The Teacher Accessibility, Equity, and Content (TEC) Rubric for Evaluating Computing Curricula
The Teacher Accessibility, Equity, and Content (TEC) Rubric for Evaluating Computing Curricula
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DOI：
10.1145/3371155
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发表时间：
2019-12
期刊：
影响因子：
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通讯作者：
David Weintrop;Merijke Coenraad;Jen Palmer;Diana Franklin
中科院分区：
文献类型：
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作者：
David Weintrop;Merijke Coenraad;Jen Palmer;Diana Franklin
为了回应日益增长的呼吁，将计算机科学的强大想法带给所有学习者，包括教师和管理人员在内的教育决策者的任务是对经常使用的课程做出的结果决策。科学不熟悉所教的概念和使用的工具。围绕计算课程的决策过程，本文介绍了TEC Rubric本文中的完整标题及其创建过程中使用的两个示例，首先是使用TEC的示例。两种宽度的计算机科学课程以表明其评估能力突出了两个课程之间的差异。作为持续寻求将有效，公平和引人入胜的计算说明带入全球学校的有用资源。
In response to the growing call to bring the powerful ideas of computer science to all learners, education decision makers, including teachers and administrators, are tasked with making consequential decisions on what curricula to use. Often, these decision makers have not been trained in computer science and are unfamiliar with the concepts taught and tools used. This is especially true in K–12 contexts where computer science expertise is less prevalent. To aid in the decision-making process around computing curricula, this article introduces the TEC Rubric. The TEC Rubric is composed of three main categories: Teacher Accessibility, Equity, and Content designed to support educational decision makers and designers when it comes to computing instruction. Along with presenting the full rubric and the process used in its creation, this article describes two examples of the rubric in action. First, the TEC Rubric is used to evaluate two widespread computer science curricula to demonstrate its evaluative capacity highlighting differences between the two curricula. Second, we show how the TEC Rubric can be used to help inform the design of new K–12 computing curricula. Overall, the TEC Rubric is designed to serve as a useful resource in the ongoing quest to bring effective, equitable, and engaging computing instruction into schools around the world.