MAPS Assessment Year I: 1999 - 2000

A comprehensive and integrated assessment process and tools continuously inform MAPS development. The MAPS Study is directed by researchers from the Illinois Mathematics and Science Academy (ISMA) in close collaboration with a representative panel of MAPS Leaders.

To get a clearer sense of the accomplishments of the first year, the program can be viewed through the perspective of its participants. A study was conducted to document the experiences of participants throughout the year. Eighty-four teachers and thirteen museum educators alike experienced MAPS primarily through MAPS workshops (events) and the MAPS curriculum units (materials).

The MAPS study was designed to collect information upon the teachers' completion of the MAPS units.The study incorporated a combination of self-report questionnaires, structured observation of workshop sessions, and a facilitated “reflective practice” format that provided for an interactive expression of participants' experience(s) with MAPS. Questions from the study focused on two types of influences: the MAPS initiative as an intervention intended to benefit teacher participants, and the interactions between CPS and museum educators.

The first year was one of developing and testing the MAPS model. Results from the study demonstrate a high level of appreciation among these teachers for the human, material, and curricular support that the museums can provide. Perhaps the most significant finding is the strong belief among participants in the feasibility of the MAPS concept. As a result, the second year will focus on refining the MAPS curriculum and advancing the professional development model to engage more teachers in embracing the MAPS mission.

MAPS Assessment Year II: 2000 - 2001

The MAPS-II Study will build on the foundation provided by the initial study, although the focus of the study shifts from being primarily descriptive of the educators' experiences of MAPS to the students' experiences. Student interactions will include, for example, how students interact with the curricular materials, and how students interact with one another and with their teacher while engaged in MAPS-II activities. Contextual factors that will be considered include access to instructional materials; availability of museum resources; access to technical, pedagogical, and content-domain assistance, administrative support, etc.

The study will survey all 240 teachers, engage approximately thirty schools in school visits by Museum and CPS Educators (MAPS Educators) to support the MAPS curricula. In addition, six MAPS schools and approximately 24 MAPS teachers will receive focused observations by IMSA. As a result, the general purpose of the MAPS-II Study is to provide the Evaluation Committee with viable formative interim reports to inform the implementation and evolution of MAPS-II. It is also designed to create a summative report of the second-year activities for future planning, and formulate baseline data for ongoing study of the initiative as it continues beyond its second year, especially for the assessment of the MAPS contributions to student achievement.