Theory and Practice - Essay Example

Theory and Practice Introduction Curriculum is the backbone of the teaching learning process. A good curriculum emphasizes on learner centric teaching. It must be modified and updated with changing requirements of students and the learning process. Moreover it must be made flexible so that it can accommodate a wide range of students with varying degrees of learning capacities. Whether the curriculum is successful in all over students’ development or not could be found by means of regular assessment practices. The assessment methods play pivotal roles in figuring out the loopholes in the curriculum design. Therefore, it is very important that relevant methods are applied in assessing the curriculum. Current curriculum assessment practices in my district, school and classroom While assessing curriculum at the district and the school levels the assessment methods are varied. The methods range from a general assessment of school performance to measuring all over student learning and development. At this level teachers, educators, school personnel and principals come into a collaborative programme or conference where through discussions and surveys the curriculum is judged, assessed and accordingly revamped. In such meetings teacher educators might have to take small tests by which their individual opinions and teaching preferences are known and considered for curriculum development. This strategy has its own limitations as it gives rise to conflicting attitudes and assertion of individual ideas. At times there are too many differences to sort and a lot of things remain un-discussed or un-resolved. The assessment process requires more clarity with proper etched out schedules and planning. However, classroom assessment of students’ learning has been observed to be the best way of getting feedback about the existing curriculum. Classroom assessment is designed by the teacher in keeping with the subject matter and is employed at any time whenever the teacher feels it necessary. Students’ learning is usually assessed by means of a number of assessment techniques that include regular class tests, test assignments, project work allotted individually and in teams or partners and the examination procedure. Besides, the informal assessment strategies like recording class responses, answering questions promptly, placing queries and showing curiosities provide valuable information regarding students’ learning. Employing the performance based assessment method as most effective Research shows that teachers had always relied on the traditional method of assessing students’ learning. Traditional methods involve single high-stake tests, examinations and quizzes (Ohlsen) and are very much in use in the present educational scenario. But unlike before teacher educators are experimenting with the assessment methods and the result is a balanced mode of assessment combining both the traditional and innovative techniques. The performance-based assessment method seems to be most effective in making a wholesome assessment of student development (Ohlsen). It takes into account the plus points of the traditional exam-based methods as well as the new methods like team-presentation and group projects. In fact teachers are utilizing multiple assessment strategies rather than the same old tried and tested formula (Ohlsen). The hybrid or multiple strategy concepts (Honigsfeld & Cohan) are based on the demands of different subjects to be treated differently. Time and again educators have emphasized on learner-centric or performance oriented assessment modules that would require the learners or the students to be assessed completely on the basis of their performance. The problem with the traditional assessment models in this respect would be the lack of scope to explore student potential. As the traditional methods are all about examinations and tests with the stereotypical norms, the question-answer patterns and evaluation system, these seem to assess more of rote learning than learning by understanding and assimilation. Performance based assessment must consists of methods that would tap student’s creativity and application in real life situations (Honigsfeld & Cohan). In implementing and administering performance based assessment methods the respective teachers need to be innovative, creative and possess professional discretion (Ohlsen). Such kind of assessment tools call for strategic planning so that quality response could be gathered about educational development of students. But teachers also need to keep the different category students in mind while developing the assessment tools so that it has generalizing aspects and does not leave out any students. Therefore it can be said that just as the assessment method is important, its framing is equally significant. However, majority of the teaching faculty seemed hesitant in absolute reliance on performance based assessment in spite of its high efficacy rate in measuring students’ learning (Ohlsen). Application of the assessment method in my district, school and classroom The performance based assessment method is not only reflected in the assessment practices but taken as the assessment model for further curriculum modifications and developments. Keeping this learner-centric assessment model in view, teachers structure out assessment strategies that would give students a fair chance to display their artefacts (Honigsfeld & Cohan) which in turn helps in the assessment of students’ learning. All the methods that are employed for assessment purposes including the traditional, experimental and improvisational techniques focus on assessing learning on the basis of performance. In this respect the most important fact that requires special mention is that assessment methods in the form of tests or quizzes or projects are developed in such a way that students get the chance to perform in the true sense. For example, a student is asked to build up his own story on similar themes of the one that has been taught in the classroom or asked to design a circuit network utilizing the laws of physics. Such performance based assessments not only help in quality assessment of learning but also build up student confidence. Recommendations Traditional assessment tools like examinations and tests could be reduced and performance oriented assessment techniques like group discussions, creative work and problem solving could be given more emphasis. The assessment tools must be capable of weighing student acumen and learning capacity rather than being grade-oriented. Teachers could come together and collaborate in assessing each others teaching strategy and student response. By so doing an individual teacher could get peer feedback about how well he can deliver lectures and interact with students (Honigsfeld & Cohan). Assessment tools like rubrics and checklists could be designed for teachers, educators and parents to rate quality educational development in schools and of students (Dreier). The assessment strategies must be based on the principle of the NCLB (No Child Left Behind) Act (Dreier) that is, they must be able to assess the learning capacity of a wide range of students including the exceptional or gifted children. Shared quality assessment (Dreier) practices must be encouraged. School stake-holders including the teachers, principal, educational personnel and parents must collaborate and communicate in assessment workshops on school curriculum and students’ learning (Dreier). Such conjoint ventures help in bringing positive curriculum reform by highlighting on different educational aspects. Conclusion In conclusion it could be said that the most effective assessment method of students’ learning would be the one that is learner-centric. That is why the performance based assessment model could be considered to be most apt in measuring the learning capacity of students. Performance based assessment method deserves careful designing and innovative approach to gauge the depth and breadth of students’ learning. In order to establish it as the assessment model, teachers have to break the inhibition of implementing new methods of assessment. For a general over-hauling of the curriculum at the district, school and classroom levels teacher educators have to under take added responsibility of administering proper, relevant assessment tools and be involved in regular assessment of the curriculum through various practices like collaborative and joint ventures, meetings and workshops. Works Cited Dreier, F.G. ‘Dont Throw Out The Baby With The Bath Water’. Quality Progress. 40.8 (2007): 42-50. Retrieved 7th November 2008 from High Beam Research. Honigsfeld, A & Cohan, A. ‘The Power of Two’. Journal of Staff Development. 29.1 (2008): 24-26. Retrieved 7th November 2008 from High Beam Research. Ohlsen, M.T. ‘Classroom Assessment Practices of Secondary School Members of NCTM’. American Secondary Education. 36.1 (2007): 4-14. Retrieved 7th November 2008 from High Beam Research. Read More