Working with the InTeGrate Materials Development and Refinement Rubric

Why is there an InTeGrate Rubric?

The Materials Development and Refinement Rubric was developed to assist curriculum developers as they prepare materials designed to achieve the broad goal of improving geoscience literacy among all students, from geoscience majors to pre-service teachers and beyond. In order to determine what kind of progress we are making on that goal, we need to systematically assess not only geoscience literacy among students, but whether or not the materials we are designing are effective at teaching geoscience literacy. The rubric very specifically addresses the goals of the InTeGrate project as well as research-based guidelines for best practices in curriculum development. The sub-areas of the rubric outline the goals and best practices required of the materials. View the entire Materials Development and Refinement Rubric (Microsoft Word 2007 (.docx) 113kB Jan18 14) for detailed descriptions of each rubric item.

Sub-Areas of the Rubric

There are six sub-areas of the rubric:

1. Guiding principles of InTeGrate teaching materials

2. Learning objectives and goals

3. Assessment and measurement

4. Resources and materials

5. Instructional strategies

6. Alignment

Rubric Scoring

Materials are scored against the rubric by three members of the InTeGrate assessment team. The reviews are then combined by the head of the assessment team and one final score (along with comments) is presented to the materials development team. Before materials can be implemented in classrooms, materials must achieve the following scores:

  • A score of 100% must be achieved on the guiding principles portion of the rubric.
  • Scores of 85% or higher must be achieved in each of the other sub-areas.
Materials are officially scored against the rubric at two points in the materials development process. The first time is prior to teams implementing materials in their own classrooms. The second time is after materials development teams have revised materials based on data collected during initial implementation in their classes, prior to making materials freely available as live web pages.

Materials may be unofficially scored against the rubric during checkpoints 1-3 to give materials development teams an indication of whether materials are poised to pass the rubric officially.