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Explanation Demonstration Exploration Implementation Get Credit


Letter to Administrator
Syllabus
    Explanation
    Demonstration
    Exploration
    Implementation
    Resources
Rubric and List of Critera

In this section, we have provided you with the following tools to help you acquire professional development credit for this workshop. If you are interested, we suggest that you print these items and discuss them with your administrator.

Syllabus

Concept to Classroom: Assessment, Evaluation, and Curriculum Redesign

In this section of the workshop, the participants examine how an assessment-focused design is needed to update the curriculum frequently, why curricular change grows from an examination of assessment results, and what structures educators can implement so that the goal of continual improvement in student performance is met regularly. The following questions will be addressed:
    1. What is curriculum redesign?
      a. Participants examine how evaluation is the process through which teachers judge the quality of their own work and their students' work so that they can improve upon the curriculum.

    2. Why have a workshop about assessment, evaluation, and curriculum redesign?
      a. Participants examine the larger debates about what kinds of tools they can use to measure student learning.

    3. What is the range of assessments and evaluations that students and teachers face?
      a. Participants examine the four main levels where assessments and evaluations are generated: national, state, local district, and the school/classroom.

    4. How does focusing on assessment, evaluation, and curriculum redesign differ from the traditional approach?
      a. Participants examine how the role of the student, the role of the teacher, and the role of the administrator have changed.

    5. Another perspective
      a. Participants read an interview conducted with Diane Ravitch, a well-known expert on standards and assessment in education.



In this section of the workshop, the participants look at several actual classroom demonstrations of how assessment, evaluation, and curriculum redesign concepts can be applied through assessment-focused lesson plans and authentic assessment tools.
    1. In the Classroom
      a. Participants read transcripts of how assessment and redesign are being practiced at the classroom level by individual teachers.

    2. In Schools
      a. Participants examine the Web sites of a number of schools around the country that are implementing curriculum redesign efforts.

    3. What do assessment-focused lesson plans look like?
      a. Participants examine two lesson plans that were developed by teachers who incorporated the basic concept of assessment-focused planning, and who began with a very clear idea of what they wanted their students to demonstrate.



In this section of the workshop, the participants explore practical options for assessing, evaluating, and redesigning their own classroom work. Through examples, sample rubrics, and advice from theory experts and teachers, they can develop a clear idea of ways to apply these concepts to their own classroom.
    1. What are some simple ways to get started using assessment, evaluation, and curriculum redesign?
      a. Participants review real-life examples that focus on the shift from an activity-driven curriculum to an assessment-focused one.

    2. What are some of the conceptual tools for assessment, evaluation and curriculum redesign?
      a. Participants will be given an introduction to some of the concepts of cognitive development and student learning, such as Bloom's Taxonomy.

    3. What are some challenges I might face?
      a. Participants will be given a list of challenges that the teacher, student, and institution will face.

    4. How can assessment, evaluation, and curriculum redesign involve parents and the community?
      a. Participants examine things that educators can do to draw parents and community members into the work being done in classrooms.

    5. How can technology be used with assessment, evaluation, and curriculum redesign?
      a. Participants examine how technology can help teachers track and assess their students', as well as their own, performance in the classroom.



In this section of the workshop, the participants use a checklist for evaluating their own teaching methods, as well as a step-by-step guide for redesigning their classroom through the development of an authentic performance assessment rubric.
    1. Checklist for Evaluating Your Teaching Methods
      a. Participants use a checklist for the self-assessment and self-evaluation of teaching methods.

    2. Step-by-Step Guide to Assessment, Evaluation, and Curriculum Redesign
      a. Participants follow a step-by-step guide to develop an assessment rubric along with the students.



For a complete listing of all the books, articles, Web sites, and videos listed as resources for this workshop, please see http://www.thirteen.org/wnetschool/concept2class/resources.html.

Jacobs, Heidi Hayes. INTERDISCIPLINARY CURRICULUM: DESIGN AND IMPLEMENTATION, 1989.

Jacobs, Heidi Hayes. MAPPING THE BIG PICTURE: INTEGRATING CURRICULUM & ASSESSMENT K-12. Association for Supervision & Curriculum Development, 1998.

NATIONAL STANDARDS IN AMERICAN EDUCATION: A CITIZEN'S GUIDE. Washington, DC: The Brookings Institution, 1995.

Ravitch, Diane. LEFT BACK: A CENTURY OF FAILED SCHOOL REFORMS. New York: Simon & Schuster, August 2000.

Saphier, Jonathon and Robert Gower. THE SKILLFUL TEACHER: BUILDING YOUR TEACHING SKILLS. Research for Better Teaching, 1997.

Stiggins, Rick. STUDENT-CENTERED CLASSROOM ASSESSMENT. Merrill, 1997.

Ravitch, Diane. THE TROUBLED CRUSADE: AMERICAN EDUCATION, 1945-1980. New York: Basic Books, 1985.

Weber, Ellen. STUDENT ASSESSMENT THAT WORKS. Boston: Allyn & Bacon, 1999.

Wiggins, Grant and Jay McTighe. UNDERSTANDING BY DESIGN. Association for Supervision & Curriculum Development, 1998.



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Workshop: Assessment, Evaluation, and Curriculum Redesign
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