Analysis of 100 Years of Curriculum Designs
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Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Fifteen historical and contemporary curriculum designs were analyzed for
elements of assessment that support student learning and inform instructional
decisions. Educational researchers are purposely paying attention to the role
assessment plays in a well-designed planning and teaching process. Assessment is
a vital component to educational planning and teaching because it is a way to
gather accurate evidence of student learning and information to inform
instructional decisions. The purpose of this review was to analyze 100 years of
curriculum designs to uncover elements of assessment that will support teachers in
their desire to improve student learning. Throughout this research the author seeks
to answer the question: Do historical and contemporary curriculum designs
include elements of assessment that help teachers improve student learning? The
results of the review reveal that assessment elements were addressed in all of the
curricular designs analyzed, but not all elements of assessment were identified
using similar terminology. Based on the analysis of this review, it is suggested
that teachers not be particular about the terminology used to describe assessment
elements, as all curriculum models discussed use one or more elements similar to
the context of pre, formative, and summative assessments.
Açıklama
Anahtar Kelimeler
Kaynak
International Journal of Instruction
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Kelting-gibson, L. (2012). Analysis of 100 Years of Curriculum Designs . International Journal of Instruction , 6 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5138/70015
