Curriculum Analysis Worksheet
Tommy Sickels
July, 2012

Research and researched based instructional programs have been the foundation of innovation and advancement of the educational process for many years. Teaching varies throughout the United States and the strategies of some teachers can be referred to as teacher behavior or organizational patterns. As a teacher may not allow a single learning method others may provide multiple learning strategies with their students. (Wiles, & Bondi, 2007) This is an attempt for the classroom teacher to develop a teaching style or strategy that works best. As instructional programs and curriculums become more difficult as society and communities change school systems too must keep up with these changes. For this reason a review of educational researchers would be appropriate in order to evaluate how their ideas can assist in modernizing the teaching experience, and improve school systems.

Larry Ainsworth

This author concentrated his efforts in the area of Common Formative Assessments which is the hallmark of standards-based assessments systems for school districts. What are common formative assessments and what does this mean for a school system? These are periodic or provisional assessments that are a collaboration in designed by grade-level or courses. Usually these efforts are divided in teams of teachers, and are administered to all students by grade level or courses. This is repeated several times during the school year as determined by quarters, semesters, trimesters, or the whole school year. These assessments are a matching pre- and post-assessments which ensure same assessment to same-assessment comparisons to one-another. Together, they are comparable in design and arrangement from school district and by state assessments as well. (Reeves, 2007)

Common formative assessment objects are purposely associated with required standards and only reflect a mix of object types. These can include a selected response which can be of the following: multiple choice, true/false, matching and constructed response which is short or extended. Teachers participating in this object analyze student assessment results in Data Teams to plan and make a distinction on instruction. These results can provide a certain degree of predictive value as to how students are expected to do on each succeeding assessment either by school, district, and state in a matter of time that will allow teachers to make instructional adjustments. (Reeves, 2007) The work of Ainsworth has been an ongoing process and provides educational systems as well as leaders and classrooms school specific scoring guides in relation to the standards of implementation in the process. This assessment brings about a variety of qualities which may include evaluative tools and measures of assessing ways to evaluate common formative assessment objects. School leaders and officials can learn some of the following: Feedback on student achievement regarding the most important informative standards needed. These standards will meet the most diverse learning requirements for all students. Assessments that permit students to express their ability recognize varying formats exist as multiple methods of measuring. Expectations are consistent within certain grade levels as cited by courses or department standards of instruction and priorities of assessment. There is a common criterion for skill level to be met within each grade level or school district. Students will be better prepared to be successful on state assessments as alignment with the classroom, the school district and state assessments is more forthcoming. Finally, the results of these assessments will provide valuable predictive information on how students will do on succeeding assessments. (Reeves, 2007) As far as the classroom is impacted by Common Formative Assessments there are a variety benefits that will come about using this practice. These may include; Feedback on students who achieve highly critical standards in order to better meet all learning needs on a regular basis. Students will be able to express their understanding of multiple assessments in a variety of formats. Educational expectations will be consistent with the grade level and courses taken. Criterion for class proficiency and grade level will be agreed upon. Students will be better prepared for success because school will be aligned with school district, classroom and state assessments. Data will provide predictive value as how students will do in upcoming school assessments which will provide sufficient time to make modifications in the instructional materials. (Reeves, 2007)

Robert J. Marzano

Making improvement in the area of academic achievement through grade twelve has been a long standing interest of educators since before the turn of the 19th century. During the industrial times when leaders, parents and politicians believed an educated society stood the best chance of success which would in turn assure a prosperous future. Over time, a variety of improvements and innovation have been implemented in education. Some of these changes include; decreasing student to teacher ratio and the use of high technology to making changes in schedules to block scheduling. Of all the changes that have been made including the best programs available there has been no change that has significantly impacted the classroom teacher regarding student achievement. (Reeves, 2007)

Although Marzano studied a variety of interests in education he did believe report cards should be redesigned to fit what teachers expect from students. Even with these changes he suggests there would be great challenges this idea would present to school leaders, parents and students. Marzano’s proposal is using a system he referred to as Item Response Theory (IRT) that requires teachers to review student’s work which concludes the student’s academic level of understanding is based on appropriate responses. By using this method a student’s understanding could then be followed using a scale from 0 – 1. A score of 4 would indicate a student has the ability to go above the level that was taught in their class. Further, students at this level had the ability to make further inquiry and inferences of the course materials and its application. (Reeves, 2007)

