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Math Curriculum Evaluation Tool-3

The document provides a framework for evaluating a math curriculum. It includes criteria for evaluating the curriculum's learning goals, content, design, and assessments. Group members are asked to review the curriculum according to the criteria and provide ratings from 1 to 5 in each category. They will then discuss their ratings and provide an overall rating in each area to gauge the effectiveness of the curriculum.

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674 views4 pages

Math Curriculum Evaluation Tool-3

The document provides a framework for evaluating a math curriculum. It includes criteria for evaluating the curriculum's learning goals, content, design, and assessments. Group members are asked to review the curriculum according to the criteria and provide ratings from 1 to 5 in each category. They will then discuss their ratings and provide an overall rating in each area to gauge the effectiveness of the curriculum.

Uploaded by

api-247934571
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Math Curriculum Evaluation

Text:

Group Members:

Date:

Please spend some time prior to the group meeting for evaluation of the curriculum to

familiarize yourself with the organization and content. Then with your group rate each category

using a 1 (lowest) to 5 (highest) rating scale, thank you!

Learning Goals

The learning goals are clearly stated 1 2 3 4 5

The learning goals promote the development 1 2 3 4 5


of skills, knowledge, and mathematical
understanding

The learning goals address the required 1 2 3 4 5


standards your students are expected to learn
Note: this area may be different for group
members, please make note of any
discrepancies

The learning goals are attainable 1 2 3 4 5

Discussion about learning goals:

Overall rating of learning goals: 1 2 3 4 5


Text:

Group Members:

Date:

Content

The content and the learning goals are directly 1 2 3 4 5


linked

The content focuses on deep understanding 1 2 3 4 5


rather than simply addressing a multitude of
concepts

The content elicits students to think like a 1 2 3 4 5


mathematician (i.e. focuses on problem
solving rather than memorization)

Connections are made between other 1 2 3 4 5


disciplines

The content reflects diverse populations and 1 2 3 4 5


student interests

Discussion about content:

Overall rating on content: 1 2 3 4 5


Text:

Group Members:

Date:

Design

The program would be engaging to students 1 2 3 4 5

The program elicits students’ prior knowledge 1 2 3 4 5


and common misconceptions

The program is designed for students to use 1 2 3 4 5


and apply skills, knowledge, and
understandings

Student collaboration, discourse and 1 2 3 4 5


reflection is promoted

The program promotes the use of multiple and 1 2 3 4 5


effective learning approaches (including the
use of manipulatives and technology)

Discussion about the design:

Overall rating on design: 1 2 3 4 5


Text:

Group Members:

Date:

Assessment

Informal and formal assessment is a focus of 1 2 3 4 5


the program

The assessments are consistent with the 1 2 3 4 5


learning goals, content, and design of the
program

Assessments encourage multiple approaches 1 2 3 4 5


and have various forms/methods of
assessment

Assessments probes students to demonstrate 1 2 3 4 5


their depth of understanding, flexibility and
the ability to apply their learning

Information from assessments would be 1 2 3 4 5


useful to gauge student understanding and
provide information about their learning
needs

The program helps teachers modify and or 1 2 3 4 5


select activities to meet students learning
needs as revealed by assessments

Discussion about assessments:

Overall rating on assessments: 1 2 3 4 5

Created using the criteria from: U.S. Department of Education Expert Panel on Mathematics and
Science Education

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