CTL 721 - Evaluation of Classroom Learning. Dr. Robert J. Quinn. Traditional Reasons for Assessment. Diagnose Students ’ Strengths and Weaknesses Monitor Students ’ Progress Assign Grades to Students Determine Instructional Effectiveness. Additional New Reasons for Assessment.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Dr. Robert J. Quinn
A Curricular Aim can apply to long-term educational goals, to very precise short-term outcomes, or to anything in between.
Popham uses various grain sizes to describe the specificity of Curricular Aims.
Popham stresses the importance of having clear curricular aims for assessment prior to instruction.
These curricular aims must be selected and/or developed within the context of gathering Decision-Driven Assessment information.
A Curricular Aim should include 3 components:
1. Behavior Component
2. Conditions Component
3. Criteria Component
The behavior component describes exactly what the student will be able to do after mastering the Curricular Aim.
The behavior component must include a demonstrable action verb.
The conditions component describes the conditions under which the curricular aim will be performed. Examples include:
with the aid of a calculator
given a periodic table
using a map of the world
The criteria component defines how the evaluator will determine whether or not the Curricular Aim has been met. Examples include:
4 out of 5 times
all three branches of the government
Bloom’s Taxonomy (see page 35)
You have probably encountered Bloom\'s Taxonomy many times in your varied educational experiences.
This activity is designed to force you to consider the explicit implications of this taxonomy on assessment.
Phase 1 - Groups of 3 or 4
Select an area of the curriculum that is familiar to all members of the group.
Develop six Curricular Aims, one at each of the levels of Bloom’s Taxonomy.
Write down your Curricular Aims so that you can easily share them with the rest of the class.
Phase 2 - Whole Class
Each group reads one or two of their Curricular Aims to the class, one at a time, in random order.
Other groups guess which level of Bloom\'s Taxonomy each Curricular Aim is intended to cover.
Each Curricular Aim is discussed with regard to the clarity of each component.
Phase 3 - Whole Class
Discuss what you learned about the nature of assessment from this activity. Be prepared to share your thoughts with the whole class.
Phase 4 - Whole Class
Each group reports their thoughts regarding the discussion in phase 3.
The whole class participates in a closure discussion concerning the entire class activity.