These slides explain how the curriculum developed. It gives detailed information on the chronology of curriculum trends.

1. CURRICULUM TRENDS, SCHOOL REFORM,
STANDARDS, AND ASSESSMENT -
CHRONOLOGY
by :
Angrayni Dian Novia 16716251030
Dyta Makasari 16716251021

2. A. CURRICULUM TRENDS, SCHOOL
REFORM, STANDARDS, AND
ASSESSMENT
B. CHRONOLOGY
Pretraditionalist Traditionalist
Preconceptuali
st
Post Modern
Some ethical problems with
the standards movement
The manufactured crisis
Understanding curriculum through
standards and assessment

3. CURRICULUM TRENDS, SCHOOL REFORM,
STANDARDS, AND ASSESSMENT
There are 8 characheristics of school reform in US;
1. The reforms are politically inspired and coerced by state governments.
2. The higher students achievement is determined by standard based report
3. Content standards is oriented on the students’ outcome or behavior
4. Cost-benefit analyses are lacking from the reports on state school
reforms.
5. Control of education has shifted to the national and state levels and away
from localities.
6. The reform agendas, though fragmentary, are broad in scale and
encompass most of the fifty states.
7. The educational reform movement is focused on the teory not empirical
8. the expectation of raising new standards and high-stakes state testing is
to increase the students achievement.

4. SOME ETHICAL PROBLEMS WITH
THE STANDARDS MOVEMENT
Standards movements covered in three major question:
1. Who benefits from setting standards?
2. Whose voice is taken into account when the standards
are formulated?
3. Are we creating new inequalities by advocating
standards?

5. Learning from the Texas School Reform Case
• The control of schools is taken by bussiness external management
and accountability system
• The accountability sistems in Texas is called TAAS (Texas
Achievement Academic Skills)
a. It has shaped up the schools.
b. Teachers and principals are held accountable for test scores.
c. “Performance contracts” are used for evaluating principals
based on test scores.
d. Test results are used for decisions about school practice.
• The assumption of standards movements:
a. Raising standards can prepare the students in competing the
global marketplace
b. The effect on standard movement is disparity between high
and low achiever

6. • In 1979 and 1980 TABS is used by legislative to
determine the district planning and curriculum content
• Early 1990s TAAS was applied
• From 1995, site based management where the
stakeholder are involved in choosing strategies,
determine the goals and assessing the skills
Learning from the Texas School Reform Case

7. • The schools studied for practicing test.
• The schools need more fundings for purchasing
study materials.
• Schools must have structure to accomodate and
support the host of reform, requirements, and
ongoing demands of the curriculum
Teaching for the Test

8. • Curriculum is oriented on the standardized test
preparation, it triggers the discrimination for the
minority students.
• The generalization of the rich curriculum in poor and
minority population with the drill and repetition,
• The study by Haney (1999) report the Texas graduation
rates before and after TAAS
▫ 1978 >60% black , ±60% latino, +15% than white
▫ 1990 ± 50% black and latino, 70% white
▫ 1999 <50% black and latino,
A major contradiction: The new discrimination

9. • NRT is used to compare the students’ score with group
of people who already took the exam.
• NRT is designed to rank the test taker in order to
accomodate the bell curve.
• Multiple-choice test is limited because of the
complexities of the mind and how learning and cognition
take place.
• The government claims that the national average of the
students score is poor.
Continuing ethical question regarding Norm-
Referenced Test (NRT)

10. • American College Testing group (ACT) clearly shows the
Bias testing. The fairtest organization confess the three
main catergories of bias;
1. Biased format: prefer male offer female in term of the
way of thinking
2. Biased language: idiomatic expression is not familiar
with non-native of English
3. Biased question context: test tekers will do better
when they are interested in or familiar with the
situation. Many more English and reading ACT
passages cover topics that are likely to be more
familiar to whites and males than to minorities and
females.
Race, Class, and Gender Bias in testing

