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

 

Science Review Form

 

This review form was designed for science reviewers to evaluate NASA education products.  Products that are reviewed include Curriculum/Instructional materials and Educational Resources. Curriculum/Instructional materials 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.  Educational Resources can be used to supplement curriculum materials and/or as content for instructors and students. Examples include fact sheets, lithographs, posters w/activities, video/audio tapes, WWW sites, etc.

 

General Instructions:

 

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

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

 

Outstanding      or                        Numerous examples/evidence consistently found throughout 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.

 

á             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 productÉ")

 

á             Check the appropriate rating next to each criterion.

 

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

 

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

 

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

 

Resource Title:  ___________________________________ No._______________

Resource Title:  ___________________________________ No._______________

 

Criterion 1:  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 2:  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, reviewers should 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 3:  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 4:  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 5:  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.}

 

a. Suggestions are noted for relevant extensions, science fair or other research projects.

b. References, e.g., WWW sites, books, organizations, toll free numbers, etc. are identified for further investigation, so that someone wanting to learn more about the topic can do so.

c. Contact information is provided, where appropriate, for technical support, questions, and/or further information in using the product.

 

Reviewer comments:

 

 

 

Criterion 6:  The product is easy to use and free from technical difficulties.

 

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.}

 

For technology-based products, consider the following:

 

a.   The user interface is intuitively easy to understand and master.

b.   Instructions are easy-to-follow, clear, and complete.

c.   The product is quick loading, user friendly, well organized, and structured.

d.         Ease of navigation: not too many levels to click through, easy to move forward, backward, and "escape" easily (e.g., back to the home page, to quit, etc.), and updates are easy to find.

e.           Documentation and any technical requirements for using the resource are specified.   

f.   The product is free from technical difficulties (e.g., doesn't freeze, no error
 messages, links to WWW sites are up-to-date).

g.   Where appropriate, useful online help is provided.

h.  Text and graphics are appropriate for the content: for example, on WWW sites image files are as small as possible to do the job and load quickly, text is legible, background does not interfere with reading.

i.  Design avoids excessive or inappropriate scrolling, especially lateral scrolling.

 

Reviewer comments:

 

 

 

Criterion 7: Product is accessible.

 

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.}

 

 

a.          WWW sites are identified (either on the Website or on the product submission form) as Ò508 CompliantÓ – accessible to disabled users.

b.         Software/CD-ROMs are available for duel platforms (Windows and Macintosh).

c.  Electronic versions of documents are available in PDF. PDF files are 508 compliant.

d.  Images are available in easily-accessible formats, e.g., gif, tiff, jpeg.

e.  Image files are provided at an appropriate resolution. For example, low-resolution images and graphics may be preferable (e.g., for quickly loading on a Website); high-resolution versions of images might be necessary (e.g., for student interpretation, printing, etc.); or both low and high-resolution versions may be required (e.g., for Web and print versions)

f.  Animations/video/audio are available in a format that is easily used by broad audiences: e.g., videotape, DVD, CD, Real One audio/video, Windows Media Viewer (WMV), QuickTime, etc.

g.  WWW pages can be easily printed.

h. Videos include closed captioning for the hearing impaired.

 

Reviewer comments:

 

 

 

 

Criterion 8: Does the site require parents' permission before collecting personal information from children younger than 13?

Web sites for children under 13 that collect personal information from children or general audience Web sites that collect personal information from children (information that would allow someone to identify or contact the child), must comply with the ChildrenÕs Online Privacy Protection Act (COPPA).  For more information, see http://www.ftc.gov/ogc/coppa1.htm.

 

Personal information is individually identifiable information about a child that is collected online, such as full name, home address, email address, telephone number or any other information that would allow someone to identify or contact the child.  The Act and Rule also cover other types of information-- for example, hobbies, interests and information collected through cookies or other types of tracking mechanisms -- when they are tied to individually identifiable information.

 

The primary goal of COPPA is to place parents in control over what information is collected from their children online.  Only answer these questions if the site is targeted for children under 13 years old AND collects personal information.

 

  1. a.          Has the Web site operator posted their privacy policy on the site?

    2.  

    q Yes   q No     q CanÕt Tell      q Not Applicable

     

    b.   Does the site require parentsÕ permission before collecting personal information from children younger than 13?

     

    q Yes   q No     q CanÕt Tell      q Not Applicable

     

     

    Reviewer comments:

     

     

    Criterion 9:  Customer Focused: Materials have been designed to meet the needs of the target audience.

