Homework answers / question archive / Learning Guide Unit 7 Overview Unit 7: Curriculum and Evaluation   Topics:    Curriculum and Evaluation and Curriculum Evaluation The purpose of evaluating learners Evaluative methods Evaluating Curriculum Policy Learning Objectives: By the end of this Unit, you will be able to: Appraise methods of teacher/learner evaluation and assessment for fairness  Hypothesize possible relative evaluative methods for one’s milieu  Critique the value of and approaches to  curriculum evaluation within the milieu  Tasks: Peer assess Unit 6 Written Assignment Read the Learning Guide and Reading Assignments Complete the Discussion Assignment by posting to the Discussion Forum Respond to three of your fellow classmates’ posts in the Discussion Forum Complete and submit the Written Assignment  Complete and submit the Portfolio Activity Introduction Unit 7 presents to you two ideas: Curriculum and Evaluation and Curriculum Evaluation

Learning Guide Unit 7 Overview Unit 7: Curriculum and Evaluation   Topics:    Curriculum and Evaluation and Curriculum Evaluation The purpose of evaluating learners Evaluative methods Evaluating Curriculum Policy Learning Objectives: By the end of this Unit, you will be able to: Appraise methods of teacher/learner evaluation and assessment for fairness  Hypothesize possible relative evaluative methods for one’s milieu  Critique the value of and approaches to  curriculum evaluation within the milieu  Tasks: Peer assess Unit 6 Written Assignment Read the Learning Guide and Reading Assignments Complete the Discussion Assignment by posting to the Discussion Forum Respond to three of your fellow classmates’ posts in the Discussion Forum Complete and submit the Written Assignment  Complete and submit the Portfolio Activity Introduction Unit 7 presents to you two ideas: Curriculum and Evaluation and Curriculum Evaluation

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Learning Guide Unit 7

Overview

Unit 7: Curriculum and Evaluation
 

Topics:
 

•  Curriculum and Evaluation and Curriculum Evaluation
• The purpose of evaluating learners
• Evaluative methods
• Evaluating Curriculum Policy

Learning Objectives:

By the end of this Unit, you will be able to:

1. Appraise methods of teacher/learner evaluation and assessment for fairness 
2. Hypothesize possible relative evaluative methods for one’s milieu 
3. Critique the value of and approaches to  curriculum evaluation within the milieu 

Tasks:

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting to the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment 
• Complete and submit the Portfolio Activity
• Introduction

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• Unit 7 presents to you two ideas: Curriculum and Evaluation and Curriculum Evaluation.   There are three (3) sections within the unit readings that will help you understand the differences and often the overlap that occurs between these terms. The unit begins with thoughts and opinions about evaluation and which models of evaluation over the years have contributed to current practices within milieu.  We then move on to some ideas about Curriculum Evaluation meaning how is curriculum policy assessed and modified if need be.
• Part of this unit also addresses the notion of testing specifically Standardized Testing. As you complete the reading assignment consider the purpose of standardized testing. What are the benefits? Are the results valid and reliable? As you begin to explore theoretical positions, you will be given opportunities to make connections within your own milieu.  

Reading Assignment

1. Guba E.G., & Lincoln, Y.S. (2001). Guidelines and For Constructivist (A.K.A. Fourth Generation) Evaluation. Pp.1-15. Retrieved from http://www.dmeforpeace.org/sites/default/files/Guba%20and%20Lincoln_Constructivist%20Evaluation.pdf

• Guba and Lincoln are considered to be foundational researchers when it comes to ideas of evaluation.  In this piece, they discuss the principles of Constructivist Evaluation. 

2. Huebbner A.J. & Betts, S.C. (1999). Examining Fourth Generation Evaluation Application to Positive Youth Development.  Evaluation 5(3). Pp.340-358.  Retrieved from http://www.stes-apes.med.ulg.ac.be/Documents_electroniques/EVA/EVA-GEN/ELE%20EVA-GEN%207467.pdf

• The researchers here implement Guba and Lincolns’ Fourth Generation principles into a community-university collaborative program.  This will help you see the theoretical constructs as applied to an actual program in development. 

3. Professional Development Resource. (n.d.) Retrieved from http://preserviceteacherresource.weebly.com/assessment-role.html

• A quick resource here for teachers in terms of assessment of one’s practice and the worth of conducting teacher research.

