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Critics assail standards-based education in two fronts – content and implementation. For instance, Hamilton et al. (2002, p. 27) argued that in standards-based curriculum development, there is a difficulty in deciding how many performance levels should be created, what method should be used to set those levels, how high they should be set, and what they should be called. Also, a number of research educators and students themselves disagree with the policy of passing a rigorous test just to get a high school diploma. There are also those who criticize the implementing agency of being vague as to the academic content and with being lax with schools in terms of following standards. (Cizek 2001, p. 418) Certainly, good arguments are also coming from similar sectors stressing the expectation from all students to perform in the same way since the fact is, there are ordinary students and there are academically talented ones.
The former name of standards-based education is outcome-based education. This is not without reason because this system focuses on achieving optimum learning outcome and the performance of students. I believe this is essentially what education is all about.
This example shows how standards-based education offers the most impact because it allows the students to explore on their own, creating learning opportunities where theories are applied in the process. Learning is more rigorous and the methodologies employed are more strategic in terms of meeting students’ learning needs. It is in my opinion that students receive and retain more learning content in this process due to the environment and the standard.
Another point about standards-based curriculum is the fact that it works within the premise that education requires continuous improvement. So where in the traditionalist setting the grade of A is the same today and tomorrow, students in standards-based education must pass a test that is benchmarked 10 years from
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A good curriculum must be developed for this kind of education to be realized. A good curriculum must ensure to show an understanding and acknowledgement of the current changing nature of knowledge acquisition1. It must contain the challenges and demands of the students to ensure to shape their future professions.
h. MODULE Content Typically projects will be carried out at follows: Phase 1 – Planning. After the first 4 weeks of the course, during which time students will be focussing on the acquisition of knowledge, the project will be introduced and students will be given a further two month to develop ideas for a project title.
The assessment or evaluation of educational curriculum is often viewed to be a continuous process. The main function of curriculum evaluation is not fixed. It is constantly changing according to the varying demands and needs of the society. Thus, it is to be stated that any newly constructed curriculum should fulfill the needs and demands of every societal member by a greater level.
Educators design curriculum to help them set learning paths for their students. Originally, education was meant for man to be better (Johnson, 2007). Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
This is the observable objective of all education systems while the next principle is the one that stresses on the part played by education in imparting values and right behavior patterns in children and also in inculcating creativity and all round social and emotional development.
In fact, between 1980 and 1990, there were about 59% immigrants who did not speak English and 93% of this portion rose to spoke English very well (Waggoner, 1995).
In June 1998, voters in California were asked to consider initiatives to ban the use of foreign languages in the instruction of younger children with limited English proficiency that added sparks to the already controversial issue.
In the context of the climate change regime, now more than ever, environmental science, and especially weather, are of keen import within educational curricula. The subject will enable students to address current topics, and to enrich vocabulary toward fluency in this area.
area of professional education, the content of curriculum is decided on specific criteria, like: the needs of the particular sector, the educational background of the participants but also the resources available for the realization of the relevant educational plan. Current
It will take 12 weeks with 48 hours of teaching.
This unit is compulsory in all Saudi technical colleges. It is offered free of charge for all qualified Saudi students. Saudi students who have not met enrolment requirements and international students
Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
Mark Smith (1996) is one of the theorists who studied various definitions of curriculum as described by
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