Curriculum and Assessment to Guide Curricular Decisions Among Practicing Teachers and Non-Practicing Teachers
Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
When it comes to education and teaching, curriculum and assessment are tightly related. They must work together because assessments are used to determine if the curriculum is being implemented effectively and to guide choices about curricular changes and enhancements. On the other hand, since evaluation can also be used to inform curricular decisions, effective assessment depends on how effectively the curriculum is constructed. Education professionals can be certain that they are accurately assessing students' learning and progress by coordinating assessments with the curriculum's learning goals and objectives (Wilfrid Laurier University, n.d.). This essay focuses on the curriculum and assessment in the classroom from the viewpoints of working teachers and unemployed teachers.
Practicing Teachers: The classroom’s curriculum and its definition
The curriculum in their classroom must be implemented and taught by practicing teachers. The curriculum is a set of rules and requirements that specify what subjects and skills students should master at each grade level (Belbase, 2011). What pupils are expected to learn and how they will learn it is often laid out in the curriculum. The instructor needs to encourage students to engage with the material (Role of Teachers in the Curriculum Process, 2018). Together with information about resources and tools that will be utilized to promote learning, it could also contain details on the assessment and evaluation of students' progress. The curriculum includes detailed lesson plans that specify what will be taught and how it will be taught, along with learning objectives that are specified and that students are expected to achieve in the course. These learning objectives include both more general academic and social goals as well as knowledge and skills related to the subject area. A list of the materials and resources that will be utilized to assist student learning should also be included. They will be used to help students achieve the learning objectives. Finally, it must specify how students will be tested and assessed to determine whether they have achieved the learning goals.
Planning and delivering instruction that is in line with the targeted learning outcomes, cultural reproduction, social reconstruction, individuality, and the investment in knowledge for the students is done by practicing instructors using the curriculum as a guide (Belbase, 2011). The curriculum that they are in charge of teaching must be completely understood by working teachers (Role of Teachers in the Curriculum Process, 2018). The curriculum can be changed and tailored by practicing teachers to fit the requirements and interests of their students. To improve student learning and engagement, they could implement new instructional strategies, tools, or resources. To effectively teach, one must have a thorough understanding of the curriculum and the flexibility to adapt their methods to the demands of various student populations. To make sure that the learning objectives are being met by their students, practicing teachers must continuously analyze and evaluate their progress and alter their instruction as appropriate.
How assessment is used to guide the curricular decisions at the school
Data-driven decision-making is one method that assessment is put to use in curricular decision-making. While developing focused interventions and instructional strategies to assist student learning, experienced teachers use data from student assessments to accomplish objectives where students are having difficulty. The information may include the student's strengths and weaknesses according to how well they are performing and the areas in which they are having difficulty, an assessment of the effectiveness of the teacher's own teaching strategies, and an analysis of the most efficient teaching tools and resources (Washington State University, n.d.). Data from assessments can also be used to evaluate how effective a curriculum is and to decide whether to change or improve it. For instance, a practicing teacher might opt to change the curriculum to better match the requirements of students who are frequently having difficulty with a particular learning target.
Practicing teachers may collaborate with other educators at the school level to create and improve the overall curriculum of the school in addition to using assessment data to direct curriculum decisions at the classroom level. Through collaboration, it may be possible to make sure that the curriculum supports students' learning and academic performance while also being responsive to their needs.
Non-Practicing Teachers: The preservice teacher education curriculum and its definition
The set of classes and experiences that
people interested in the profession of teaching must complete before they may
start their careers as teachers are known as the preservice teacher education
curriculum (Education Summary, 2022). The goal of the preservice teacher
education curriculum is to provide future educators with the information,
abilities, and attitudes necessary for success in the classroom. It often
comprises coursework in pedagogy, educational philosophy, and subject matter
knowledge. Preservice teachers might take classes in science, social studies,
math, and English in addition to management, assessment, and teaching methods
courses. Also, they may participate in practical experiences like student
teaching, internships, and practicums, which give them the chance to work
closely with students in a classroom environment while being supervised by an
experienced teacher or supervisor. To effectively deal with children from
different backgrounds and foster an inclusive classroom climate, preservice
teachers must have a solid understanding of these subjects.
The preservice teacher education curriculum is created to meet the requirements established by regional and national accrediting bodies, and it is often revised regularly to take into account advancements in educational theory, practice, and policy. Preservice teacher education programs seek to equip participants with the skills necessary to meet the demands of a dynamic educational environment and to accommodate a range of learner requirements (Teachmint, n.d.). To give prospective teachers, the knowledge, abilities, and experiences they require to be successful in the classroom and have a positive impact on their students' lives, the preservice teacher education curriculum was created.
How assessment is used to guide the curricular decisions in a country, state, or province
Countries, states,
and provinces all use assessment as a key tool to help them make judgments
about their curricula. Assessment results can reveal important information
about how well students are learning and how successful the curriculum is,
enabling educators to make wise choices regarding their instruction, curriculum
design, and educational policy (Washington State University, n.d.). Making
judgments based on data is one method of assessment used to direct curriculum
decisions. To generate specialized interventions and instructional techniques
to promote student learning, educators at the national, state, and provincial
levels can use student assessment data to pinpoint areas where children are
having difficulty. For instance, educators may use this information to identify
curriculum areas that need to be changed or improved to better support student
learning if a high proportion of students consistently perform badly on a given
examination.
The success of
educational programs and efforts at the national, state, and provincial levels
can also be assessed using assessment data. For instance, educators may use
assessment data to pinpoint places where a particular policy needs to be
reviewed or modified if it is not improving student performance. Teachers may
collaborate to create and improve educational standards and curriculum at the
national, state, or provincial level in addition to using assessment data to
inform curricular decisions. As a result, assessment is crucial in informing
decisions about curricula at the national, state, and provincial levels.
Educators can choose effective teaching practices, curriculum development, and
educational policy by employing assessment data to pinpoint areas of student
learning strengths and weaknesses.
Conclusion
In general, the
connection between the curriculum and the assessment is essential for
successful teaching and learning. Education professionals may make sure that they
are delivering a high-quality education that fulfills the requirements of all
students by making sure that assessments are in line with the curriculum and
are used to guide curricular decisions.
References
Education Summary.
(2022,
July 29). Components, Characteristics, and Problems of Pre-Service Teacher
Education - Education Summary.
https://educationsummary.com/lesson/components-of-pre-service-teacher-education/
Role of Teachers
in the Curriculum Process. (2018, July 1). Work - Chron.com.
https://work.chron.com/role-teachers-curriculum-process-5344.html
Teachmint. (n.d.).
Pre-Service Teacher Education. https://www.teachmint.com/glossary/p/pre-service-teacher-education/#:~:text=Pre%20service%20teacher%20education%20is, attitude%20to%20conduct%20classes%20efficiently.
Washington State
University. (n.d.). Assessment Data Analysis. Office of Assessment for
Curricular Effectiveness.
https://ace.wsu.edu/assessment-measures-and-data/assessment-data-analysis/#:~:text=Assessment%20data%20provide%20a%20means,%2C%20and%20guide%20decision%2Dmaking.
Wilfrid Laurier
University. (n.d.). Aligning Assessment to Learning Outcomes. A Guide to
Remote Teaching, Learning and Assessment.
https://researchcentres.wlu.ca/teaching-and-learning/planning/aligning-assessments-with-outcomes.html#:~:text=Building%20alignment%20between%20assessment%20and,be%20developed%20throughout%20the%20course.
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