Five Key Features
What is the intellectual merit of the proposed activity?
o How important is the proposed activity to advancing knowledge and understanding within its own field or across different fields?
1. What are the broader impacts of the proposed activity?
o How well does the activity advance discovery and understanding while promoting teaching, training, and learning?
2. Teacher Quality, Quantity, and Diversity
o Is it clear how proposed revisions will lead to a better qualified teacher workforce?
3. Evidence-based Design and Outcomes
o How well is the proposed project informed by current literature and research findings on teaching and learning, the results of prior work or by other evidence/data?
o To what extent have “lessons learned” informed the conception and planning of the proposed project?
o What is the “Value added” over any past work?
o Does the proposed project include innovative approaches or strategies?
o To what degree do project strategies extend beyond the commonplace in the improvement of education?
o Is an adequate rationale/evidence provided to suggest that the proposed innovations will result in the desired outcomes?
o Are the project’s quantitative benchmarks sufficiently ambitious, yet reasonable?
o How useful is the project’s formative evaluation likely to be in guiding decision-making?
o How useful is the project’s formative evaluation likely to be in contributing to the project’s summative evaluation?
4. Institutional Change and Project sustainability
o How effective are the project’s plans likely to be in fostering institutional change and sustaining the efforts after the research project ends?
5. Prior Funded Work
o What other grants are in place? Are the results clearly described and well documented?
o Is there sufficient evidence to justify further investment?
6. Evaluation Plan
o Does the evaluation plan provide for assessing the overall impact of the project with respect to the numbers of students and teachers to be directly engaged?
o Is the evaluation plan comprehensive in nature and does it include both formative and summative components?
o Is there appropriate expertise to fully implement the evaluation design?
o Does the project leadership team have the expertise necessary to guide the project to success?
o Is the project timeline realistic and feasible?
7. Budget
o Is the requested budget appropriate to achieve the project’s vision and goals and its proposed outcomes with regard to the numbers of students and teachers impacted?
o Does the budget narrative present a sufficiently detailed justification that demonstrates the shared responsibility and accountability of each partner and subawardee?
8. Summary Statement
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