By Beverly Nichols, Sue Shidaker, Gene Johnson, Kevin Singer
Aid your college meet kingdom and nationwide criteria with this curriculum and review administration instruction manual! This transparent, step by step consultant deals a curriculum and review layout administration technique that may be utilized by practitioners This easy-to-use publication may also help make sure that standards-based curriculum is being taught on your college district an advantage CD of pattern records to use in your personal evaluation is incorporated! This practitioners’ consultant and the accompanying CD give you the uncomplicated components of a curriculum administration process that would support tuition districts tackle, in a pragmatic demeanour, the necessity to increase pupil studying. The emphasis in the course of the e-book on alignment of written, taught, and demonstrated curriculum presents a framework for quality controls of a district’s academic software. The suggestions attracts seriously at the foundations of curriculum administration, initiated and built by means of Fenwick English. The authors provide concrete assets from the various college platforms the place they've got taught, saw, proficient, and/or coached educators to enforce the adjustments essential to dramatically increase scholar fulfillment.
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Additional info for Managing Curriculum And Assessment: A Practitioner's Guide
11. Disseminate the needs assessment report. The team should provide the report to all persons within the organization who are involved in educational program and operational decision-making. Team members should be available to hear feedback and discuss with respondents. 12. Revise report as needed in response to feedback. 13. Establish ongoing resource support to users of the assessment report. Team members should be available as resources to the decisionmakers at district and school levels who will use the needs assessment report to review curriculum, related educational programs, student assessment design, and specific organizational operations and functions.
Each of the five considerations listed above has a different implication for the importance of assessment design. • Too often questions that students are asked to respond to on a test do not match the specified learning objectives for a course. This occurs especially when tests that accompany commercial materials, used in many states across the nation, are used to measure learning related to the curricular standards in a specific state. • A test that provides a benchmark for student achievement across a district will not be the same as a teacher-made assessment that diagnoses whether or not students—collectively or individually— are ready to move on to the next concept.
The team clarifies and documents the specific questions in order to focus the selection of data that will be included in the needs assessment. Input from teachers within the system is helpful in this area. 2 provides results from an actual survey. 4. Determine what information is currently available. The team should identify potentially useful information from such sources as: • written statements of district vision, goals, or outcomes for the educational program; 42 Managing Curriculum and Assessment: A Practitioner’s Guide • federal expectations and state standards or curriculum; • information about future expectations from federal and state sources; • current research articles and resources; • current written district curriculum; • school-based and district disaggregated test data (past three to five years); and • constituent survey responses.