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This 3-page paper focuses on a curriculum review and assessment, and poses some recommendations for how such an assessment can be developed for a task force. Bibliography lists 3 sources.
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3 pages (~225 words per page)
File: D0_MTcurrev.rtf
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be used to work on an alignment of curriculum, pedagogy and assessment. Needless to say, for as long as the school systems have been around, there have been many methods
by which reviews and audits of curricula and their success. In this paper, well offer a few possibilities for this particular task force.
The basics for suggestions can be found in Englishs book (1988) entitled Curriculum Auditing -- mainly because in the first chapter, the author goes into great detail about whether
audits are even necessary (he points out that they are, if for no other reason, than to ensure that students are learning), nd suggests three different types: functional operational and
programmatic. Fuchs (2004) pointed out that, 30 years ago, mastery measurement was the main way in which successful curriculum was audited.
Basically, this involved specific instructional objectives when it came to the success (or lack thereof) of a curriculum -- and when the student achieves the mastery criterion for a specific
objective, the teacher then can switch assessment to the next skill level (Fuchs, 2004). In other words, curriculum has been measured on the short-term accomplishments, leading to long-term goals (Fuchs,
2004). Whats even more interesting, however, is what English points out, something he calls "the hidden curriculum," in other words, what the
instructor might be teaching through non-verbal cues -- and these, he points out, can be determined through still photographs (and even videotaping, though in 1988, the video camera was not
in as wide a use as it is today). But English -- and others -- warn that data is not the be-all
...