Curriculum, instructional design, teaching and learning materials and assessment of learning form the core of any educational setting. Assessment assumes a serious precedence over others since it reflects the success or failure of the educational system by giving empirical evidence of the learning outcomes that have been achieved. A more concerned learning environment makes sure that learning objectives, instructional material, learning activities and assessment practices are all aligned in a harmonious way so as to realize optimum learning.
2. What is curriculum?
Curriculum is a description of the content or information that is going to be taught and the methods that are going to be used to teach that content. This content information is based on scientifically-researched information and reflects age, culture, and linguistically appropriate skills and developmental stages of the children in your program. While books, guides and the Learning Standards are powerful resources to help practitioners plan the content for children, curriculum decisions come from three sources: the children themselves, their families, and the teachers or adults with whom they interact.
3. Dynamics of assessment
Assessment is the process of measuring the extent to which students have learned what it is that we required them to learn, as indicted in the course learning outcomes. Assessment practices are made up of elements combined into an appropriate task which might include:
• Those that are part of teaching and learning in a course, and
• Those that commonly lead to marks and grades (i.e. measurement)
Evidence that can be measured may be:
• A product such as a set of accounts, a cake
• An explanation such as an essay, a seminar, a report
• A performance like singing a song, or making a presentation
• Answers to questions
• Solutions to problems
3.1. Why do we assess?
Assessment has many purposes, and there are many people who have an interest in the outcome of the assessment. Here are a few reasons:
3.1.1. Institutional and career purposes
To provide statistics for internal and external agencies
To provide evidence for entrance to a course
To provide a professional body or students with evidence of their employability
To award qualifications
To provide assurance of students developed fitness to practice
To help students make sensible choices about option alternatives and directions for further studies
3.1.2. Teaching and learning purposes
To allow learners to get a measure of their achievement
To help learners consolidate their learning
Diagnose learning and plan future learning
To provide feedback to learners so they can improve and remedy deficiencies
To motivate students to engage in their learning
To provide students with opportunities to relate theory and practice
To gain feedback on our own effectiveness as teachers
3.2. What do we assess?
We attempt to assess knowledge...