11. • Mulitple intelligences (Gardner, 1993):
1. Bodily kinesthetic
2. Visual-spatial
3. Mathematical-logical
4. Musical
5. Interpersonal
6. Intrapersonal
7. Linguistic
8. Naturalis
Ethical Questions Raised as a Result of the Work
on Multiple Intelligences: Searching for New Ways
to Explain Learning

12. The Manufactured Crisis
• The crisis is formulated by the phony and manipulated
data by the newspaper, politicians and others
• Some myths of manufactured crisis;
▫ the decline in student achievement and performance, the
intellectual abilities, and abstract problem-solving skills.
▫ America’s schools always come up short when compared
with those of other nations.
▫ America spends more money on schools than other nations.
▫ Investing in schools has not brought success, or money is
not related to school performance.
▫ The productivity of the American worker is down.
▫ American teachers are not prepared to teach.
▫ Private schools are better than public.

13. Standards make sense when the assessment system in place
makes sense. Wiggins (1993) argues that there are equitable, fair,
and authentic means of assessment.
Here are some of his major guidelines:
1. Assess the student’s accomplishments and progress, not merely the
total score that results from points subtracted from a collection of
items.
2. Devise a scheme that assigns degree-of-difficulty points to
assignments and test questions, thus distinguishing the quality of
the performance from the degree of difficulty of the task.
3. Give all students the “same” demanding work but differently
scaffolded assessments based on equitable expectations.
4. Devise a sliding grading system wherein the proportion of
what is counted over time varies. Move toward increased emphasis
on achievement, with a weight for effort and progress.
Understanding Curriculum through Standards and
Assessment

14. Understanding Curriculum through Standards and
Assessment
Authentic Assessment by Wiggins (1998);
• Authentic tasks must be realistic
• Requires students to use their judgment and imagination
• Let students demonstrate what they have learned
• Typical tests are contexless (Wiggins 1998, 24)
• Assess the learners ability to efficiently and effectively use a
repertoire of skills and knowledge to negotiate complex tasks
• Allow appropriate opportunities to rehearse, practice, consult
resources, and get feedback on and refine performances and
products.

15. Reviewing Some Problems with High-Stakes
Testing
• Is the term used to label the testing of children
where the stakes are extremely high?
 Major Problems :
1. Problems with the construction of the tests
2. Problems with scoring and interpretation of tests
3. Problems with penalties of the tests if test taker are below par
4. Problem with issues of fairness
5. Problems with teachers teaching to the test

16. Hopeful Signs
Educative Assessments do the following :
✒ Ask and demand of students that they use problem-
solving skills on a regular basis
✒ Require actual people to score, grade, and evaluate a
student’s work, rather than have a machine do so
✒ Demand new roles for teachers and administrators

17. Chronology
• The pretraditionalis era (1890s-1920s)
• The traditinalist era (1920s-1950s)
• The reconceptualist era (1960s-1980s)
▫ The traditionalist
▫ The social behaviorists
▫ The experientalist
• The postmodern critical era (1980s-onward)

18. Pre-1890s-1920s
(Pretraditionalist Era)
1920s-1950s
(Traditionalist Era)
• Church-based
• Mostly male students and
teachers
• Few in School
• Subject matter focus, drill,
repetition, testing
• Committees formed to study
curriculum trends by well-known
educators
• Emphasis on objectives and
outcomes
• More students in scholl
• Development of character
• Subject matter focus, drill,
repetition, testing

19. Pre-1960s-1980s
(Re-conceptualist Era)
1920s-1950s
(Postmodern Critical Era)
• Examines student cognition,
goals
• Values the person as learner
• Questions rote and repetition
• Calls for school as community
center
• Inserts the child into the
curriculum
• Begins the questioning of race,
class, gender equity in
curriculum trends
• Committees formed to study
curriculum trends by well-known
educators
• Emphasis on objectives and
outcomes
• More students in scholl
• Development of character
• Subject matter focus, drill,
repetition, testing

20. THANK YOU... 
Reference:
Janesick, V.J. (2003). Curriculum Trends: A Reference
Handbook. California: ABC-CLIO