The evaluation strategies will include retrospective surveys and classroom observation protocols. The retrospective survey pre-test method assesses teachers pre- and post-knowledge that is directly attributable to the professional development associated with the science content and the teaching strategies that are suggested in the ASC curriculum. (Campbell and Stanley, 1963; Siegel & Yates, 2007) The teacher observation rubric translates the science and practice standards into observable behaviors. It will be used as a guide for teacher self-reflection as well as the basis of the classroom observation protocol. The evaluation methodology combines a strategy of teacher self-reflection with confirmation from an outside observer. For example, the classroom observation protocol observes if a teacher “Uses themes in astrobiology to teach complex thinking and challenges students with current issues and investigations from developing scientific areas,” an observable behavior based on science standards and project outcomes,” a project goal and instrument item that is directly based on the AAAS science standards.

The evaluation strategies to measure student learning will be through pre- and post-tests embedded in the teaching modules and reported by the teachers through the Collaboratory feedback. To evaluate students growth in the processes of science, a strategy of self reflection combined with outside observation is used the Hands-on Science Performance Assessment instrument. Students use the instrument to assess their own performance, and then the ASC team will compare their ratings to the ratings of the teacher. The teacher and student engage in conversation based on this instrument in a strategy that provides evidence for the evaluation, feedback to the teacher, and guidance to the student in a manner consistent with a strategy that supports science education for minority students.

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