     

    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.}

     

    á             The target audience (e.g., teachers, faculty, students) would find the product meaningful and/or useful.

    á             The format of the product is accessible and easily useable by the target audience. For example, online files are in a standard format (PDF) and are easy to download or broken into appropriate sections; posters with text on the back are formatted in 8 ½Ó x 11Ó pages so that they are easy to photocopy, etc.

    á             Appropriate tools are provided for using the product (e.g., suggestions for the classroom, links to needed software, education standards are identified, etc.)

     

    Reviewer comments:

     

    Criterion 10.  Material is relevant to NASA-unique Science Mission Directorate (SMD) Content*

     

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

    NASA SMD products/programs should be centered on and draw upon NASAÕs unique assets in Earth or Space Sciences: content/information (acquired through NASA science and technology programs and missions); facilities and tools (including observational datasets); or people (including NASA employees and NASA-sponsored scientists, technical and engineering experts) in at least one of the following areas: 

    á             Sun-Earth Connection,

    á             Solar System Exploration,

    á             Structure and Evolution of the Universe, or

    á             Astronomical Search for Origins).

     

    Following are a range of examples for each of these areas. Do not use these examples as a checklist. Not all examples under each area are expected to be addressed by every product; itÕs acceptable for an education product to focus on only one of the examples given.

     

    * Please refer to the appropriate forum area
    (SEC, SSE, SEU or ASO) below:

    ________________________________

    *   Sun-Earth Connection

     

    A.       SEC Overall Mission: Understanding the changing Sun and its effects on the Solar System, Life and Society

     

    B. SEC Fundamental Quests:

     

    Why Does the Sun Vary?

    á             What are the origins of solar variability?

    á             What are the effects of the solar activity on the corona and solar wind (i.e., the entire heliosphere)?

     

    How do the Planets Respond to Solar Variations?  For example, four basic questions about the Earth cut across SECÕs scientific endeavors:

    á             How do mass and energy enter geospace?

    á             How are mass, momentum, and energy transported within magnetospheres and upper atmospheres?

    á             How is electromagnetic energy converted into charged-particle kinetic and thermal energy?

    á             What are the sinks for mass and energy?

     

    How Do the Sun and Galaxy Interact?

    á             What is the nature of boundary regions separating the heliosphere from the local interstellar medium?

    á             What are the properties of the interstellar medium?

     

    How Does Solar Variability Affect Life and Society?

    á             What are the impacts of space weather?

    á             How can space weather hazards be predicted?

    á             How does the changing Sun affect planetary climates?

    á             How have (living) conditions evolved in the Solar System as a result of evolution of the Sun?

     

    C. SEC Missions and/or Campaigns: The material provides information on SEC missions and/or campaigns.

     

    Reviewer comments:

    _______________________________

    *    Solar System Exploration

     

    A.  Solar System Exploration Fundamental Quests and Goals:

     

    Understand the Formation and Evolution of the Solar System and Earth Within It

    á            Inventory and characterize the remnants of the original material from which the Solar System formed.

    á            Learn why the planets in our Solar System are so different from each other

    á            Learn how the Solar System evolves.

     

    Probe the Origin and Evolution of Life on Earth and Determine if Life exists elsewhere in the Solar System.

    á             Investigate the origin and early evolution of life on Earth, and explore the limits of life in terrestrial environments that might provide analogues for conditions on other worlds.

    á             Determine the general principles governing the organization of matter into living systems and the conditions required for the emergence and maintenance of life.

    á             Chart the distribution of life-sustaining environments within our Solar System, and search for evidence of past and present life.

    á             Identify plausible signatures of life on other worlds.

     

    B.   Our Destiny in the Solar System

     

    á             Understand forces and processes, such as impacts, that affect habitability
      of  Earth.

    á             Develop the capability to predict space weather.

    á             Find extraterrestrial resources and assess the suitability of Solar System
      locales for future human exploration

     

    C. Solar System Exploration Missions and/or Campaigns: The material provides information on NASA Solar System Exploration missions and/or campaigns.

     

    Reviewer comments:

    ________________________________

    *     Structure and Evolution of the Universe

     

    A. SEU Fundamental Quests:

    á             What are the cycles of matter and energy in the evolving Universe?

    á             How did structure in the Universe form?

    á             What are the ultimate limits of gravity and energy in the Universe?

     

    B. SEU Missions and/or Campaigns: The material provides information on SEU Program missions and/or campaigns. Research Campaigns include efforts to:

    á             Identify dark matter and learn how it shapes galaxies and systems of galaxies.