Teaching & Learning Company Checklist A F o r E v e r y t h in g ! Simple Assessment Tools for Student Projects, Grants and Parent Communication (original) (raw)

Reports- Descriptive (141) Guides Classroom Use Guides (For Teachers) (052)

1984

Diagnostic testing can provide specific information about student skills as a decision-making aid to teachers in: prescribing instruction, identifyiAg needs for remediation, determining effective instructional materials and methods, and ultimately, improving student learning. Diagnostic testing, as viewed here, includes individual and group assessment of students ' skills in specified cognitive domains. Aimethodology is presented for designing diagnostic tests which assess the extent of student learning and are sensit '. to sources of difficulty within a skill or context area. This 5 3p methodology for diagnostic test development includes: (1) Developing a skill blueprint including a general 4escription of the objective or skill, a sample item, content limits, and response limits; (2):: Specifying the skill map including sub-skills or simpler contexts which students should master enroute to the desired skill

School review process guide. Washington, DC: Learning Point Associates. Acknowledgments This guide was developed under the leadership of the following individuals: Stephanie Wood-Garnett

2015

Byrd, and Rakeda Leaks. The Center acknowledges the invaluable input of the many other individuals, including the Learning Point Associates staff, who contributed to this guide. The guide was produced by Warger, Eavy & Associates. The Center for Comprehensive School Reform and Improvement is federally funded by the U.S. Depart-ment of Education to provide research and technical assistance to schools and districts contemplating or engaged in school reform and improvement. The School Review Process Guide is available at no cost on the web at www.centerforcsri.org. This work was originally produced in whole or in part with funds from the U.S. Department of Education under contract number ED-04-CO-0109/0001. The content does not necessarily reflect the position or policy of the Department of Education, nor does mention or visual representation of trade names, com-mercial products, or organizations imply endorsement by the federal government.

Project I - Advanced Curriculum Design and Assessment

Project I, 2024

This is a theoretical curriculum development and implementation project (for an ideal student in K-12, the final year of high school), based on what we covered (especially in chapters 5 to 10 in the course book) and what the general situation here is like for this year. Choose any one subject and develop a broad outline of a model you might use for curriculum development—e.g. is it inductive or deductive, or both—and what will be your philosophy of education—e.g. is it essentialist, or progressivist, or both—and say what your notion of the educational aims in society are. What do you think the main social influences on the curriculum will be, and what will be the main needs of the students? What will be the typical curriculum goals and curriculum objectives for your ideal student? What will be the typical instructional goals and instructional objectives for your ideal student? What roles do the science of instruction and the science of learning play? How should we align our learning targets (or instructional objectives) with the educational standards (or curriculum objectives)?