...ECE 203 WEEK 1 ONGOING ASSESSMENT IN DEVELOPING MEANINGFUL CURRICULUM A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=ece-203-week-1-ongoing-assessment-in-developing-meaningful-curriculum Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ECE 203 Week 1 Ongoing Assessment in Developing Meaningful Curriculum, Basically, the objectives of an assessment are Gathering data about children to make judgments about their learning and development is a central part of the teacher’s role. Teachers must make daily decisions about children that should be based on accurate and appropriate information. Portfolios, work samples, and teacher observation across time can provide the tools necessary to identify individual strengths and weaknesses. Assessment is defined as “a systematic procedure for obtaining information for observation, interviews, portfolios, projects, tests, and other sources that can be used to make judgments about characteristics of children or programs. These mental and written observation, audio and video tapes, and work samples are organized in a systematic way so that each child has a folder, notebook, or portfolio of documentation that represents what she/he is learning and how she/he is growing in their skills and knowledge. (www.ccsso.org). Information collected should be placed in an assessment portfolio. A portfolio is a record of the teacher’s observations and comments as well as a wide selection of...
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...This paper will define and explain and provide examples of several characteristic features of performance assessments. This paper will also examine if the topic impacts curriculum and standards, and will critically analyze if the impact seems appropriate. Body Generally speaking, coming to terms with a good definition of performance assessments, from Frey and Schmitt points of view, was difficult to capture. Although they made mention of classroom assessments (performance, authentic, and formative), they compared and contrasted other scholars views. Therefore, my focus shifted to additional articles. According to the Education Consumer Guide, performance assessment also known as alternative or authentic assessments, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. For example, a student may be asked to explain historical events, generate scientific hypotheses, solve math problems, converse in a foreign language, or conduct research on an assigned topic (Office of Research, Sep 93). As you see from the examples above, performance assessments require the student to display or show what they can do. This performance can take the form of responding to an activity by assessing their thinking, problem solving, or writing abilities to name a few. Several features or methods of assessing student’s performance are currently being used. My discussion will briefly explain and provide examples of the following...
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...Curriculum Development Using Understanding by Backward Design Some of the challenges of developing meaningful curriculum is that the content has to promote student understanding, retention, and generalization. (Amy Childre, 2009) There is no argument that curriculum development is not a single process, where one type of development fits all. A curriculum designers and educators can look at the works of Ralph W. Tyler, Decker Walker, and Elliott W. Eisner and many others to establish a way of developing curriculum. It is understood that one type of curriculum development or template is not the best approach. It takes the ideas of many theories to create the best possible curriculum. Tyler’s Rationale is still considered the primary template of curriculum development. (Marsh, 2003) However instructional designers and teachers know the tides of curriculum are in a continuous state of change, especially now. So is Tyler’s Rationale and other theorizers’ designs the best to use when developing and teaching curriculum? Is the current means of curriculum furthering student learning, retention, and generalization? Today’s curriculum developers and teachers need to look past traditional means, they need to look beyond textbooks and other curriculum influences when creating meaningful curriculum. Understanding by Design (UbD) looks at a new way of establishing curriculum starting with outcomes first. It looks to achieve the same goals as traditional processes but utilizes a reverse approach...
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...NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT ASSESSMENT IN PRIMARY SCHOOLS Draft Document – Work in Progress FEBRUARY 2004 ASSESSMENT IN PRIMARY SCHOOLS NCCA Draft Document FEBRUARY 2004 1 Contents Preface 5 1. Introduction 7 Education Act 1998 9 Primary School Curriculum (1999) 10 Developments in assessment since 1990 10 Context and purpose of an overarching statement on assessment 10 The structure of the document 11 2. Recent developments in assessment 13 Assessment for teaching and learning 16 Assessment across the curriculum 16 A range of modes of assessment 17 Assessment and the early identification of learning difficulties 18 Recording and reporting the results of assessment 19 Assessment competencies 19 Professional development for teachers 20 2 3. Re-envisioning assessment 21 What is assessment? 23 Assessment for learning and assessment of learning 23 Assessment and Information and Communications Technology (ICT) 28 Access to assessment information 29 4. General considerations in developing an overarching statement on assessment in primary schools 33 5. Developing a school policy on assessment 37 The use of assessment results for the purposes of assessment for learning 39 The use of assessment results for the purposes of assessment of learning 40 The different dimensions of the child’s learning...
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...as these topics a curriculum analysis will be performed on both the Early Years Learning Framework and the Australian Curriculum, Assessment in early years and primary and government policy. To being the journey of understanding these areas associated with reading and writing, it is important to know what literacy means in today’s society. Leu & Kinzer, 2000) points out, literacy can be thought of as a moving target, continually changing its meaning depending on what society expects literate individuals to do’. Just important...
