Curriculum mapping
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The document discusses curriculum mapping which is a process for connecting information literacy goals to degree programs. The workshop goals are to gain an understanding of curriculum mapping and to map one degree program by the end of July. Curriculum mapping involves collaboratively mapping out units, content, skills, activities, assessments, and resources across courses. It is data-driven and helps ensure students are building on prior learning and being prepared for future classes.
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Curriculum Mapping
A presentation given at the Assessment and Technology Conference of Plymouth University, 10th December 2014 - also demo of use in Dentistry given.
curriculum Mapping: the big picture
Curriculum mapping involves collecting data on the operational curriculum, including content, skills, thinking processes, and assessments, and examining that data to identify gaps, redundancies, and opportunities for integration. The process replaces committees with site-based teams and grounds all discussions in student needs and interests. It proceeds in phases, starting with individual teachers mapping their own curriculum and collecting all maps, then having teachers review each other's maps in groups to provide feedback. The full faculty identifies areas for immediate revision and those requiring further research and planning. Curriculum mapping is intended to improve communication, planning, and pedagogy by making the operational curriculum transparent. The process must be tailored to each local school and district context.
Curriculum Mapping & Analysis: Basic Definitions
Have you embarked on the processes of documenting and analyzing your academic program curricular data? These slides provide basic definitions of the processes of curriculum mapping (data gathering) and curriculum alignment (data analysis).
Curriculum Mapping Intro 1 13 10
The document summarizes a presentation on curriculum mapping for a science curriculum committee. It defines curriculum mapping and describes its benefits, such as eliminating gaps and repetitions in curriculum across grade levels. It outlines the process of mapping, including collecting curriculum data, reviewing for patterns and areas for improvement, and creating individual teacher maps with essential questions, skills, assessments, and activities. Sample maps are provided and the benefits of individual and collaborative mapping for teachers are discussed.
Curriculum mapping implementation rubric
The document describes the process of implementing curriculum mapping in schools from the initial pre-mapping stage to a fully operational mapping process. It discusses five key aspects of implementation: 1) student learning, 2) faculty and administrative planning, 3) curriculum development, 4) curriculum mapping entries, and 5) joint decision making. At each successive stage, the collaboration between faculty and administration increases, decisions are increasingly data-driven, standards are more fully integrated, and the curriculum becomes more aligned both within and across subjects and grades.
Curriculum Mapping
The document discusses curriculum mapping for outcomes-based education. It explains key concepts like institutional graduate outcomes, program graduate outcomes, performance indicators, and curriculum mapping. It provides examples of mapping for different programs including common outcomes across all programs, specific program outcomes, minimum performance indicators, sample curriculum maps, and means of curriculum delivery. The purpose of curriculum mapping is to align courses and their learning outcomes with program and institutional graduate outcomes to ensure an outcomes-based education.
Introduction to Curriculum Mapping
This document provides an introduction to curriculum mapping. It defines curriculum mapping as a process for collecting, maintaining, and reviewing an operational database of the curriculum in a school or district. Curriculum mapping involves documenting essential questions, content, skills, activities, assessments, and standards for different subjects and using this information to make instructional decisions and improve the path that students follow. The document discusses the benefits of curriculum mapping and provides examples of components to include in a curriculum map, such as essential questions, content, skills, and assessments. It also outlines a timeline for the curriculum mapping process.
Curriculum mapping expectations ppt
The document provides guidance for curriculum mapping including developing unit calendars, essential questions and enduring understandings, content and skill statements, and ensuring alignment within and across stages of curriculum design. It emphasizes breaking units into subunits of 2-6 weeks, using discipline standards to name units, crafting measurable skill statements, and aligning assessments to standards through techniques like performance tasks and self-assessments. Proper curriculum mapping is designed to ensure students understand disciplines at a deep level as demonstrated through aligned assessments.
Recommended
Curriculum Mapping
A presentation given at the Assessment and Technology Conference of Plymouth University, 10th December 2014 - also demo of use in Dentistry given.
curriculum Mapping: the big picture
Curriculum mapping involves collecting data on the operational curriculum, including content, skills, thinking processes, and assessments, and examining that data to identify gaps, redundancies, and opportunities for integration. The process replaces committees with site-based teams and grounds all discussions in student needs and interests. It proceeds in phases, starting with individual teachers mapping their own curriculum and collecting all maps, then having teachers review each other's maps in groups to provide feedback. The full faculty identifies areas for immediate revision and those requiring further research and planning. Curriculum mapping is intended to improve communication, planning, and pedagogy by making the operational curriculum transparent. The process must be tailored to each local school and district context.
