Our updated Coggle shows more information on planning, instruction, and assessment for the different curriculum designs we explored in Module 2. In addition, we altered the way the information is organized so that it includes colour-coding and a legend. However, we did feel this much information and branching out is necessary to show how interconnected curriculum philosophy and design is and continues to be.
The focus areas our mind map reflects on are how assessment requires the exploration of prior knowledge, of societal expectations and norms, and the transfer of learning. In the top left of our mind map, we included a flow chart illustrating the role of quality assessment. The purpose of this was to highlight the four essential components to implementing classroom assessment: purpose, measurement, interpretation, and use. All throughout the mind map, these four essential components are included in different ways and methods, thus showing the interconnectedness and purpose of assessment for both students and educators in curriculum design. We would like to direct your attention to the differing forms of curriculum designs (i.e., subject-centered, learner-centered, problem-based) and their relationship with planning, instruction and assessment. You can see many links in these sections of the map related to selected response and constructed response, and other forms of ongoing assessment.
These additions are significant as they now give us a full picture of what is behind the scenes and what is at the forefront of education and curriculum design.
Please see included link below.
https://coggle.it/diagram/YftdlxxtnuRhKkiU/t/philosophical-foundations%2C-curriculum-role-of-assessment/64d4dc88a85a149c7d422262250338e04ba1602ba5549d5fea42092db5c7821f
References
Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and
pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245
McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-
based instruction (6th ed., pp. 1-20, 57-64,74-88). Boston, MA: Pearson.
Ornstein, A. C. (1991). Philosophy as a Basis for Curriculum Decisions. The High School
Journal, 74(2), 102–109.
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues
(6th ed.). Boston, MA: Pearson.
Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula—comparative
perspective. International Journal of Early Childhood, 38(1), 11.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher,
29(7), 4-14. doi:10.3102/0013189X029007004
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-
85,103-106). Upper Saddle River, NJ: Pearson.
The focus areas our mind map reflects on are how assessment requires the exploration of prior knowledge, of societal expectations and norms, and the transfer of learning. In the top left of our mind map, we included a flow chart illustrating the role of quality assessment. The purpose of this was to highlight the four essential components to implementing classroom assessment: purpose, measurement, interpretation, and use. All throughout the mind map, these four essential components are included in different ways and methods, thus showing the interconnectedness and purpose of assessment for both students and educators in curriculum design. We would like to direct your attention to the differing forms of curriculum designs (i.e., subject-centered, learner-centered, problem-based) and their relationship with planning, instruction and assessment. You can see many links in these sections of the map related to selected response and constructed response, and other forms of ongoing assessment.
These additions are significant as they now give us a full picture of what is behind the scenes and what is at the forefront of education and curriculum design.
Please see included link below.
https://coggle.it/diagram/YftdlxxtnuRhKkiU/t/philosophical-foundations%2C-curriculum-role-of-assessment/64d4dc88a85a149c7d422262250338e04ba1602ba5549d5fea42092db5c7821f
References
Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and
pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245
McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-
based instruction (6th ed., pp. 1-20, 57-64,74-88). Boston, MA: Pearson.
Ornstein, A. C. (1991). Philosophy as a Basis for Curriculum Decisions. The High School
Journal, 74(2), 102–109.
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues
(6th ed.). Boston, MA: Pearson.
Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula—comparative
perspective. International Journal of Early Childhood, 38(1), 11.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher,
29(7), 4-14. doi:10.3102/0013189X029007004
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-
85,103-106). Upper Saddle River, NJ: Pearson.