Tools to assess the curriculum

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Tools to assess the curriculum

  1. 1. Tools to Assess the Curriculum
  2. 2. Recording Devices/ ToolsThis provides the various means oforganizing the recordings of information aboutstudent achievement.Teachers can choose or develop recordingdevices which suit the teacher’s style, thestudents and the activity or learning beingassessed. These are:1. Anecdotal Record2. Checklist3. Rating Scale
  3. 3. Anecdotal RecordA. Definitionit is a short narrative describing both abehavior and the context in which thebehavior occurred;should objectively report specific andobserved behaviors;describes students performance indetail and in writing.
  4. 4. B. Purposeprovide an outgoing record of writtenobservation of student progress;to record objectively, significantobservations, that are not part of a formalassessment which might otherwise beforgotten or remembered incorrectly;record observations of unanticipatedperformances, behaviors, incidents orevents.
  5. 5. C. Characteristicsprovides rich portraits of an individual’sachievement;records information of a form whichspecifies the learner, date of observationand a factual description of the event orbehavior;provides a mechanism to recognizepatterns of student growth overtime;is often used to document a student’sbehavior for later reference.
  6. 6. D. Teacher’s Roledetermines which observation are tobe considered significant and important;states in clear, concise, languageexactly what is being observed;should record information while theevent or behavior is fresh in the teacher’smind;establishes a systematic procedurefor collecting records on all students,ensuring that no individual is overlooked.
  7. 7. E. Considerationsis time-consuming to read, write andinterpret;is often used in conjunction with otherassessment strategies;records interpretations orrecommendations separately from thedescription of the student’sperformance;
  8. 8. The ChecklistA. Definitionis a list of actions or descriptions that arater (teacher) checks off as the particularbehavior or expectation is observed;is a written list of performance or criteriawhich is used to assess studentperformance through observation or maybe used to assess written work
  9. 9. B. Purposerecord whether a specific skill or behaviorwas “ evident” or “not evident”.record the presence or absence ofspecific behaviors in given situations.C. Characteristicis used when the process or product canbe broken into components that are judged tobe present or absent; adequate orinadequate;
  10. 10. is quick and useful with large number ofcriteriais an efficient way to obtain informationabout student’s improvement over time byusing the same checklist more than once;consists of list of statements which areexpected to be exhibited;usually uses a check mark, or otherindicator which is placed in theappropriate space on the checklist form toindicate that it has occurred.
  11. 11. D. Teacher’s Roleobserves, judges, and determinesif a students performance meets thecriteria outlined on the checklist;does not evaluate the quality ofwork or contribution but indicated thatit occurred or was completed.
  12. 12. The Rating ScaleA. Definitionis a simple tool for assessing performing ona several-point scale ranging from low tohigh. It may have as few as 3 points, or asmany as 10 points;is based on a criteria which allows theteacher to judge the performance, product,attitude, and/or behavior along a continuum;is used to judge the quality of aperformance.
  13. 13. B. Purposerecord the frequency or even the degree towhich a student exhibits a characteristic;record the range of a student achievement inrelation to specific behaviorsC. Characteristiccan be analytic or holistic. Analytic rating scaledescribe a product or performance on multipledimensions (e.g., in a writing task thedimensions or criteria that might be rated areorganization, mechanics and creativity). Holisticwritings consider all the scoring criteriasimultaneously, rather than assigning scores.
  14. 14. Analytic RatingScaleHolisticRatings
  15. 15. D. Teacher’s Rolemakes decision about the student’s work onthe basis of description, categories, or topicand assigns a numerical or qualitativedescription.E. Considerationsuses statements to rank, describe oridentify criteria;uses carefully chosen words to describe themeaning of various points on the scale sothat they have the same meaning to differentraters. (teacher, student, peer)
  16. 16. The RubricsA. Definitioncontains brief, written descriptions ofthe different levels of studentperformance;is a descriptive rating scale whichrequires the rater to choose amongthe different levels.
  17. 17. B. Purposesummarize both student performanceand product against pre-stated criteria;make scoring of student performancemore precise than using a list of items.C. Characteristicsconsists of several descriptions, eachfor different level of quality;uses specific descriptions of each of thevariables for each point along thecontinuum;communicates to students, teachers andparents what is expected in terms of
  18. 18. D. Teacher’s Roleselects which of the descriptioncomes closest to the student’sperformance.E. Considerationscan be used in conjunction with self-assessment and peer review’involves students in the process ofidentifying important performancecriteria which gives him/her theownership of the criteria and provideconcrete examples of good and poor
  19. 19. The Learning LogA. Descriptionis an outgoing record by the student of what s/hedoes while working on a particular task orassignment;makes visible what a student is thinking and/or doingthrough frequent recordings over time.B. Purposeshow student progress and growth over time;provide the student with the opportunities to gatherand interpret information, ask questions and to makeconnection.
  20. 20. D. Teacher’s Roleprovides the guideline for the maintenanceof the learning log;provides regular feedback to the students.E. Considerationsmay present a challenge for some studentswho have difficult time express their thoughtsin writing;provides students with opportunities forreflection about their progress towards astated goal.
  21. 21. Non-test Monitoring andAssessment1. Oral written reports- students research a topic andthen present either orally or in written form.2. Teacher observation- the teacher observes studentswhile they work to make certain the studentsunderstand the assignment and are on task.3. Journal- students write daily on assigned or personaltopics.4. Portfolio of student’s work- teacher collects samplesof students work and saves for determined amount oftime.5. slates or hand signals- students used this as ameans of signaling answers to the teacher.
  22. 22. 6. Games- teachers utilize fun, activities to have thestudents practice and review concepts.7. Projects- the students research on topic and present itin a creative way.8. Debates- the students take opposing position on atopic and defend their position9. Checklist- the teacher will make a list of objectives thatstudents need to master and then check off the skill asthe student masters it.10. Cartooning- students will use drawings to depictsituation.11. Models- the students produce a miniature of replicaof a given topic.12. Notes- students write a summary of the lesson.
  23. 23. 13. Daily Assignments- the students complete thework assigned on a daily basis to be completed atthe school or home.14. Anecdotal record- the teacher records a studentsbehavior.15. Panel- A group of students verbally presentinformation.16. Learning Centers- students use teacher providedactivities for hands-on learning activities.17. Demonstration- students present a visualenactment of particular skill or activity.18. Problem solving- student follow up a step-by-step solution of a problem.19. Discussions- Students in a group verbally
  24. 24. Answer and explain.1. What is the most effective recordingdevice/s for you? Why?2. How does non-monitoring andassessment affects the learners?3. Are these two (recording devicesand non-test monitoring and assessment)influences the curriculum? Why do yousay so?
  25. 25. Assignment: In ½ sheet of paper, definethe ff.1. Curriculum2. Instruction3. AssessmentRef: Curriculum Development by PuritaBilbao, Module IV. Lesson IV, pp. 153-155

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