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In the current context of K-12 computer science education, it is common to focus mainly on the surging number of students reached. However, it is increasingly important to consider not just the quantity, but also the quality of the teaching and instruction that students are receiving. We developed a rubric to do just this -- to help educators reflect on the quality of CS instruction in their classrooms, by focusing on what their students are doing.
Background
Background
Recent efforts including the CSTA K-12 Standards and the K-12 CS Framework have worked to clarify what students should learn in CS classrooms, but it is less clear how students should learn. The community has learned a lot through research, and many practices from other subjects are just as effective in CS. Working in different regions and in different contexts, we each had a need for a tool that synthesizes effective teaching practices in computer science and supports teacher reflection. We couldn’t find one, so we worked together to develop a rubric to fit this need. Our goal was to create a concise and readable rubric focused on student actions that could be observed in the classroom. We use the rubric in coaching interactions with CS teachers, to support reflection and goal-setting. It can also be used for self-reflection and to describe elements of high-quality CS teaching.
Development Process
Development Process
Authors / Creators
Authors / Creators
Heather Benedict: heather@heatherbenedict.com
Cheri Bortleson: bortlesonc@bsd405.org
Meg Ray: meg.ray@cornell.edu
Jen Rosato: jrosato@css.edu
Bryan Twarek: twarekb@sfusd.edu
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