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• Esaïe Greña

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JU L Y 29, 2019

Evaluation and Student Assessment Nyka Isaiah P. Grena

Curriculum Evaluation and Student Assessment TODAY'S DISCUSSION

differentiate these ideas explore examples of techniques that can be used discuss the appropriateness of different standards describe some of the key questions and issues that must be addressed four different models of curriculum evaluation

What is Curriculum? A COMPREHENSIVE OVERVIEW OF WHAT STUDENTS SHOULD LEARN, HOW THEY WILL LEARN IT, WHAT ROLE THE INSTRUCTOR IS PLAYING, AND THE FRAMEWORK IN WHICH LEARNING AND TEACHING WILL TAKE PLACE. Challenges of Change Management in E-Learning

Teachers are constantly scanning their own classrooms, sizing up everything they can about what is happening there.  They make many decisions intuitively on the basis of such informal observations, their past professional experience, and their general beliefs about good practice.  Only less frequently do they find it necessary (or even possible) to formally evaluate some of the many things happening in their classrooms.

MARSH AND WILLIS, 2007

STUDENT ASSESSMENT Participants examine considerations about student assessment that are regularly included in curriculum materials.

CURRICULUM EVALUATION The participant is guided through an analytical schema to plan the evaluation of curricula.

CURRICULUM EVALUATION an internal activity and process conducted by the various units within the education system for their own respective purposes. an external or commissioned review processes. These processes might examine, for example, the effectiveness of curriculum content, existing pedagogies and instructional approaches, teacher training and textbooks and instructional materials.

Student assessment Assessment of student learning has always been a powerful influence on how and what teachers teach and is thus an important source of feedback on the appropriateness implementation of curriculum content. Fulfilling the diverse objectives of diagnosis, certification and accountability requires different kinds of assessment instruments and strategies selected to achieve specific purposes.

Four Models of Curriculum Evaluation THE TYLER MODEL

THE TABA MODEL

account information from the active learner and pays close attention to how well the goals and objectives of the curriculum are supported by the experiences and activities provided, was named after its creator, Ralph Tyler

emphasizing inductive reasoning, was created by Hilda Taba who believed that true curriculum should be developed by the teacher, rather than decided upon by administration or another authority.

STAKE'S COUNTENAN CE MODEL

DAVIS', PROCESS MODEL

is a model focusing on the qualitative influences to the traditional quantitative designs, with judgment being maintained as the major function of the one who evaluates.

This model provides a simple overview of the processes involved in" curriculum evaluation. It is suitable for use by either individual teachers or teams of teachers.

Assessing/Evaluating the Curriculum

INTENDED VS IMPLEMENTED VS ACHIVED CURRICULUM

PURPOSES OF CURRICULUM ASSESSMENT 1. Highlight curriculum expectations. 2. Gather information about what students know and can do. 3. Motivate students to learn better. 4. Motivate and encourage teachers to meet the identified needs of students. 5. Provide evidence to tell how well the students have learned. 6. Obtain feedback that helps teachers, students and parents make good decisions to guide instruction.

INTENDED CURRICULUM Refers to the objectives set at the beginning of any curricular plan. Establishes the goal, specific purposes and immediate objectives to be accomplished. The intended curriculum answers what the curriculum writer wants to do.

SOME QUESTIONS TO ASSESS INTENDED CURRICULUM: 1. Are the objectives achievable within the learners’ developmental levels? 2. Can the objectives be accomplished within the time frame? 3. Are the resources adequate to accomplish the objectives? 4. Are the objectives specific and clear? 5. Are there ways of measuring the outcomes of the objectives? 6. Are the objectives observable? 7. Are the objectives doable? 8. Are the objectives relevant?

IMPLEMENTED CURRICULUM Refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes.

SOME QUESTIONS TO ASSESS IMPLEMENTED CURRICULUM: 1. Are the learning activities congruent with the stated objectives? 2. Are the materials and methods appropriate for the objectives set? 3. Does the teacher have the skill to implement the activities or use the strategy? 4. Does the teacher utilize the various ways of doing to complement the learning styles of the students? 5. Are there alternative activities for the learners to do to accomplish the same objectives? 6. Do the activities motivate the learners to do more and harness their potentials? 7. Do the activities provide maximum learning experiences? 8. Do the activities utilize multiple sensory abilities of the learners? 9. Do the activities address multiple intelligences of the learners?

ACHIEVED CURRICULUM Refers to the curriculum outcomes based on the first two types of curriculum, the intended and the implemented. It is now considered the product. It can be the learning outcomes, or a material product itself, like a book, module or instructional material.

SOME QUESTIONS TO ASSESS ACHIEVED CURRICULUM: 1. Do the learning outcomes achieved by the learners approximate the level of performance set at the beginning of the curriculum? 2. Are the learning outcomes achieved higher or lower than the objectives set? 3. Do the achieved learning outcomes reflect knowledge, skills and attitudes and skills intended to be developed? 4. How many percent of the learners in the same class perform higher that the level set at the beginning? 5. Do the curricular outcomes reflect the goals and the aspirations of the community where the curriculum was implemented?

What is the range of assessments and evaluations that students and teachers face? National -- Scholastic Aptitude Test; standards developed by national professional organizations (e.g., the National Council of Teaching Mathematics) State -- state mastery tests; Regents exams; state portfolio initiatives Local District -- standardized tests subscribed to by schools or districts; system-wide or multischool portfolio initiatives School/Classroom -- informal checks for understanding; observation; dialogues; quizzes; tests; projects; portfolios

Three Methods of Assessment

PERFORMANCE ASSESSMENT to document and evaluate the work that students have accomplished during some fixed period of time

PROJECTS

PORTFOLIOS

designed to draw upon a range of skills from the student, who may work individually or in groups to accomplish the goals that have been set

used to assess effort, progress, proficiency, or some combination and special application of these skills.

Performance Assessment

Examples ESSAYS ORAL QUESTIONS TRADITIONAL QUIZES TESTS OPEN-ENDED PROMPTS

Examples CREATE A COMPUTER GAME THAT TEACHES MATH FACTS. DESIGN AND BUILD A WORKING PROTOTYPE OF A NON-FOSSIL-FUEL VEHICLE. MAKE A MAP OF YOUR NEIGHBORHOOD, NOTING YOUR FAVORITE PLACES.

Projects

Examples

Portfolios

COLLECT FIVE PIECES OF YOUR WRITING WITH EXAMPLES OF PREWRITING/BRAINSTORM ING, DRAFTS, PEEREDITING NOTES, AND FINAL COPIES. CREATE AN ART PORTFOLIO OF AT LEAST EIGHT PIECES. IT SHOULD BE SUITABLE TO SUPPORT APPLICATION TO AN UNDERGRADUATE SCHOOL OF FINE ARTS.