to conclusions.

e. Consideration of consequences is developed through opportunities to predict outcomes and to analyze risks and benefits.

f. Questioning of assumptions is encouraged through identification and checking of assumptions.

Reviewer comments:

Criterion 5: Materials present opportunities to develop fundamental understandings of key scientific concepts, principles, theories, or laws.

Rating: q Outstanding q Very Good q Good q Fair q Poor


{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}

Look for fundamental understandings within a specific discipline (e.g., physical sciences, Earth sciences, astronomy, chemistry, biology, etc.) as well as fundamental understandings that transcend scientific disciplines

Examples of fundamental understandings that transcend scientific disciplines include:

a. Materials develop understanding of the methods used by scientists to expand and refine their knowledge of the universe (science as inquiry).

b. Materials encourage development of scientific perspective. (science as inquiry)

c. Materials develop understanding of science as a human endeavor and provide a historical perspective (nature of science).

d. Materials increase students’ understanding of major challenges and issues facing society (science-technology-society).

e. Materials develop an understanding of the nature of science and technology and the ways they interact (science-technology).

Reviewer comments:

Criterion 6: Materials promote student assessment.

Rating: q Outstanding q Very Good q Good q Fair q Poor


{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}

Materials include assessments that are appropriate for the type of product and/or audience. For example, these might include:

a. Specific assessment suggestions and scoring criteria are provided for student products and collections of work such as portfolios, computer simulations, video or multimedia productions, oral presentations and written work, student exhibitions, surveys or collections of data, etc.

b. Specific assessment suggestions and scoring criteria are provided for student performances such as rubrics, open-ended questions, concept maps, independent and group research, interviews, laboratory practices, observation checklists, self and peer evaluations, etc.

c. Options include traditional assessment items such as multiple choice, matching, fill-in-the-blanks, true-false, short answer, essay, etc.

d. Techniques for assessing students’ prior knowledge are included.

e. Options include assessment items that require students to apply concepts.

f. Options include assessment items that require students to analyze information and/or to synthesize information from diverse sources.

g. Options include assessment items that require students to evaluate situations and make judgments or recommendations.

h. Assessment items are correlated with learning objectives.

Reviewer comments:

Criterion 7: Materials are appropriate, complete, and effectively presented

Rating: q Outstanding q Very Good q Good q Fair q Poor


{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}

a. Materials are appropriate for the age, grade, and maturity of the target
audience.

b. Current, up-to-date information is provided.

c. Instructional or explanatory materials are effective and well-written; acronyms and terms are clearly explained; information is presented in a logical and organized manner, answers are provided to all specific questions asked.

d. Graphs, charts, images, and animations are clearly labeled/indicated/narrated, including color keys where appropriate, and information describing units of measurements that are used (e.g., what these units mean and how they compare to familiar examples), and clear distinctions between scientific data and simulated data/artist renditions.

e. Material is appropriately engaging, stimulating, and/or entertaining for the target audience.

Reviewer comments:

Criterion 8: Production/design quality is high.

Rating: q Outstanding q Very Good q Good q Fair q Poor


{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}

NOTE: NASA requires all products to go through a Communications Material Review (CMR) following the education product review.  The CMR examines materials for their conformance to NASA visual guidelines. For this reason you are encouraged to look beyond appearance and layout issues, which will be addressed by the CMR.



Further, some products being reviewed may still be in an unfinished state so that recommendations from the education product review may be implemented along with design changes that may be required by the CMR. The product submission form may contain additional information about the planned design and format of the final product. Please consult developer notes in the product submission form.

a. Design seems effective, visually stimulating, and appealing (even if in a draft
state).

b. Visuals/images are crisp, clear, and/or high-resolution.

c. Video/audio quality is high.

d. The material is free from production errors (e.g., misspellings, typos, grammatical and editorial errors).

Reviewer comments:

Criterion 9: Materials effectively integrate learning technologies.

Rating: q Outstanding q Very Good q Good q Fair q Poor q N/A


{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}

Learning technologies may be used in the following ways:

a. to make measurements and perform calculations, e.g., probeware, hand-held data collectors, computers, and calculators.

b. to collect, organize, analyze, and present data, e.g., spread sheets and graphics packages.

c. to access and communicate information, e.g., telecommunications, Internet, databases, and word processing.

d. to explore and/or simulate complex relationships, e.g., modeling programs.

e. to develop conceptual understanding, e.g. CD-ROM, DVD and videos.

Reviewer comments:

Criterion 10: The content presented is accurate.

Rating: q Outstanding q Very Good q Good q Fair q Poor


{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}

The product presents content accurately. Consider the following:

a. The material is free from content errors (e.g., scientific and mathematical inaccuracies, incorrect facts or statements, theory and fact are adequately distinguished).

b. The material addresses common misconceptions.

c. The metric system of weights and measures is consistently used (e.g., Celsius, grams, liters, meters) or metric equivalents are provided.

Reviewer comments:

Criterion 11: The product provides good and relevant references for further investigation/information.

Rating: q Outstanding q Very Good q Good q Fair q Poor


{The following are given as a range of examples. Not all examples are expected to be addressed in every product. Do not use these suggestions as a checklist.}