By employing this method of review (scoring) student achievement there are many elements that must fall into place in order for there to be a true understanding of the measurement. Student achievement must be monitored on a continuous basis. In addition to monitoring progress adjustments to the learning experience should take place, this may include; grouping and reporting within the classroom, support classes and taking responsibility. Decide what changes need to be made and use the four – step change process for transformation. Finally it is the teacher’s responsibility for use formative feedback in order to encourage the learning process. (Reeves, 2007)

The purpose of feedback from a classroom assessment perspective is to provide students with a clear view of: student progress in terms of goals and objectives, and ways students may improve their learning ability. In exploring methods of classroom assessment research findings revealed the strongest results when academic achievement is related to the frequency of assessments. The number of assessments given during a school semester was directly related to the percentage points students would receive. As the number of assessments increases so did the percentage points for classroom activities. (Reeves, 2007)

Research maintains the findings that formative classroom assessment is an influential tool a teacher can use in the classroom. Formative assessments are defined as an event that may be common ways of learning that provides students of a clearer picture of their progress and ways they may improve on their academics. Additionally, students will be provided with the learning encouragement that is vitally needed in today’s academic setting.

Douglas Reeves

Traditional grading provides teachers a way of grading that gives them the opportunity to show students, parents and school administrators how their students are progressing in their classes. Traditional grades are subjective to the teachers guidelines and rules and do not allow students the ability to demonstrate their knowledge of course materials in a fair manner. Differences in exceptional students and failure will depend on the subjective views of the teacher. Wholesale changes in school systems, leadership and administration will not cure this problem, but a new method of grading may be what the doctor ordered! (Reeves, 2007)

In grading the work of students, the best practices offered today students are provided correct, detailed and positive feedback that is intended to improve academic achievement of students. In many classes, grades are just a fraction of the elements students are evaluated on that provide feedback to students. Students in visual arts, culinary arts or computer programming courses are often times not given grades as a means of feedback. Students in these courses learn many things from lessons along the way that failures are not calculated in their final grade. (Reeves, 2007)

These grading practices differ from traditional grading policies that sometimes they van be so ineffective they can become contaminated. Three common grading practices are used today that cause grading practices to be ineffective are; 1) the use of zeros for work that is missing or not turned-in. Even though punishment has been proven not to work many teachers still employ this flawed system on the mistaken idea that bad grades will lead to better academic performance. 2) using the average scores during a grading period. This is a practice that presumes early learning at the beginning of the grading period is just as important as learning at the end of the grading period. 3) use of a grading period project killer, report, lab or other assignment that makes or breaks a student for the grading period. Using this tactic puts some students entire work for a semester in jeopardy one assignment that may have taken a few weeks work. (Reeves, 2007)

In schools where grading practices improved so did morale and discipline. Schools have achieved significant reduction in course failures through focused attention where feedback and other methods were used to improve academic achievement. There are several steps school leaders can take to make the change away from traditional grading. These can include but are not limited to; 1) how many failures could be prevented by implementing improved grading systems? 2) identify teachers who are already using improved grading systems and allow these teachers to share their ideas with other faculty. 3) seek to eliminate giving poor grades as a means of punishment. It simply does not work. 4) continue with giving out grades as was done in the past, along with honor students and the like. The only thing missing will be the ridiculous grading policies of the past. (Reeves, 2007)

Benefits from this grading system will provide more effective grading practices which not only recognize reduced failure rates, but that fact alone is enough to justify a change in grading policy. Another result of decreased failures is student behavior begins to improve and a move to decrease resources for remedial training courses. Faculty morale becomes better and the opportunity for them to become involved in more advanced classes is realized. School leaders, students and parents will all benefit from these changes if school systems would give grading policies a change for the better.

References:

Wiles, J., & Bondi, J. (2007) Curriculum development: A guide to practice (7th ed.). Upper

Saddle River, NJ: Pearson Merrill Prentice Hall.

Reeves, D. (eds.). (2007) Ahead of the Curve The Power of Assessment to Transform

Teaching and Learning. Reston , VA : Solution Tree.