Curriculum Based Assessment (CBA) is a dimension of formative assessment that fosters students to demonstrate their level of skills against a continuum. CBA measures exactly where individual students need to be placed within the teaching sequence (NSW Department Education Public Schools, n.d.). Inclusive practices and instructional methods aligned with CBA can effectively improve teaching and learning, and assessment based upon curriculum progression is a five step process. CBA firstly analyses the curriculum, in terms of identifying what students should be able to know and demonstrate, and sequences students’ achievement of curriculum content and skills for organisational purposes (Arthur-Kelly & Neilands, 2017, p. 219). Organising content into a series of cumulative stages enables teachers to link modules and content to previously taught and reviewed material (Arthur-Kelly & Neilands, 2017, p. 220). Prior knowledge also forms a foundation for new skills and content to be …show more content…
230). This an essential factor to the CBA process as teachers must constantly review student progress and adapt teaching and learning programs to maximise student participation, engagement, achievements, and outcomes (Arthur-Kelly & Neilands, 2017, p. 230). By continually monitoring student progress, teachers are able to measure individual student achievement of particular instructional objectives (Arthur-Kelly & Neilands, 2017, p. 230). The underlying purpose of ongoing monitoring performed by teachers is to support students when they are identified to be at risk of failing or struggling (Arthur-Kelly & Neilands, 2017, p. 230). These concerns may be overcome by changing instructional support to enhance optimal progression, increase student engagement and improve mastery learning (Arthur-Kelly & Neilands, 2017, p.
Sometimes raters have a hard time separating grading individuals from assessing how well the program’s curriculum prepares learners. To help faculty at NCPS view the QIPER as a tool for program evaluation, we pointed out patterns in CRs scores. Once faculty started to see patterns in scores themselves, the conversations moved away individual performance on the QIPER and back evaluating how well the curriculum prepares CRs to lead a QI/PS project.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
The Australian Curriculum is organised in a few different ways. There are two main design elements, Curriculum content (what the teacher is to teach) and Achievement standards (what the student is to learn). There is also Reporting Framework which incorporates elements of both areas. These elements were designed to provide guidelines as to what would be included in the Australian Curriculum. The Curriculum Content is organised into categories (strands), and are presented with descriptions to report and describe what is to be taught at each year level. Together, these descriptions form the scope and sequence across all covered years of schooling (Foundation to Year Ten). The areas of study covered in each year build upon the previou...
This is so because progress monitoring, when used correctly, is an effective tool. Firstly, learning is accelerated as areas of weaknesses are addressed using appropriate instruction. Secondly, the decisions that teachers take are not ‘willy, nilly’ but they are informed - in the sense that- the progress monitor informs the teacher as to how a strategy has worked or did not worked. Further, it “increases students’ awareness of their own performance” (Myers, 2015, p.3). Finally, this activity impacts student achievement because it provides regular assessment of the children’s progress rather than having to wait for the end of a year or quarter to see how children are performing in a particular area. Progress monitoring is, therefore, paramount to students’
I always help students identifying their learning and progress and give them feedback. Students need to be aware of their achievement and progress. I adapt practice and plan further learning, this will make the assessment meaningful and effective as it will answer to the learner needs. 6.3 Use types and methods of assessment, including peer and self-assessment, to: - Involve learners in assessment - Meet the individual needs of learners - Enable learner's to produce assessment evidence that valid. Reliable.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
When it comes to implementing a curriculum everyone has an opinion. Whether it is the organization of the curriculum or the evaluation of the curriculum, everyone from administers, teachers, and parents will have their opinions on the new curriculum. The curriculum development group has many difficult decisions to make. They have to decide when and how to implement, who will be in charge, what data will be collected, and how will the curriculum be evaluated.
Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
The quality of teaching in a classroom makes the biggest learning outcome. Effective teaching leads to the improvement in a student’s achievement. Measuring effective teaching against the progress of a student is a must. It is the belief of all schools that all students must have equalising starting points which means that no matter what background a child comes from they should have the same opportunity for learning.