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...CURRICULUM Introduction As part of transforming South Africa, the educational landscape has undergone dramatic changes where ultimately teachers have to decide to either implement a curriculum as mandated or to adapt the curriculum to take into account their particular context. Teacher’s in South Africa battle on a daily basis with the effects of teaching large number of learners in an under-resourced context. Teachers are expected to adapt to those changes and such changes impact heavily on the roles of teachers in the classroom. They must find a way to facilitate teaching, learning and assessment despite difficult conditions. The gap between curriculum as intention and curriculum as reality confronts teachers regularly. The aim of this essay will address the narrow and broad definitions of the concept curriculum, as well as the official, explicit, implicit, covert and hidden curriculum as they are viewed by different authors. Defining Curriculum Two views on curriculum: Narrow and Broad Many educationists argue that awareness of different interpretations is important in developing a Good understanding of what curriculum is (Booyse & Du plesis, 2014: 4). However they make a point that different approaches, either as a blue print or adaption approach, may be appropriate for different situations. Take a closer look at the various interpretations: Eisner (1985) defines curriculum as a series of planned events that are intended to have educational consequences...
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...Part I: Description of Curriculum to Be Analyzed What is the title of the document being analyzed? For what grade level was the material intended? The title of the document is Spanish Level II. Who developed the curriculum? Were teachers and parents involved? This curriculum was developed for Public Schools by teachers and content supervisors. Part II: Organization and Content of the Curriculum Document Organization of the Document The guide is organized with a foreword by our superintendent, that states that the purpose of the guide, strategies for success in using the guide, and the overall goals for the document. Also included is a graphic organizer that serves as a key of how to decipher what certain notations found throughout the document mean. Along in the front of the guide is a detailed outline of the relationships of Learning goals, expectations, indicators, objectives and assessment limits that are present throughout the guide. The thematic units are as follows: Bridge and Unit 1: Let’s Have Fun and Family members and Friends Unit 2: Villages and Cities Unit 3: Your Body and Staying in Shape Unit 4: Memories Unit 5: Enjoy Your Meal Unit 6: The Environment Each unit is divided into a unit overview, a scope and sequence, teacher resource pages, student resource pages, audio labs, sample lessons, activities to be used and unit assessments. The detail and organization in which this document...
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...Edexcel International Lower Secondary Curriculum Science Year 9 Achievement Test Sample Assessment Material and Sample Mark Scheme Edexcel is part of Pearson, the world’s leading learning company. As the UK’s largest awarding body we offer academic and vocational qualifications and testing to schools, colleges, employers and other places of learning. Our academic qualifications include GCE, GCSE, International GCSE plus Primary and Lower Secondary Curricula. For Further information please contact: Edexcel Service operations (entries and registrations) serviceoperations@edexcel.com Tel: +44 (0)844 463 2535 Or Edexcel Customer Services: +44 (0)1204 770696 Contents Paper PLSC02 Sample Assessment Material Sample Mark Scheme 1 41 General Marking Guidance • All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s...
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...Curriculum Articulation and Alignment 1 Running Head: CURRICULUM ARTICULATION AND ALIGNMENT: PRIMARY TO MIDDLE SCHOOL Curriculum Articulation and Alignment: Grade school to Middle School Gwendolyn Platt University of Phoenix, Online December 8, 2014 Curriculum Articulation and Alignment 2 Analysis of curriculum articulation and alignment between two adjacent educational levels is educational levels is essential for the continued growth and success of students. “…for any effort designed to improve student success, we must look at not only the curricula and students, we must also address the role of the administrators and teaching faculty involved in the process.” (Alexson & Kemniz, 2004). The administrators must choose the curriculum carefully, taking into consideration the needs of teachers, students and parents. The administrator must also consider the articulation and alignment between two adjacent educational levels. The transition between a grade school and middle school must be met with goals and bench marks with team work and communication between administrators and teachers of both schools. The teachers must help the students directly by implementing the curriculum and emotionally preparing the students. The administrators must give the essential tools to the teachers that are needed. The parents and teachers are obligated to keep communication open and continual to that...
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...Aspects of Learning And Development Report Introduction This report will examine the National Curriculum changes and educational debate regarding assessments procedures within a childcare setting. With reference to current policy and educational debate and in relation to the settings assessment practises, contemporary concerns regarding children and young people will be highlighted throughout this report. An evaluation of national and local strategies for supporting children’s learning and development will also be discussed within the report, with reference to legal frameworks. The focus of this report will be children aged five to eleven years old within a child care setting. For decades now, Government interest in the school curriculum has raised concern. The Education Act (1944) was introduced by a conservative politician, R, A Butler who introduced the Tripartite System making secondary education free for all. The act attempted to achieve this goal by raising the school leaving age and dividing the all-age elementary education into primary and secondary schools. It also allowed the creation of comprehensive schools, a system of direct grant schools and a number of independent schools receiving a grant from the Ministry of Education in exchange for accepting pupils on ‘free child places’. These children took an exam known as the eleven plus, this was to allocate pupil on their abilities and aptitudes. Free school milk was also provided in schools for children...
