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Assessing the Curriculum


Richard Canaman

on 10 February 2013

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Transcript of Assessing the Curriculum

Criteria for Curriculum Assessment Assessing the Curriculum Criteria for Curriculum Assessment Defined Criteria for Goals And Objectives Purposes of Goals & Instructional Objectives General Criteria for Writing Goals & Objective Element of Criteria for Goals and Objective Criteria for Assessment of Instruction Criteria are a set standards to be followed in assessment, specifically, as they apply to curriculum, criteria are set of standards upon w/c the different element of the curriculum are being tested. The criteria will determine the different levels of competencies of proficiency of acceptable task performance. Goals and objectives are statements of curricular expectations. they are sets of learning outcomes specifically designed for students. Objectives indicate clearly what the students will learn. The items must reflect the task, skills, content behavior & thought processes that make up curricular domains & must also match the students' needs. To have focus on curriculum & instruction w/c give direction to where students need to go.
To meet the requirements specified in the policies & standards of curriculum & instruction.
To provide the students' the best possible education & describe the students' level of performance.
To monitor the progress of student based on the goals set Content -from the objectives, what content should students learn?
Behavior-what will students do to indicate that they have learned?
Criterion-what level of performance should the students have to master the behavior?
Condition-under what circumstances should the students work in order to master that behavior? To motivate students to learn & the teachers
to be able to feel a sense of competence when goals are attained. The Stranger Test
goals and instructional objectives must be measurable so that their status can be monitored. Compliance w/ legal requirements
there should be a direct relationship between the annual goals and the student's present levels of educational performance The "So-What" Test
the so-what test speak validity. because the purpose of education is to prepare people to be socially competent, the so-what test asks whether the goals & instructional objectives are important Both Knowledge &
Behavior are addressed
the stranger test & the need to specify instructional objective in terms that are measurable raise an issue that has proven to be disconcerting to many education Syntactic correctness
one of the first ways people think of to tell if an object is good is to look at it to see if it
has all its part. Individualization
appropriate goals & instructional objectives are derived from assessment data. they must be aligned w/ the students' present level of educational performance & students' goals. Common Sense
instructional objective don't have to fit into one sentence, & trying to make them do so can by very confusing. Generative Approach
this referred to as"constructivist" or "developmental". in here the teacher functions as a facilitator who takes a less central role in a learning process. Supplantive Approach
this is referred to as "direct" instruction. information is presented in an ordered sequence in w/c component subskills are taught directly or a foundation for later tasks. teacher directed student-directed
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