Developing Curriculum and Instructional Milestones

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Abstract The basis for developing curriculum and instructional milestones should be grounded in accurate and true sensitive assessment. This paper will explore the connection between assessment, curriculum and offer possible ways to incorporate assessment within the classroom. I. Curriculum and Assessment Introduction Assessment has always been a component of education (Marwick, 2007). Our national focus on educational assessment began when the commended article A Nation at Risk (1983) detailed the rising concerns of vulnerability in US education. The journal commentary focused particularly on the K-12 grades, also in the journals was troublesome issues dealing with higher education, too. National and State officials quickly agreed that assessment of student learning was the method that higher education must use to illustrate accountability (Marwick, 2007). II. Traditional Assessment practices Faculty have always assessed student learning and assigned grades to often struggle to write objectives and assess students learning across all sections of a course of all students how complete a program (Marwick, 2007). Even two-year college instructors have grappled with issues revolving assessment requirements, keeping students learning focus is strictly in harmony with state assessment requirements. In recent history, community colleges have demonstrated a strong spirit of innovation and flexibility that is proportionate with local and state assessment procedures. Often the most demanding area of assessment is with the general education objectives. These objectifies should explain what the institution intends students to know and be able to do when they complete their degree program. Colleges must answer to challenging ques... ... middle of paper ... ... to assess all students equitably with the school community (Mack, 2008). What is required is that faculty and intuitions make assessment of student learning at all levels a major focus. Assessment must be ongoing and change must occur when assessment results show that students are now learning what is intended (Marwick, 2007). References Carr, S. (2008). Student and Peer Evaluation: Feedback for All Learners. Counicil for Exceptioinal Children, 40(5) , 24-30. Kennedy, C., Long, K., & Camins, A. (2008). The Reflective Assessment Technique: A New Way Of Evaluating In-Class Student Work. Methods and Strategies of Science and Children, 47(4) , 47 (4), 50-53. Mack, J. (2008). Continuous Progress Schools See the "Whole Child". Education, 129(2) , 324-326. Marwick, J. (2007). Assessment: The Key to Teaching and Learning. The AMATYC Reivew, 28(2) , 57-59.

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