DEFINITION
CURRICULUM ASSESSMENT
Lecturer:
Pryla Rahmawati M.Pd
Group
5:
Dwi
Sri Purwantini (210910049)
Habib
Syarwani (210910034)
Ismayati (210910046)
Eva
Sulistya Rini (210910061)
A.
The Definition of Assessment
·
Curriculum
assessment is a process of gathering and analyzing information from multiple
sources in order to improve students learning in sustainable ways.[1]
·
Assessment
is a broader term that encompasses day-to-day observations as well as a variety
of alternatives assessment tools that will be explored later.[2]
B.
The Types of Assessment
1.
Gathering information (Tests)
The most common way of gathering information for assessment
is through test. The usual criterion is an arbitrary level which the learner is
expected to have reached; and the result is generally expressed through
percentages.
2.
Gathering information (other sources)
a.
Teacher’s assessment. The teacher
gives a subjective estimate of the learners overall performance.
b.
Continuous assessment. The final
grade is some kind of combination of the grades the learner received for
various assignments during the course.
c.
Self-assignment. The learners
themselves evaluate their own performance, using clear criteria and weighting
systems agreed on beforehand.
d.
Portfolio. The learner gathers a collection
of assignments and projects done over a long period into a file; and this
portfolio provides the basis for evaluation.
C.
Assessment Procedure
1.
The Associate Superintendent for
Curriculum and Instruction activates a Curriculum Evaluation Committee to
oversee the Curriculum Assessment/Evaluation Process and report recommendation.
2.
Content office leaders establish and/or
activate a Curriculum Oversight Committee to provide input into curriculum
assessment/evaluation decisions.
3.
Content office leaders are
responsible for the creation of a Curriculum Management Plan that will combine both a
long-term(Long-range Curriculum Development
Plan) and
short-term (Action Plan) view of the development and evaluation of curriculum
in each content area.
4.
Content office leaders and their Curriculum
oversight Committee review the curricula identified in their annula Action Plan
to gather data support the continued effectiveness or need for revision,
replacement, or deletion for each curriculum.
Review may
include:
• Consideration
of the original requirements identified at the time of curriculum
Development
(documentation will improve through implementation of the Quality
Management
System);
• Teacher/principal/student
stakeholder surveys, interviews, and/or reflections;
• Student work
samples and artifacts;
• Student
performance measures;
• Student
achievement in the course; and
• Observations
of classroom implementation.[3]
D.
The Relationship between Curriculum and Assessment
v Curriculum is topics, materials, and resources of each content area
and the implication for using them:
1. Components of curriculum and how they organized
2. Integration
of concepts within each content area and across content areas and the
pedagogical implications of that
integration
3. Types of
curriculum materials, media, and resources, such as basal readers and trade
books in reading, map and globes in social studies, measurement, equipment and
math, equipment and displays in science, and technologies, including computer
software and videotapes.
v Assessment topics examine content specific and general assessment
and evaluation procedure and in the implications for using these procedures
appropriately and effectively:
1. Traditional
and standardized testing methodologies such us standardized test, basal reader
test, and screening test - that are appropriate for use in each content area
and in general instruction.
2. informal,
classroom - based and nontraditional assessment strategies - such us
observation, oral report ,running records, informal reading inventories
portfolios, and performances samples - that are appropriate for use in each
content area and in general instruction.
3.
Interpretation of data obtained from various assessment strategies in each
content area and in general instruction.
4. Anticipation
and identification of common point of confusion in the content areas, such us
errors, patterns of error, inaccuracies, misconceptions, and buggy algorithms.[4]
REFERENCE
Penny, a Course in Language Teaching, Cambridge University
Press: Australia, 1996.
Parrish, Betsy, Teaching Adult ESL, The McGraw-Hill
Companies: New York, 2004.
