Curricular Design

  Subject Based Design: Integration of AssessmentAssessment is a scientific measurementbased on specific technique to measure each small phase of learning/acquisition of information within a learning activityinstruction at each step based on teaching to mastery of the subset skillphilosophical base related to ensuring assessment is objective and uniform-holistic and differentiated assessment is viewed as subjective and unreliable/invalidbased on behaviourist learning theory: response to stimuliconcept of student motivation in predicated on external measuresusually based on rote recall of subject matter from instructional practiceoften fragmented-e.g. measurement of language may involve separate test for comprehension coupled with a running record diagnostichigh-stakes testing aligned with subject based design-conflict occurs when planning and instruction are based on learner or problem centred design as high stakes testing typically based on subject based designShepard, Lorrie (2000) The Role of Assessment in a Learning Culture Educational Researcher 29 (7) 4-14

educator self-reflection: do I prioritize decolonization of curriculum?engage with Indigenous communitiesplan provocations that address social justice issuesplan and locate resources for experiential and place-based learning activitiesCastellon, A (2017) A call to personal research: Indigenizing your curriculum. Canadian Journal for Teacher Research May (28) retrieved from:https://www.adriennecastellon.com/2019/06/19/a-call-to-personal-research-indigenizing-your-curriculum/

consider the arts and humanities as a starting point for instruction related to critical thinking and decolonizationensure learners have opportunities to teach each other: instruction is recursiveall voices are valuedinclude restorative practices in instruction, e.g. community circles for knowledge buildingconnect to eldersconnect to community and place based learningCastellon, A (2017) A call to personal research: Indigenizing your curriculum. Canadian Journal for Teacher Research May (28) retrieved from:https://www.adriennecastellon.com/2019/06/19/a-call-to-personal-research-indigenizing-your-curriculum/

value different ways of knowing by providing multiple ways for students to demonstrate learningCastellon, A (2017) A call to personal research: Indigenizing your curriculum. Canadian Journal for Teacher Research May (28) retrieved from:https://www.adriennecastellon.com/2019/06/19/a-call-to-personal-research-indigenizing-your-curriculum/

Problem: we are practicing problem-centred and learner planning and instructional design buy misalignment occurring because we continue to use assessment that is synonymous with subject-based designWhen curriculum and assessment are aligned, student performance on standardized tests increases.Alignment of instruction and assessment increases student motivation for learningintegrated assessment and instruction helps build the development of student cognitiondetermine outcomes at planning phasedecide on what evidence suggests outcomes are met at specific and transparent target pointit is recursive-how has feedback in response to assessment targets unfolded?provide further instruction based on results from ongoing assessmentGoal for planning instruction and assessment:BACKWARD MAPPING with defined targets and criteria, assessment and points, explicit instructional points and well-defined expected overall outcome are key to integrating planning , instruction and AssessmentHayes, Debra, 2003 Making Learning an Effect of Schooling: Aligning Curriculum, Assessment and Pedagogy Discourse: Studies in the Cultural Politics of Education 24(2) p.225-245Mcmillan, JH (2014) High Quality Classroom Assessment in Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction. Pearson New Jersey.

21st century learning is concerned with problem-centred learning and the development and application of cognitive processes across domains.Big Idea involves student ability to build on cognition and transfer it to new learning.Key Elements-education should cultivate:deep understanding of big ideasunderstanding of effective use of technologycognitive ability to think criticallycreativity and innovationcollaborative skillsglobal perspectivelearning dispositions-flexibility, self-regulating learning skillsMcmillan, JH (2014) High Quality Classroom Assessment in Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction. Pearson New Jersey.

Refined assessment is directly aligned with instruction and it balances format of content with cognitive dispositions.All assessment is critiqued for validity, reliability and fairness.Assessment AS Learningformativeincreases student self-efficacydevelops students' capacity to self-monitoroccurs throughout learning processstudent contributes to what is needed for improvement in order to attain identified objectiveprovides immediate feedback in learning processAssessment For Learningclearly provides student with feedback for next steps in learning or to remedy errorsongoing and recursive: teacher can modify instructional plan based on assessment for learningis formativeAssessment Of Learningevaluative assessment of learningranks students based on criteriaused for reporting purposespotential for student demotivationemphasis on reliability and validityMcmillan, JH (2014) High Quality Classroom Assessment in Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction. Pearson New Jersey.

create provocations that centre problem centred learningstudent voice imperative in planning processstudents can define what they want to learn and what they need help witheducators benefit from exploring resources and professional development related to inquiry and student voice: collaborate with experienced teachers and with teachers within the schoolplan for "rounds"- open doors in classrooms for teachers to build knowledge with one anotheradministration as partners in planningteachers participate in active self-reflection to aid future planningImportant for Integration:educators are aware of and define the expected outcomes and plan transparent assessment points

collaboration for inquiry is essential, as transition to this form of instruction occurs, engage in explicit instruction related to group/social skillsoften requires some direct instruction at outset, then teacher moves into role of guide/facilitatorteacher motivation during instruction increases student motivation

assessment points are clear, criteria is transparentassessment is not an end point based on culminating tasks, it is embedded throughout the inquiry processeducator and students aware of reason for assessment-is is as, for or of?consider differentiation of assessment tools: oral conversations, exit tickets, video, observations, self and peer assessment