Curriculum Mapping & Analysis: Basic Definitions
Have you embarked on the processes of documenting and analyzing your academic program curricular data? These slides provide basic definitions of the processes of curriculum mapping (data gathering) and curriculum alignment (data analysis).
Curriculum Mapping Intro 1 13 10
The document summarizes a presentation on curriculum mapping for a science curriculum committee. It defines curriculum mapping and describes its benefits, such as eliminating gaps and repetitions in curriculum across grade levels. It outlines the process of mapping, including collecting curriculum data, reviewing for patterns and areas for improvement, and creating individual teacher maps with essential questions, skills, assessments, and activities. Sample maps are provided and the benefits of individual and collaborative mapping for teachers are discussed.
Curriculum mapping implementation rubric
The document describes the process of implementing curriculum mapping in schools from the initial pre-mapping stage to a fully operational mapping process. It discusses five key aspects of implementation: 1) student learning, 2) faculty and administrative planning, 3) curriculum development, 4) curriculum mapping entries, and 5) joint decision making. At each successive stage, the collaboration between faculty and administration increases, decisions are increasingly data-driven, standards are more fully integrated, and the curriculum becomes more aligned both within and across subjects and grades.
Curriculum Mapping
The document discusses curriculum mapping for outcomes-based education. It explains key concepts like institutional graduate outcomes, program graduate outcomes, performance indicators, and curriculum mapping. It provides examples of mapping for different programs including common outcomes across all programs, specific program outcomes, minimum performance indicators, sample curriculum maps, and means of curriculum delivery. The purpose of curriculum mapping is to align courses and their learning outcomes with program and institutional graduate outcomes to ensure an outcomes-based education.
Introduction to Curriculum Mapping
This document provides an introduction to curriculum mapping. It defines curriculum mapping as a process for collecting, maintaining, and reviewing an operational database of the curriculum in a school or district. Curriculum mapping involves documenting essential questions, content, skills, activities, assessments, and standards for different subjects and using this information to make instructional decisions and improve the path that students follow. The document discusses the benefits of curriculum mapping and provides examples of components to include in a curriculum map, such as essential questions, content, skills, and assessments. It also outlines a timeline for the curriculum mapping process.
Curriculum mapping expectations ppt
The document provides guidance for curriculum mapping including developing unit calendars, essential questions and enduring understandings, content and skill statements, and ensuring alignment within and across stages of curriculum design. It emphasizes breaking units into subunits of 2-6 weeks, using discipline standards to name units, crafting measurable skill statements, and aligning assessments to standards through techniques like performance tasks and self-assessments. Proper curriculum mapping is designed to ensure students understand disciplines at a deep level as demonstrated through aligned assessments.
Curriculum mapping intro
Curriculum mapping is an ongoing process that allows teachers to document what is taught in the classroom and align it with standards to improve student achievement. It involves teachers collaborating to map out essential questions, content, skills, assessments, and lessons for each unit to identify gaps and ensure horizontal and vertical alignment. The goal is to support data-informed decision making and ensure the curriculum is meeting student needs.
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This document provides grading criteria for an executive summary assignment in an nursing course. It outlines 8 content areas that will be evaluated, including the purpose of the quality improvement initiative, target population, benefits, required collaboration, cost justification, evaluation basis, organization/format, and documentation of sources. Specific point values and quality descriptions are provided for "unsatisfactory" to "excellent" work in each criteria area. A second rubric evaluates assignments based on inclusion of required components, depth of content and analysis, quality of sources, and mechanics of writing.
Aligning Assessments to Course Outcomes
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
Curriculum evaluation
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
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The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
Cipp model for curriculum evaluation
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
Curriculum evaluation models
Curriculum evaluation: The assessment of the merit and worth of any program curriculum.
