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Shavelson, R.; Young, D.; Ayala, C.; Brandon, P. Furtak, E.; Ruiz-Primo, M.; Tomita, M. & Yin, Y. (2008). "On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum as assessment developers." Applied Measures in Education 2(14), pp. 295-314.
In this article, the researchers outline their hypothesis and implemented plan regarding the use of formative assessment in middle-school science programs. The authors point out that their work had both theoretical and practical impetus, having identified the marked increase in the emphasis on assessment in determining a curriculum's success without an attendant inspection of the assessment process itself. Formative assessment, which by definition demands the application of feedback from the assessment to the curriculum/instructional style in an effort to tailor learning to the student/classroom, is not as widely utilized as other methods of assessment, according to the authors of this research study.
The researchers break formative assessment down into several categories for their study, which was an essential step in making their research valid and applicable. Though at first they dealt with formative assessment rather generally, the real-world use of such assessment must be adaptable of the diversity of situations any teacher will undoubtedly encounter in the classroom. A large part of this study's strength is derived form its practical application during the research; rather than limiting itself to theory, this study follows its own advice and adjusted methodologies as observations provided necessary feedback to the researchers.
Ultimately, the researchers assessed the various curricula examined in the study through student performance, and found a definite positive impact was had by the use of formative assessment during curriculum development. The application of this study was solely on science classes, however, where knowledge can be discretely measured and both student responses and the teachers curriculum can be more easily quantified. more research would be needed to determine if the same system of assessment would be useful in less restrictive disciplines, such as language and the arts.
All foundations are important, but social forces are becoming increasingly influential as planners struggle to design and develop curriculum that meet the diverse multicultural needs of students. 7. What is the difference between curriculum development and design? Curriculum design defines learning objectives, what learning and teaching strategies should be adopted; and what evaluation strategies will ensure that the desired aims and learning outcomes are achieved. Curriculum development uses information from the
Cal.org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do
The principal informally assessed the value of this project by looking at lesson plans and teacher collaboration and performing unscheduled walk-throughs as well as monitoring theme test scores. Because of the positive results and teacher enthusiasm, the principal agreed to include curriculum participation in our school plan for the following year. Substitutes will be paid from our Title 1 money so that each grade-level team can be released for curriculum
Curriculum Development and Implementation Curriculum Development When developing curriculum for a particular course, which comes first: the determination of learning objectives or the identification of necessary content? According to Grant Wiggins and Jay McTighe (2005) the process of backward design begins with the end in mind. One starts with the end, the desired results, or learning objectives, and then designs the curriculum for the evidence of learning as measured against the goals and
Teachers will need professional development to integrate curricula with technology. Strudler (1994, cited in Professional development overview) suggested the need for a technology coordinator who can serve as a mentor or "translator" of technology applications and instructional integration for teachers. Teachers who engage in collaborative planning and sharing of instructional strategies with other teachers most frequently demonstrate effective use of computers in the classroom (Becker & Riel, 2000, cited
While the curriculum may be changing, it should not forget that developing insight into concepts, not just learning facts is important. According to Amy McAninch (2010) of Early Childhood Research and Practice, curriculums must reflect the principles of educational theorist Thomas Dewey and teach students how to learn. For example, when teaching geography, instead of learning facts about China and Australia, students should learn about what categories make up