Evaluating the curriculum
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This document discusses evaluating different aspects of a visual art education curriculum. It describes evaluating the curriculum at various stages, from initial development through classroom implementation and student learning. Key aspects to evaluate include the supported curriculum materials, the written scope and sequence, how the curriculum is taught in the classroom, and whether students achieved the intended learning goals. The document provides frameworks and processes for evaluating each part of the curriculum through methods like alignment analyses, observations, student assessments, and end-of-unit test analyses. The overall goal is to engage in ongoing evaluation to monitor curriculum quality and ensure students are mastering the objectives.
Evaluating the curriculum
- 1. Evaluation and Assessment in Visual Art Education Evaluating the Curriculum Sub Topics Helping Teachers Develop and Evaluate Classroom Tests Helping Teachers Evaluate by Assessing Performance Evaluating the Supported Curriculum Evaluating the Written Curriculum Evaluating the Taught Curriculum Evaluating the Learned Curriculum
- 2. Introduction The curriculum should be evaluated at every step of its development. In determining a schedule for development, the task force should conduct a needs assessment. The most important evaluation, however, will occur at school and classroom levels as the principal and teachers corporate in a rigorous evaluation of curriculum quality. The comprehensive framework of teacher-relevant curricula include; The assessed or tested curriculum, The supported curriculum, The written curriculum, The taught curriculum, And the learned curriculum
- 3. Helping Teachers Develop and Evaluate Classroom Tests The assessed or tested curriculum usually includes four kinds of tests/assessment of student learning: • Standardized test • State tests • District tests • Classroom tests
- 4. Helping Teachers Develop and Evaluate Classroom Tests Teacher will need the assistance of the principal in developing and evaluating classroom tests Developing is valid and reliable classroom tests is an important and complex skill. (further reading: 17-step flowchart developed by Nitko, 1983) Step 1: Assess the constraints and resources Step 2: Analyze what was taught Step 3: Listing the Unit Analysis
- 5. Helping Teachers Evaluate by Assessing Performance Step 1: examines some practical considerations – what constraints will place limits on the nature of the test? and What resources are available to help the teacher develop the test? Step 2: there are two useful ways of analyzing what was taught. Berlinear uses three classifications: knowledge/comprehension, application and analysis/synthesis/application Step 3: Alternative method using the illustrated Unit Analysis Form (next slide) This method conceptualize the units: terms, facts and information, big ideas, skills and processes, critical thinking and problem solving.
- 6. Unit Analysis Form List the terms taught – art criticism, Object- Based Learning, Project-based Research List the facts and information taught – the Art Criticism framework proposed by Edmund Feldman, OBL-outdoor learning (i.e. museum and gallery education) List the big ideas taught – steps in conducting art criticism List of the skills and process taught – critical inquiry, creative and critical thinking skills List the learning strategies and problem-solving skills taught – analyze the media and techniques used in producing an artworks (experimental research)
- 7. Process of Implementing the Alternative Method Alternative method using the illustrated Unit Analysis Form Step 1 - conceptualize the units: terms, facts and information, big ideas, skills and processes, critical thinking and problem solving. Step 2 – determine which objectives will be tested. Teachers should consider: items that they believe should be tested, considering elements such as the importance of that item for future work, the amount of time that was devoted to teaching it, the resources available and time required for testing it. Step 3 – determine relative weights (in a form of % figure) for all objectives to be tested. Three purposes: they help the teacher prepare the test, help students allocate time during the test, they aid the teacher in scoring the test.
- 8. Process of Implementing the Alternative Method Step 4 – write the test items by using the information collected in previous steps. Determine types of questions aligned with each objective, weighing both issues of validity (which type will most validly assess learning?) and utility (which type will be easiest to score?) Step 5 – the next step is to assemble the test and write the directions Step 6 – final step is to write clear directions. Test developers should use simple language that the students can read and understand. Step 7 – Teachers are ready to review and revise the test.
- 9. Evaluating the Supported Curriculum The supported curriculum includes all the learning materials used to support the written curriculum, including texts and software. Again, the alignment process can be useful in determining the congruence between the supported and the written curriculum. IF major gaps are found to exist, three options are available: Purchase/choose other Materials Change the curriculum Develop supplementary materials to fill the gap
- 10. Criteria for Evaluating the Supported Curriculum Format, Appearance and Durability •Are the materials of high quality in their physical make-up: clear in format, attractive to the eye, made of durable materials? Style Style •Are the materials readable by intended users but not oversimplified? •Are the materials free of bias based on gender, ethnicity and age? Content •Does the content suitably reflect the nation’s culture diversity? •Does the copyright date indicate that the content is current •Is the content congruent with the curriculum? Authorship •Does the authorship include both scholars in the field and experienced classroom teachers? Evaluation •Have the materials been rigorously field tested?
- 11. Evaluating the Written Curriculum The written curriculum includes the scope and sequence chart and the district curriculum guide. When the district developers have produced the first draft of the scope and sequence chart for a given subject, principles and teachers should evaluate it critically as it provides a foundation for the detailed curriculum guide.
- 12. Evaluating the Taught Curriculum The taught curriculum is the curriculum that the teacher actually delivers (instruction). Three approaches used in evaluating the taught curriculum; Approach 1 • Informal observations conducted periodically as a means of monitoring the curriculum Approach 2 • Formal evaluation of teaching by the principal should include one item the refers to implementation of the curriculum: observation for evaluation purposes should include an assessment of this component Approach 3 • Peers can observe each other and then give objective. Non evaluative feedback focusing on delivery of the curriculum
- 13. Evaluating the Learned Curriculum The most important evaluating question to ask examines the learned curriculum: Have students achieved the learning goals of the curriculum? Two types of evaluation are useful here. Assessing Student Learning in Every Class The function of classroom evaluation is to guide instructional process. Effective teacher uses an interactive and recursive process: Assess-plan-teach-assess-modify-plans-teach Assess Plan Teach Assess Modify Plans Teach
- 14. Assessing Student Learning in Every Class 1. Begin the instructional session with a brief oral or written quiz that checks student’s knowledge of skills and knowledge taught in prior lesson 2. Explain concept or skill, monitor attentiveness by observing student behavior, remembering that such monitoring does not always yield reliable results. 3. After you have explained a concept or demonstrated a skill, check for student’s understanding 4. From time to time, evaluate their learning by asking them to write a brief response to a question or to explain their understanding. 5. Finally, close class with a brief evaluation of what has been learned. Use methods for this end-of class evaluation; Conducting a brief oral quiz, written quiz of requiring all students to write summary of the lesson’s highlights.
- 15. Evaluating Unit Achievement The other approach to evaluating the learned curriculum is to analyze the results of end-of-unit test. Teachers will need help in analyzing the using test results because it is time consuming. The following process should work for most teacher. Prepare a large chart. Across the top, list the major areas covered by the test Record on the chart how each student performed on each section of the chart, using one of these symbols E: excellent performance S: satisfactory performance U: unsatisfactory performance Analyze the results, examining both dimensions (which students, which area) On the basis of the analysis of results, use on of the following options Provide for individual remediation of only a few students did not achieve mastery. Proceed with the next unit for the entire class Provide for group remediation / delay introducing new units: let achievers work on enrichment content Re-teach the whole class as needed if most of the students did not achieve mastery.