Curriculum evaluation is an attempt to toss light on two questions: Do planned programs, courses, activities, and learning opportunities as developed and organized actually produce desired results/learning outcomes? How can the curriculum offerings best be improved?
Curriculum Evaluation Models: How can the merits and worth of such aspects of curriculum is determined? Evaluation specialists have proposed an array of models, an examination of which can provide useful background for the process curriculum evaluation.
Curriculum evaluation (p.p)
This document outlines the process of curriculum evaluation and the differences between process and outcome evaluation. It discusses the six basic steps to conduct an evaluation, which are to assemble a team, prepare, develop a plan, collect information, analyze the information, and prepare a report. Process evaluation helps answer why outcomes were or weren't achieved, while outcome evaluation is both qualitative and quantitative in nature.
Goal free model
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
Curriculum evaluation model
The document summarizes two models of curriculum evaluation: Tyler's model from 1949 and Stufflebeam's CIPP model from 1971. Tyler's model emphasizes measuring student progress towards instructional objectives. The CIPP model evaluates the context, input, process, and products of a program to facilitate rational decision-making. It assesses needs, available resources, implementation processes, and outcomes to guide decisions about continuing, modifying, or terminating an educational program.
Curriculum evaluation rubrics
The document discusses curriculum evaluation, which refers to collecting and analyzing information to understand student learning and program effectiveness. Curriculum evaluation is important to assess the strengths and weaknesses of a curriculum and determine if it fulfills its intended purpose. It can involve evaluating student assessment results, classroom instruction, curriculum materials, and more. The document also discusses formative versus summative evaluation and methods for curriculum evaluation, including rubrics to objectively assess student work.
Achieving constructive alignment
The document discusses the concept of constructive alignment in curriculum and assessment design. Constructive alignment is an outcomes-based approach that aligns learning outcomes, teaching methods, and assessments. It is based on the idea that students construct their own learning through engaging activities. When implementing constructive alignment, learning outcomes should be expressed as verbs that describe the skills and activities students will perform. Teaching methods and assessments should then be designed to draw out these verbs and evaluate how well students can perform the desired activities. The document provides examples of how to implement constructive alignment in curriculum design.
Characteristics of outcomes based assessment
The document discusses the characteristics of outcomes-based assessment. It outlines that outcomes-based assessment focuses on measuring what learners know and can do rather than content coverage. Key characteristics include integrating assessment with teaching, using varied assessment strategies like portfolios and performances, and focusing on mastery learning and criterion-referenced assessment. The purposes of assessment in an outcomes-based curriculum are to identify learner needs, track progress, diagnose problems, and judge the effectiveness of learning programs. Recording and reporting of assessment should describe learner progress, strengths, and weaknesses.
Curriculum constrction sem i evaluation models
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
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The document outlines 9 steps for developing an aligned curriculum at Roosevelt Middle School. It discusses identifying a team, assessing current standards and skills, conducting a gap analysis, developing lesson plans emphasizing problem-solving, and assessing the curriculum alignment process. An aligned curriculum has common core state standards aligned to lessons, formative and summative assessments for all students, and skill levels specified for each standard at each grade. The document also defines horizontal and vertical alignment and discusses the rationale for aligning curriculum to provide clear expectations for student learning.
CIPP Evaluation Model
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
Curriculum and istruction
This document discusses curriculum evaluation and the CIPP model for evaluation. It begins by defining curriculum evaluation as making judgments about changes needed in students by using information to change teaching and curriculum. It then discusses different types of evaluation, including formative evaluation for ongoing program improvement and summative evaluation at a program's completion to determine effectiveness. The CIPP model is introduced as a comprehensive framework for guiding curriculum evaluation, including context, input, process, and product evaluations to assess needs, resources, implementation, and outcomes.
curriculum evaluation
This document discusses curriculum evaluation based on several models and frameworks. It describes Stufflebeam's CIPP model which evaluates the context, inputs, processes, and products of a curriculum. The document also provides a suggested six-step plan for conducting curriculum evaluation, including focusing on objectives, collecting information, organizing data, analyzing information, reporting findings, and providing continuous feedback for improvements.
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Curriculum mapping is an ongoing process that allows teachers to document what is taught in the classroom and align it with standards to improve student achievement. It involves teachers collaborating to map out essential questions, content, skills, assessments, and lessons for each unit to identify gaps and ensure horizontal and vertical alignment. The goal is to support data-informed decision making and ensure the curriculum is meeting student needs.
