Go to A New Day for Learning, Part Two 
NatureMapping Table of Contents
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Overview
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Lessons
- Overview: NatureMapping Lessons at a Glance
- How to Tell the Time and Date
- Using Guides and Animal Size to Teach Species Recognition
- Using Environmental Clues to Teach Species Recognition
- How to Estimate Animal Size and Numbers at a Distance
- Teaching Directions, Maps, and Coordinates
- A Lesson on Nature Note Taking
- How to Collect and Evaluate Observations in the Field
- A Glossary of Common NatureMapping Terms
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Videos and Tips
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Articles
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Contacts
Support for coverage of learning beyond the classroom is provided in part by
the Charles Stewart Mott Foundation.
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Meeting Standards with NatureMapping
NatureMapping teacher Diane Peterson and director Karen Dvornich discuss how this science program helps students meet standards in all areas while also developing their soft skills. Plus assessment tips and resources.
| Credits
Release Date: 01/15/09
Running Time: 06:30
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Assessment Tips
What measures do educators and administrators take in evaluating the success of a full-time learning program? Following is a short tip list for assessing program and student achievements.
- Assess students based on rubrics rather than relying solely on grades. Student development is often more important than the final outcome.
- Track student's progress throughout the course of the program through rubrics, or predefined criteria, often based on academic standards and 21st century learning skills.
- Define clear program goals. Ask students to complete a pre-screening questionnaire, including what they expect to achieve from the project. Also, ask questions relating to student's current knowledge level. This helps in creating rubrics and tracking progress.
- Collect data and evaluations throughout the program. Train teachers and mentors about the importance of rubrics and the assessment process. Encourage routine progress reports and student interviews, creating open communication throughout the program.
- Assess the program in part through student progress, using rubrics for guidance. What skills were improved upon? What did the final project look like? How did students exceed the teachers' and mentors' expectations?
- Use academic records and comparison studies. For example, did student attendance improve? What about grades and standardized test scores? How do these results compare to students who didn't participate in the program?