4. Atkin J.M., Black P., Coffey J., (Eds) (2001).  Chapter 1 An Introduction to Assessment in the Science Classroom (pp. 7-10), Chapter 3 Assessment in the Classroom (pp. 23-58) and Chapter 4 The Relationship Between Formative and Summative Assessment In the Classroom and Beyond (pp.59-78).  In Classroom Assessment and the National Science Education Standards.  National Academy Press: Washington, DC.  Retrieved from https://www.nap.edu/read/9847/chapter/1

• Read Chapters 1, 3 and 4 from the book by clicking on the CONTENTS tab at the top of the page.  You will be able to access these chapters plus others if you would like to read more.  Chapters 1, 3 and 4 highlight the notion of assessment and evaluation of students in the Science classroom. 

5. Au, W. (2007).  High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis.  Educational Researcher, Vol. 36, No. 5, pp. 258-267. Retrieved from http://jwilson.coe.uga.edu/EMAT7050/articles/Au.pdf

• Here Au (2007) explores the notion of “Teaching to the Test” and how with tests, educators reduce the curricular scope and for opportunities of learning based on individualized instruction.  What students learn and return show more about rote skills then they do about actual knowledge and interests in lifelong learning. Many of us have experienced or are currently experiencing a “teaching for the test” approach to education.  We have talked about the ramifications associated with results-based learning and shared our personal and professional experiences in order to deliberate its value in our classrooms.  

6. UNESCO (2015). Student Learning Assessment and the Curriculum: Issues and Implications for Policy, Design, and Implementation.  Current and Critical Issues in the Curriculum and Learning.  Pp. 1-29. Retrieved from http://unesdoc.unesco.org/images/0023/002354/235489e.pdf

7. Woods, J. D. (1988). Curriculum evaluation models: Practical Applications for Teachers. Australian Journal of Teacher Education, 13(1).
http://dx.doi.org/10.14221/ajte.1988v13n2.1

• This article references three different curriculum evaluation models. You will reference this article for the Discussion forum assignment in this Unit.

Optional Videos

1. Caucus of Working Educators. (2015, October 10). Wayne Au on High Stakes Testing 10/24/15 [Video File]. Retrieved from(31:42)

• The first video features Professor Wayne Au and how he theorizes the connection between standardized testing and racist practices in American schools, past and present. You will be reading one of his articles in this unit.   The video connects to our previous discussions about Curriculum and Culture.

2. Jasir Saliring. (2017, August 16). Curriculum Development: Curriculum Evaluation (What, Why and How) [Video File]. Retrieved from  (2:24)

• This video is a quick overview of Curriculum Evaluation.

3. Seth Perler. (2016, February 14). An Excellent Way to Evaluate Curriculum [Video File]. Retrieved from (8:24)

• The speaker of this video introduces another way to evaluate curriculum based on the principles of Content, Process, and Product.  The video is for both teachers and parents, but the talk is beneficial for all involved in educative environments.

Discussion Assignment

In the discussion forum, you are expected to participate often and engage in deep levels of discourse.  Please post your initial response as early in the unit as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts.  You should also respond to anyone who has responded to you. 

• In Wood’s (1988) paper, Curriculum Evaluation Models, you are presented with three (3) models of curriculum evaluation. Which one or ones do you see within your learning community as being legitimate? Share the details of why you think so.  If you are not a teacher then what model or combinations of models do you feel would best suit the needs of the learning community?  Share the details of your reasoning.

Discussion Forums will be assessed using this rubric.

Reference

Woods, J. D. (1988). Curriculum Evaluation Models : Practical Applications for Teachers. Australian Journal of Teacher Education, 13(1).
http://dx.doi.org/10.14221/ajte.1988v13n2.1

Learning Guide Unit 7

Written Assignment

What is your understanding of Standardized Testing? In your own words, define Standardized Testing. Discuss the positives and negatives of this approach. Finally, examine your final thoughts on Standardized Testing and whether or not it is currently in practice within your classroom and or milieu. If you are not a teacher, then discuss how it may be implemented in your future practice.

Submit a paper which is 2-3 pages in length exclusive of the title and reference pages. The paper must be double-spaced and cite at least 1 additional source in APA format. For your outside sources, locate local examples and practice. The paper should be well-written using Times New Roman, 12-point font. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used.

Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: http://owl.english.purdue.edu/owl/resource/560/01/

Papers will be peer-assessed using this rubric. 

Portfolio Activity

Building on the themes discussed in this unit, reflect on the following based on your own personal perspective.  Drawing on your experiences and knowledge to expand upon your thoughts, compose an entry for your portfolio.

What are some other effective approaches you know of or have used to assess student achievement? Beyond testing and grading, identify “new” strategies and explain why you think they were, are or will be effective? 

This activity will be assessed by your instructor using the Portfolio Activity Rubric.

Checklist

 

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting to the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment 
• Complete and submit the Portfolio Activity