LBDä Fidelity Report Card

(Fasse, Holbrook, Gray, 2000)




(1=lecture/guided discussion; 2=paper/pencil task; 3=demo/lab; 4=design; 5=build; 6=testing design)


(1= teacher dominated; 2= individual students; 3=dyads; 4=whole class; 5= group)

Use the following 6-point scale to rate the mode of this observation:

0=Not Applicable

1= Failure; unsatisfactory; poor

2=Belolw average; needs improvement

3=Average; moderate; meets fair expectations; okay

4=Above average; pretty good

5=Excellent; very good; ideal

Tally the total number of points; place total here:___________


  1. ____ S use science content vocabulary w/accuracy
  2. ____ S uses measurement/scientific inquiry techniques w/accuracy
  3. ____ S application of design concepts
  4. ____ S fluency w/LBDä rituals
  5. ____ S fluency w/LBDä vocab
  6. ____ S comfort w/non-textbook/worksheet curriculum format
  7. (playing around or boycotting vs. On-task, active involvement)

  8. ____ S commitment to project at hand (physically on-task; enthusiasm)
  9. ____ S engagement (intellectual disinterest or listlessness vs. presence)
  10. ____ S use prior knowledge to justify decisions/knowledge
  11. ____ S use experience to justify decisions/knowledge
  12. ____ S demo understanding of failure=iteration cycle by reflecting, discussing, getting ideas, digging in
  13. ____ S divide tasks, take relatively equal ownership of work
  14. ____ S listen/discuss/consider ideas/suggestions of others w/in group
  15. ____ S " " outside group
  16. _____S are planful in their experimentation w/materials, construction, or testing
  17. ____ S independently employ LBDä rituals to inform decisions
  18. (informal gallery walk, refer to whiteboard/pinup/ remember previous design/construct issues, remember something from everyday world, seek reference material)

  19. _____S explicitly identifies how & when the science is useful
  20. _____S is active as a learner
  21. _____S explicitly identifies what has been learned
  22. _____S connects science content to real world experiences/phenomenon
  23. _____S shows energy for finding solution; struggle for solution
  24. _____S stops to assess where they are in the process and where they want to go

    LBD classroom commitment in general:

  26. ____ Physical time commitment
  27. ____ Cultural shift (Belief system)
  28. ____ Behavioral (incorporation of vocab, rituals,etc.)
  29. ____ Suitability of the structure of classroom for non-traditional methods

  31. ____ T knowledge of the specific science area
  32. ____ T experience w/inquiry-based learning/LBDä
  33. ____ T classroom management skills (playtime vs. business)
  34. ____ T understands LBDä rituals
  35. ____ T incorporates LBDä rituals
  36. ____ T comfort w/materials (LBDä , traditional science equip, textbook)
  37. ____ T use of LBDä vocabulary
  38. ____ T use of science vocabulary
  39. ____ T flexibility for changing plans when indicated by student needs
  40. ____ T shifts focus fluidly between individuals/groups/class
  41. ____ T demonstrates respect for S (sarcasm, belittling vs. encouragement)
  42. ____ T independence (reliance on text/cookbook vs. informed winging it)
  43. ____ T comfort w/open-ended discussion
  44. ____ T comfort w/activity, noise, mess in the classroom
  45. ____ T controls classroom behavior w/out restricting activity
  46. ____ T identifies science concepts as they emerge in student discussion, questions, or demonstration (lab, experiment)
  47. ____ T identifies science in everyday events or cases
  48. ____ T is NOT in charge all the time
  49. ____ T shifting fluidly between on-call/on-duty (facilitator vs. directive)
  50. ____ T engagement (intellectual & physical presence)
  51. _____T models process of reflection by stopping to name it, make it explicit, showing the value ("What are we doing here? "How could we do this better?" "Hey, where are we here?" "It’s important to think about these things [connections to the real world].")
  52. ______T uses LBDä rituals as scaffolding tools to promote or model the process of reflection