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Using Artifacts To Characterize Reform-Oriented Instruction: The Scoop Notebook And Rating Guide (CSE Technical Report 707)

UCLA National Center for Research on Evaluation, Standards and Student Testing
Type of Publication: Path: 
reports
Reports
2007

Borko, H., Stecher, B., & Kuffner, K. (2007). Using artifacts to characterize reform-oriented instruction: The Scoop Notebook and rating guide (CSE Technical Report 707). Los Angeles: UCLA National Center for Research on Evaluation, Standards and Student Testing.

Author's Last Name (Sortable): 
Borko
Abstract: 
This document includes the final data collection and scoring tools created by the “Scoop” project, a five‐year project funded through the Center for Evaluation, Standards, and Student Testing (CRESST), to develop an alternative approach for characterizing classroom practice. The goal of the project was to use artifacts and related materials to represent classroom practice well enough that a person unfamiliar with the teacher or the lessons can make valid judgments about selected features of practice solely on the basis of those materials. The artifacts and other materials were collected in a binder called the Scoop Notebook. Thus, the project sought to answer the question, “Can accurate judgments about reform‐oriented instructional practice be made based on the classroom artifacts and teacher reflections assembled in the Scoop Notebook?” This document describes the Scoop Notebook and the rating guides, gives instructions for assembling the materials and explaining the process to teachers, and discusses two 1 Many people contributed to the success of this project. Although they are unnamed in our project reports, we would like to acknowledge the importance of the 96 middle-school mathematics and science teachers who assembled Scoop Notebooks as part of our pilot and field studies. Many researchers were part of our team during the five years of the project. In addition to the named authors on this report, the following people contributed directly to the development and refining of the Scoop Notebook and rating guide: Alicia Alonzo, Suzanne Arnold, Dionne Barnes, Daniel Battey, Laura Creighton, Victoria Deneroff, Elizabeth Dorman, Mary Lou Gilbert, Sherrie McClam, Shannon Moncure, Joi Spencer, and Alice Wood. Linda Daly from RAND produced the formatted Scoop Notebook pages, sticky notes and other project materials. We are also grateful for the patient and reliable assistance provided by Donna White and Lisa Loranger. Finally, we wish to acknowledge the support and encouragement of Eva Baker and Joan Herman, who were more than just CRESST administrators, but were interested and provocative colleagues. 2 Potential uses of the Scoop Notebook—as a tool to characterize classroom practice or as a tool for teacher professional development. The appendices present the final versions of the Scoop Notebook and rating guide for both mathematics and science.
Borko H., Stecher, B., Kuffner, K.
Using Artifacts To Characterize Reform-Oriented Instruction: The Scoop Notebook And Rating Guide (CSE Technical Report 707)
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