Developing and Implementing Instrumentation for Digital High School Curricula: A Regional Study of a Rubric for Instructional Quality

Autor/inn/en	Reinhart, Rachel Vannatta; Banister, Savilla
Titel	Developing and Implementing Instrumentation for Digital High School Curricula: A Regional Study of a Rubric for Instructional Quality
Quelle	In: Athens Journal of Education, 5 (2018) 4, S.361-373 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Educational Quality; Online Courses; Instructional Materials; High School Students; Scoring Rubrics; Consortia; School Districts; Units of Study; Teacher Collaboration; Teamwork; Instructional Material Evaluation; Learner Engagement; Educational Objectives; Feedback (Response); Teacher Student Relationship; Teaching Methods; Barriers + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Online course; Online-Kurs; Lehrmaterial; Lehrmittel; Unterrichtsmedien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Scoring formulas; Auswertungsbogen; Vereinigung; School district; Schulbezirk; Lerneinheit; Lehrerkooperation; Educational objective; Bildungsziel; Erziehungsziel; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	As our world has continued to become more dependent on digital communication and collaboration, online learning environments have become more sophisticated. Demand for online and/or hybrid learning materials has increased, not only in higher education arenas, but in elementary and secondary schools, as well. This study describes the development and implementation of an evaluative rubric for high school digital curricula created for a United States regional consortium of school districts, charged with expanding quality digital learning environments for their students. Digital instructional units for ten high school courses were created by collaborative teacher design teams, with each team consisting of 4-7 teachers. With the goal of creating 1/3 of a year's curriculum, teams developed 2-4 units per course in the first year. A total of 30 units were developed and evaluated. In collaboration with project partners, developed the NWOi3 Evaluation Rubric for Digital Curriculum that was used to assess curriculum units and consisted of 36 criteria organized by eight areas: 1) Overview, 2) Learning Targets, 3) Instructor Support, 4) Accessibility, 5) Instructional Materials, 6) Learner Interaction and Engagement, 7) Technology, and 8) Assessment. A variety of sources contributed to rubric development: Quality Matters K-12 Secondary Rubric (Quality Matters, 2017), Blended Course Peer Review Form (Blended Learning Toolkit, 2014), and the National Standards for Quality Online Programs (International Association for K-12 Online Learning [iNACOL], 2011). The evaluation process utilized a team of reviewers: five content experts, and three curriculum/ technology experts. A third evaluator then summarized the two reviews for every unit, providing a score for each criterion along with detailed comments and feedback. The process of how rubric results were analyzed and reported is described along with the challenges encountered. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01