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Copy of Curriculum Evaluation and Assessment of Learning

Chapter 7

Ellenita Golding

on 29 April 2013

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Transcript of Copy of Curriculum Evaluation and Assessment of Learning

Curriculum Evaluation and
Assessment of Learning Curriculum Evaluation and Assessment of Learning (cc) photo by Metro Centric on Flickr (cc) photo by jimmyharris on Flickr (cc) photo by Metro Centric on Flickr Have the students acquired an understanding of the subject with a deeper understanding of skill at hand?
Can the students apply what they learned to new situations, career and college readiness?
Do the students have a desire to continue learning beyond the classroom?
When evaluating a curriculum we have to go beyond what is written, taught, and learned and remember to look at what might be inferred and experienced in the curriculum. Formative and Summative
Formative evaluations help teachers make decisions about their teaching based on attainment of knowledge
Summative evaluations determine if students are ready for the next level
Both types of assessment go hand in hand in promoting student learning. There is no single right way to assess student learning

Assessment must be more than just recall Standardized Assessments
Taken by large groups at the district, state and national levels
Horace Mann administered first standardized tests in mid 1800s
Examples: SAT, ACT, IOWA, NAEP, California Achievement Test Norm referenced
Compares the student to other students in the same grade level Criterion referenced
Indicate what students know and can do within a specific area of the curriculum.
Example: “Types 60 words per minute” Authentic or alternative assessment
Requires students to use higher level thinking skills to perform create or solve real life problems (Common Core Standards)
Encourages students to develop their own response to problem solving (Constructed Response) Portfolio assessment
Collection of student work that tells the story of a learner's growth
Guidelines to maximize learning through a portfolio
Students should individualize their portfolios
Students should focus on accomplishments not mistakes
Should be collaboratively evaluated by teacher and student Peer assessment
Students assess each others work; through rubrics and peer assessments, Types of
Assessment Self assessment
Students assess their own work with clear expectations, artifact, and skill obtained. Performance based assessments
Based on observations and judgement
What students can do as well as what they know Alternative assessments
Measure performance of students unable to participate in traditional large-scale assessments.
Most states are in the process of developing alternate assessments for students with severe disabilities.
Prior to US Dept of Education ruling in 2003, students who took alternative assessments could not be considered proficient, affecting schools ability to meet AYP. Emerging Trends in Assessment Drive for testing has led to teaching skills, "I Can Statements" , changes in Teacher evaluations Standard 4 and 6. The classification of schools "common or effective" Texas: reduced the passing grade on third grade reading exam Michigan: lowered the percentage of students who must pass to certify a school as making adequate progress. Only 42% of high school students have to pass English (reduced from 75%) Colorado: combines students previously characterized as partially proficient with those that are proficient Many states have developed
state-wide performance-
based curriculum goals Washington State: Essential Academic Learning Requirements (EALR) based on 4 Goals
1. Read with comprehension, write with skill, communicate effectively,
2. Know and apply the core concepts in all areas
3. Think analytically, logically, and creatively, and integrate experiences to form judgement and solve problems
4. Understand the importance of work and how performance, effort and decisions directly affect future career and educational opportunities Four components guiding curriculum reform
State level assessments
Classroom based assessments
Professional staff development
“Context Indicator" system
Provide administrators insight into identifying factors that inhibit and support student learning POP QUIZ! Who was the first American in space?

Text 283926 and your message to 37607

http://www.polleverywhere.com/free_text_polls/MjA5Mjk5MTgw Who was the first American in space?

Text a CODE to 37607

Buzz Aldrin 285558
Neil Armstrong 285584
Christa McAuliffe 285585
Alan Shepard 285586

http://www.polleverywhere.com/multiple_choice_polls/NzU5OTAzMTQ2 POP QUIZ #2 Articles TestThink You CAN Teach
for Meaning Teaching is more than covering content, learning is more the merely taking in, and assessment is more than accurate recall
Meaning must be made and understanding must be earned Myths:
1. We have to teach to the test. Research suggests that for students to be knowledgable and competent, they need to develop a conceptual framework along with a solid foundation of of factual knowledge to facilitate meaningful learning.2. We have too much content to cover. There is no research to support a coverage mode of instruction leading to success on tests. Authors encourage a focus on what can be done instead of the myths. Learning to Love
Assessments Carol Ann Tomlinson's 10 understandings of classroom assessment
Informative assessment isn't...
...just about tests
...about the grade book
...always formal
...separate from the curriculum
...about "after"
... An end in itself
...separate from instruction
....just about student readiness
...just about finding weaknesses
...just for the teacher What could you add to this list? A Balanced
Model Schools should be held accountable for:
Physical and emotional well being of students
Student learning
Teacher learning
Equity and access

Schools should be held accountable to their primary clients: students, parents and local community.

Measures of accountability should be qualitative and quantitative

Businesses evaluate the health of the organization on four components: financial, internal business, customers, and innovation and learning.

Schools should use the same approach including: student learning, opportunity to learn, responsiveness to students, parents and community and organizational capacity for improvement.

Current model of using high stakes testing is a recipe for public school failure, putting our democratic nation at risk failure Using Student Assessment Data to Improve Instruction Boston public schools and Harvard Graduate School of Education conducted a yearlong workshop designed to assist educators in making sense and use of data
Four elements:
Organizing around a clear process (Artifacts1 and 2 required us to form PLCs and use a similar process to the one addressed in the article see Figure 1 on pg. 392)
Teaching how to use tools
Assigning projects that use real school data
Supporting collaborative work What is the purpose
of grades? Grades must be valid (Gallagher, Gredler, Linn, and Gronlund, Stiggins)
Grades must accurately reflect students' academic achievement. What are some examples of how grades are not reflective of academic achievement? "We need to begin to break the cycle of invalid grading practices that prevail throughout the education system and the only behaviors that we as teachers can truly control are our own." James D. Allen Time for a tune-up A school without a quality curriculum is like a car without an engine: neither goes anywhere.

Three components that highly impact student learning

"To keep the curriculum engine running smoothly, regular tune-ups must be performed by highly trained personnel who can diagnose engine problems before they lead to an actual breakdown" by Cassanda Parson, Al Strickland, and Ellenita Golding Evaluating an
Assessment Does the assessment accurately assess student learning?
If not, rewrite it! This presentation was created using Prezi.

www.prezi.com Nelson Maylone Jay McTighe
Elliott Seif
Grant Wiggins Carol Ann Tomlinson Ken Jones Kathryn Parker Boudett
Richard J. Murnane
Elizabeth CIty
Liane Moody James D. Allen Lisa H. Meyers
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