Curriculum Assessment: Development and Design
General
If you have designed or redesigned a course, then you have likely taken part in conversations
about the course syllabus, and incorporating Active Learning into the course goals. In general, both in the K-12 and college
settings, courses are required to have a syllabus prepared in advance,
and that the syllabus will be one of the first items in the course that the students review. Typically, the syllabus
includes course information and defines expectations and responsibilities. Below are links to a comprehensive checklist
of key points to have in all of your courses' syllabi, worksheet guides that offer options for incorporating active learning
into your instruction sessions, as well as examples of syllabi from my 2017-2018 courses at
the College of St. Scholastica:
Syllabi Examples (My 2017-2018 College of St. Scholastica courses):
Application
Enhancing Learning and More! Through
Cooperative Learning (pdf)
Some of education's most demanding objectives include
enhancing critical thinking, promoting "deep"
(as opposed to superficial) learning, encouraging both
self-worth and respect for others, and developing interpersonal
effectiveness. This paper describes cooperative learning,
an instructional approach designed specifically for
these reasons.
Basic Cooperative Learning Structures
Advanced Cooperative Learning Structures
Organizing and Conducting a Class Discussion
or Review
Classroom instructors often have as a goal the encouragement
of student participation in class. When the students
are actively involved in manipulating ideas and information,
they have a much greater chance of learning them and
remembering them. The ideas presented here should help
you get your students responding and learning in class.
Evaluating Discussion
The discussion method of teaching, according to Wilbert
McKeachie (1978) and summarized in the review by Smith
(1978), has most often been used when goals of instruction
are to: stimulate critical thinking, develop interest
in further learning and give the teacher information
about how well instructional objectives are being met.
The Discussion Class: Interaction
Functions
The discussion class is essentially a small group attempting
to complete a task. As such, the class can function
more efficiently if the individual members are aware
of the kinds of actions they can take to make things
move smoothly. Each of us has a typical way of acting
in a group. Some people like to lead, some act to keep
the group focused on the task and some serve to keep
the group from taking itself too seriously. Listed here
are several different ways people normally act in a
group. Which ones describe your own style?
Why Write Objectives? (pdf)
Effective teaching depends upon 1) how clearly the students
understand what they are supposed to learn and 2) how
accurately that learning can be measured. Well-written
objectives can give studetns precise statements of what
is expected of them and provide guidelines for assessing
student progress.
Taxonomy of Educational Objectives
(pdf)
Brief summary of Taxonomy developed by Benjamin Bloom.
Test Construction: Some Practical
Ideas (pdf)
General steps in test construction (elaborations
for some of these steps are presented in this
document).
Curriculum/Lesson Planning & Curriculum Mapping
Planning is a design of what we want to teach and mapping
is a look at the course we actually taught. In education,
these can be two very different things. To help understand
the format and process of mapping, basic templates and
skills are described here.
The Difference between Planning & Mapping:
- planning is organizing content, not mapping.
- mapping is reporting, not planning.
- planning is designing the hypothetical (theoretical)
curriculum.
- mapping is revealing the true (operational) curriculum.
Planning Templates (weekly lessons)
Planning Templates (individual lesson)
Mapping Process Templates:
Additional Curriculum Mapping Templates:
Curriculum Map Examples (3 of my 2008-2009 Marshall
School courses):
Curriculum Map Examples (My 2017-2018 College of St. Scholastica courses):
Grading
Evaluating and Grading Students
(pdf)
The topic of this discussion is the design of an evaluation
system for your course. Now you may be saying to yourself,
"I haven't even met the class yet. How can I and why
should I be thinking about how to evaluate them already?"
Pertinent Questions About Grading
(pdf)
The grading system an instructor selects reflects
his or her educational philosophy. There are
no right or wrong systems, only systems which
accomplish different objectives.
Bibliography
Click here to view the rubrics4assessment.net
Bibliography
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