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484
All
Charge to the Content Panels from
the Parent Committee
Charge to the Parent Committee and Content Panels: The charge to
the committee is to consider the effectiveness of, and potential improve-
ments to, programs for advanced study of mathematics and science in Ameri-
can high schools. In response to the charge, the committee will consider the
two most widely recognized programs for advanced study: the Advanced
Placement (AP) and the International Baccalaureate (IB) programs. In addi-
tion, the committee will identify and examine other appropriate curricular
and instructional alternatives to IB and AP. Emphasis will be placed on the
mathematics, physics, chemistry, and biology programs of study.
Charge to Content Panels: The content panels are asked to evaluate
the AP and IB curricular, instructional, and assessment materials for their
. a. .. . ..
speclrlc alsclpllnes.
Below is a list of questions that the content panels will use to examine
the curriculum, laboratory experiences, and student assessments for their
specific subject areas. The content panels will use these questions to issue a
report to the committee about the effectiveness of the AP and IB programs
for educating able high school students in their respective disciplines. In
answering these questions, the content panels should keep in mind the
committee's charge and study questions.
The panels should focus on the following specific issues in advising the
committee:
I. CURRICULAR AND CONCEPTUAL
FRAMEWORKS FOR LEARNING
Research on cognition suggests that learning and understanding are fa-
cilitated when students: (1) have a strong foundation of background knowl-
edge, (2) are taught and understand facts and ideas in the context of a
conceptual framework, and (3) learn how to organize information to facili-
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PHYSICS
tare retrieval and application in new contexts (see, e.g., National Research
Council ENRCI, 20001.
1. To what degree do the AP and IB programs incorporate current knowl-
edge about cognition and learning in mathematics and science in their cur-
ricula, instructions, and assessments?
2. To what degree is the factual base of information that is provided by
the AP and Il3 curricula and related laboratory experiences adequate for
advanced high school study in your discipline?
3. Based on your evaluation of the materials that you received, to what
extent do the AP and IB curricula and assessments balance breadth of cov-
erage with in-depth study of important topics in the subject area? In your
opinion, is this balance an appropriate one for advanced high school learn-
ers?
4. Are there key concepts (big ideas) of your discipline around which
factual information and ideas should be organized to promote conceptual
understanding in advanced study courses (e.g., Newton's laws in physics)?
To what degree are the AP and IB curricula and related laboratory experi-
ences organized around these identified key concepts?
5. To what degree do the AP and IB curricula and related laboratory
experiences provide opportunities for students to apply their knowledge to
a range of problems and in a variety of contexts?
6. To what extent do the AP and IB curricula and related laboratory
experiences encourage students and teachers to make connections among
the various disciplines in science and mathematics?
II. To ROLE OF ASSESSMENT
Research and experience indicate that assessments of student learning
play a key role in determining what and how teachers teach and what and
how students learn.
1. Based on your evaluation of the IB and AP final assessments and
accompanying scoring guides and rubrics, evaluate to what degree these
assessments measure or emphasize:
a) students' mastery of content knowledge;
b) students' understanding and application of concepts; and
c) students' ability to apply what they have learned to other courses
and in other situations.
2. To what degree do the AP and IB final assessments assess student
mastery of your disciplinary subject at a level that is consistent with expec-
tations for similar courses that are taught at the college level?
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486
CONTENT PANEL REPORT
III. TEACHING
Research and experience indicate that learning is facilitated when teach-
ers use a variety of techniques that are purposefully selected to achieve
particular learning goals.
1. How effectively do the AP and IB curricula and assessments encour-
age teachers to use a variety of teaching techniques (e.g., lecture, discus-
sion, laboratory experience and independent investigation)?
2. What preparation is needed to effectively teach advanced mathemat-
ics and science courses such as AP and IB?
IV. EMPHASES
The NRC's National Science Education Standards and the National Coun-
cil of Teachers of Mathematics' Standards 2000 propose that the emphases of
science and mathematics education should change in particular ways (see
supplemental materials).
1. To what degree do the AP and IB programs reflect the recommenda-
tions in these documents?
V. PREPARATION FOR FURTHER STUDY
Advanced study at the high school level is often viewed as preparation
for continued study at the college level or as a substitute for introductory-
level college courses.
1. To what extent do the AP and IB curricula, assessments, and related
laboratory experiences in your discipline serve as adequate and appropriate
bases for success in college courses beyond the introductory level?
2. To what degree do the AP and IB programs in your discipline reflect
changes in knowledge or approaches that are emerging (or have recently
occurred) in your discipline?
3. How might coordination between secondary schools and institutions
of higher education be enhanced to optimize student learning and contin-
ued interest in the discipline?
Representative terms from entire chapter:
related laboratory