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...Aligning Curriculum with Assessment SED 542 December 9, 2009 North Carolina established a Standard Course of Study in 1898 as an attempt at determining competencies for each grade level and each high school course, with a rigorous set of academic standards that is uniform across the state. Based on a philosophy of teaching and learning that is consistent with current research, exemplary practices, and national standards, North Carolina educators seek to provide the most appropriate education possible for the diverse learners in the public schools of the state in order to prepare all students to become successful, contributing members of a 21st century society and global economy. The Standard Course of Study includes the curriculum that should be made available to every child in North Carolina's public schools. Many public schools in the state presently offer an even more comprehensive curriculum. Therefore, in some curriculum areas, electives were also included. The Standard Course of Study is part of the Department of Public Education's continual improvement efforts. The curriculum will be revised on a regular basis to remain consistent with the changing needs of our nation, state, and local communities. The North Carolina Standard Course of Study sets content standards for what students should know and be able to do. The North Carolina ABCs Accountability Plan establishes performance standards which specify the level of proficiency a student must reach in order...
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...COM ECE 203 ENTIRE COURSE INTRODUCTION TO CURRICULUM & INSTRUCTION FOR THE EARLY CHILDHOOD CLASSROOM ECE 203 All Assignments ECE 203 Week 1 Ongoing Assessment in Developing Meaningful Curriculum ECE 203 Week 2 Developmentally Appropriate Practices ECE 203 Week 3 Assignment ECE 203 Week 4 Assignment ECE 203 Week 5 Parent Meeting Activity mode aims to provide quality study notes and tutorials to the students of ECE 203 All Assignments in order to ace their studies. ECE 203 ALL ASSIGNMENTS To purchase this, Click here http://www.activitymode.com/product/ece-203-all-assignments/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 203 ENTIRE COURSE INTRODUCTION TO CURRICULUM & INSTRUCTION FOR THE EARLY CHILDHOOD CLASSROOM ECE 203 All Assignments ECE 203 Week 1 Ongoing Assessment in Developing Meaningful Curriculum ECE 203 Week 2 Developmentally Appropriate Practices ECE 203 Week 3 Assignment ECE 203 Week 4 Assignment ECE 203 Week 5 Parent Meeting Activity mode aims to provide quality study notes and tutorials to the students of ECE 203 All Assignments in order to ace their studies. ECE 203 ALL ASSIGNMENTS To purchase this, Click here http://www.activitymode.com/product/ece-203-all-assignments/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 203 ENTIRE COURSE INTRODUCTION TO CURRICULUM & INSTRUCTION FOR THE EARLY CHILDHOOD CLASSROOM ECE 203 All Assignments ECE 203 Week 1 Ongoing Assessment in Developing Meaningful Curriculum ECE 203 Week 2 Developmentally Appropriate...
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...performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the Statement of Teaching Dispositions. You will complete the following assessments as you work through the course of study. Pre-Assessment You will complete the following pre-assessment: PAE4 Objective Assessment You will...
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...Assessment is defined as "The use of a variety of procedures to collect information about learning and instruction." (Johnson, 2013) It is a crucial part of instruction. In asking students to demonstrate what they have learned we are then able to evaluate if the educational goals and standards are being met. It can affect decisions about grades, instructional needs, curriculum, placement, advancement and in some cases even funding. It inspires three important questions. "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a better way to teach the subject, thereby promoting better learning?" (Edutopia, n.d.) There are two basic assessment types, summative and formative. Each has a distinct purpose and answers certain questions about student learning. We will discuss these later in this treatise. It is the teachers' responsibility to interpret these assessments and utilize the data for meeting student need, tailoring the content of curriculum and lessons, and, of course, assessing student progress. Teachers must take an active responsibility for achieving a balance between assessments and content. Both summative and formative assessments contribute to the measurement of broader progress on assessment goals. Formative assessment is commonly known as "assessment for learning". It focuses on monitoring student response to and progress in instruction as well providing information to teachers about where...
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...Managing Risks in Curriculum Activities Information Sheet Managing Risks in Curriculum Activities This document aims to assist staff undertake an effective risk assessment. The information presented here should be seen as the ‘minimum expected standard’ to manage risk, rather than the definitive list of requirements. All the information presented should be carefully considered in respect to specific context, such as: 1. Which students will be involved? (age, maturity, experience, specific needs, number) 2. What will students be doing? (jumping, swimming, cutting, cooking, throwing, etc) 3. What will students be using? (hazardous materials, sporting equipment, tools, stove, etc) 4. Where will students be? (classroom, outdoors, pool, creek, at height, etc) 5. Who will be leading the activity? (experience, qualifications, etc). THE RISK MANAGEMENT PROCESS The workplace health and safety risk management process involves the following steps: 1. Identify the potential hazards 2. Assess the risk 3. Decide on the control measures 4. Implement the control measures 5. Monitor and review. Ideally, this risk management process should be integrated into routine lesson planning. Risk assessments are best completed by more than one person thinking about the hazards and controls. Therefore, you are encouraged to involve those planning and delivering the activity in the risk assessment process. ...
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