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Aligning Assessments to Course Outcomes
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
Curriculum evaluation
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
Curriculum evaluation
The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
Cipp model for curriculum evaluation
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
Curriculum evaluation models
Curriculum evaluation: The assessment of the merit and worth of any program curriculum.
Curriculum evaluation is an attempt to toss light on two questions: Do planned programs, courses, activities, and learning opportunities as developed and organized actually produce desired results/learning outcomes? How can the curriculum offerings best be improved?
Curriculum Evaluation Models: How can the merits and worth of such aspects of curriculum is determined? Evaluation specialists have proposed an array of models, an examination of which can provide useful background for the process curriculum evaluation.
Curriculum evaluation (p.p)
This document outlines the process of curriculum evaluation and the differences between process and outcome evaluation. It discusses the six basic steps to conduct an evaluation, which are to assemble a team, prepare, develop a plan, collect information, analyze the information, and prepare a report. Process evaluation helps answer why outcomes were or weren't achieved, while outcome evaluation is both qualitative and quantitative in nature.
Goal free model
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
Curriculum evaluation model
The document summarizes two models of curriculum evaluation: Tyler's model from 1949 and Stufflebeam's CIPP model from 1971. Tyler's model emphasizes measuring student progress towards instructional objectives. The CIPP model evaluates the context, input, process, and products of a program to facilitate rational decision-making. It assesses needs, available resources, implementation processes, and outcomes to guide decisions about continuing, modifying, or terminating an educational program.
Curriculum evaluation rubrics
The document discusses curriculum evaluation, which refers to collecting and analyzing information to understand student learning and program effectiveness. Curriculum evaluation is important to assess the strengths and weaknesses of a curriculum and determine if it fulfills its intended purpose. It can involve evaluating student assessment results, classroom instruction, curriculum materials, and more. The document also discusses formative versus summative evaluation and methods for curriculum evaluation, including rubrics to objectively assess student work.
Achieving constructive alignment
The document discusses the concept of constructive alignment in curriculum and assessment design. Constructive alignment is an outcomes-based approach that aligns learning outcomes, teaching methods, and assessments. It is based on the idea that students construct their own learning through engaging activities. When implementing constructive alignment, learning outcomes should be expressed as verbs that describe the skills and activities students will perform. Teaching methods and assessments should then be designed to draw out these verbs and evaluate how well students can perform the desired activities. The document provides examples of how to implement constructive alignment in curriculum design.
Characteristics of outcomes based assessment
The document discusses the characteristics of outcomes-based assessment. It outlines that outcomes-based assessment focuses on measuring what learners know and can do rather than content coverage. Key characteristics include integrating assessment with teaching, using varied assessment strategies like portfolios and performances, and focusing on mastery learning and criterion-referenced assessment. The purposes of assessment in an outcomes-based curriculum are to identify learner needs, track progress, diagnose problems, and judge the effectiveness of learning programs. Recording and reporting of assessment should describe learner progress, strengths, and weaknesses.
Curriculum constrction sem i evaluation models
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
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The document outlines 9 steps for developing an aligned curriculum at Roosevelt Middle School. It discusses identifying a team, assessing current standards and skills, conducting a gap analysis, developing lesson plans emphasizing problem-solving, and assessing the curriculum alignment process. An aligned curriculum has common core state standards aligned to lessons, formative and summative assessments for all students, and skill levels specified for each standard at each grade. The document also defines horizontal and vertical alignment and discusses the rationale for aligning curriculum to provide clear expectations for student learning.
CIPP Evaluation Model
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
Curriculum and istruction
This document discusses curriculum evaluation and the CIPP model for evaluation. It begins by defining curriculum evaluation as making judgments about changes needed in students by using information to change teaching and curriculum. It then discusses different types of evaluation, including formative evaluation for ongoing program improvement and summative evaluation at a program's completion to determine effectiveness. The CIPP model is introduced as a comprehensive framework for guiding curriculum evaluation, including context, input, process, and product evaluations to assess needs, resources, implementation, and outcomes.
curriculum evaluation
This document discusses curriculum evaluation based on several models and frameworks. It describes Stufflebeam's CIPP model which evaluates the context, inputs, processes, and products of a curriculum. The document also provides a suggested six-step plan for conducting curriculum evaluation, including focusing on objectives, collecting information, organizing data, analyzing information, reporting findings, and providing continuous feedback for improvements.
