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Scratch Encore TEC Rubric
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Evaluating Computing Curricula for: Teacher accessibility, Equity, and Content
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David Weintrop, Merijke Coenraad, Jen Palmer, Diana Franklin
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University of Chicago & University of Maryland
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For questions, please contact: David (weintrop@umd.edu) or Diana (dmfranklin@uchicago.edu)
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For more information on the project, please visit our website: https://www.canonlab.org/scratch-encore
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Introduction
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The Curriculum Evaluation Rubric provides criteria with which to measure the quality of computer science curricula for use within the K-12 setting along the goals of:
1. Designing for Culturally-Relevant Computing and Students with Exceptionalities or Disabilities
2. Designing for Advanced Learning of Concepts and Practices
3. Designing for Teachers as Learners

In order to evaluate whether curricula meet these goals, this rubric exists to rate existing curricula and determine their effectiveness for teaching computer science curricula with the goals of equity, high quality content, and accessibility to teachers in mind and evaluate curricula in development to identify areas of strength and areas of weakness that can be improved upon.

The indicators of this rubric represent ideal planning for each of these goals. It is not expected that any one lesson will achieve a rating of "Extensive" on every category.
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Suggested Usage Instructions
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1)Make a copy of this rubric for the materials you will be evaluating
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2)Review the rubric, being sure to note the categories, subcategories, and indicators for each subcategory.
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3)Read through the entire lesson that you are evaluating. If possible, complete activities as the students would.
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4)Evaluate the lesson based on each category individually:
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a)
b)

c)		Use the checkboxes to note which indicators the lesson meets in each subcategory
Note evidence of the lesson meeting or not meeting each of the indicators. This evidence should be specific and include page numbers, exact activities, etc.
Assign an overall score for each subcategory. Generally, at least 60% of indicators should be met in order to receive an adequate rating and 80% of indicators should be met in order to receive an Extensive rating. A guide to the number of indicators that need to be met for each of these designations is to the right. If you feel as though a sub-category deserves a rating different from the one dictated by the percentile indicators make sure to explain this rating in the explanation column.
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6)Assign an overall rating for each category to the lesson or unit based on the individual category scales.
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