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Artifactkeyassessment ns
Design developmentally and culturally appropriate curricula and instructional units to improve equity and academic achievement for 21st. century learners.
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Understanding Assessment
The document discusses changes to assessment practices and reporting to better support student learning. It outlines the goals of assessing to improve learning rather than just measure it. Key points include using formative assessment to provide feedback, coaching students to set goals and reflect on learning, while summative assessment evaluates achievement for grading purposes. The changes are research-driven and meant to increase student success.
Whole School Planning For Student Learning
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Assessing the curriculum
This document discusses curriculum assessment and the different types of assessments: intended curriculum, implemented curriculum, and achieved curriculum. The intended curriculum refers to the objectives set at the beginning, while the implemented curriculum involves the learning activities. The achieved curriculum assesses learning outcomes based on the first two. The goals of the Philippines' Basic Education Curriculum (BEC) are to raise quality and decongest the curriculum. It was implemented through innovative teaching approaches and integrating subjects. The BEC has achieved increased student motivation and performance, as well as teacher development and stakeholder involvement.
Ab csclassroom 1
This document discusses improving classroom assessment to better support student learning. It argues that high-stakes standardized testing has led teachers to lose focus on teacher-designed classroom assessments. However, new research shows that teacher-based classroom assessment, if done effectively, can both assess students and improve learning. The document outlines three key aspects of effective classroom assessment: assessment for learning rather than just evaluation; backward design where assessments are developed before instruction; and teacher collaboration to implement changes to assessment practices.
2 R Great Kabob Backward Planning
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Pd continuum plan goodspiritmodule2 - catch-up module
This document provides an overview of Module 2, which focuses on using pre-assessment and formative assessment strategies. It discusses the importance of formative assessment in informing instruction and improving student learning. Various pre, formative, and summative assessment strategies are presented, including entrance slips, observations, quizzes, and student self-assessments. Teachers are asked to implement three new pre-assessment or formative assessment strategies. The module aims to increase awareness and use of these assessment types and link them to the school division's unit planning template.
Evaluation / Performance Measurement and Assessment
The document discusses assessment procedures including diagnostic, formative, and summative assessments. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work to see if students are progressing. Summative assessment makes judgments about student competence and provides feedback for parents in reports. The school's assessment policy for young students includes regular informal assessment of various skills and areas without formal tests.
Evaluation Performance Measurement and Assessment 1
The document discusses assessment procedures including diagnostic, formative, and summative assessment. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work to see if students are progressing. Summative assessment makes judgments about student competence and provides feedback for parents in reports. The school's assessment policy for young students includes regular informal assessment of various skills and areas without formal tests. Teachers use both formative and summative evaluation techniques including observation, questioning, tests, and student work. Evaluation plays an important role in planning by informing teachers on learning objectives, diagnosing errors, and allowing progress feedback.
Evaluation performance Measurement and Assessment
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Summative & formative assessment
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Assessment Summary
1. The document discusses using various forms of classroom assessment to improve teaching and learning. It outlines different types of assessments including formative, summative, and assessment for learning.
2. Formative assessments are used to see if students are progressing and if reteaching is needed. Summative assessments check if learning goals have been achieved. Performance assessments and personal communication allow teachers to observe skills and provide feedback.
3. Effective assessments match learning targets and can take various forms including observations, interviews, questionnaires, and products created by students. The document provides tips for conducting interviews and listening to students attentively.
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- 1. Curriculum Mapping Albertsons Library Summer 2011
- 2. Workshop Goals Gain an understanding of curriculum mapping. Use curriculum mapping to connect information literacy goals to one liaison area degree programs. Short-term goal: Map one degree program by the end of July.
- 3. Curriculum Mapping (CM) Curriculum (Latin)= course/path in small steps Teachers as leaders Collaborative inquiry Proactive, strategic, tiered Data-driven decision-making Verification vs. speculation What students are actually taught Not a replacement for lesson plans Differentiated instruction
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