Week+12


 * Week 12**
 * Essential Questions**
 * How are curricular evaluation and student assessment related?
 * Under what circumstances are student assessment is or is not an appropriate part of curriculum evaluation?


 * Article Review**
 * Save the Last Word For Me!

__Two Minutes__ Six roles within the state of Oregon - What goes along with the six of those roles, individual responsibilities, responsible learner, want the students to have a love of learning, be a produce and create! **Citizen** - biggest goal of education is to have knowledgeable voters, Family members - Curious to see where all of these went - what happened? Is this still the focus in Oregon?
 * Round #1**

__1st Respondent__ I agree - something that I highlighted the first time - This is what a particular student will need to know, missing the **collaborator**, which is something that has recently come about - Wonder what the standards look like now.

__2nd Respondent__ The first thing that hit was the link to 21st century skills - **citizen and consumer** - How do you **assess** something like this, and assess the individual. Plans to show individuality, and what does the curriculum look like. Relate to the six pillars of characeter.

__3rd Respondent__ Six pillers of characters, role of the family, are we evaluating the parents? What can we all do to help the students be better members of the community in the future - how do you do that? Concept is interesting, but how to come to a conclusion -

__Wrap Up__ Disagree with the lack of collaboration - it is inherent within the six facets listed in the How much different is this from what we are doing now with 21st Century Skills?

Who and What are to be evaluated The **data that is collected on evaluation could be related to the cost that has been put into the program**. Higher the cost, more data? Sometimes the program doesn't support the standards that are stated by NJ? Was it taught properly? What demographic are you teaching to? Some different aspects as to evaluation not working correctly. Who you evaluate is related to why and the what you evaluate - Each time you have a new set of kids, new environment, etc., the results can change. There are many other factors at work. And who is involved in the evaluation?
 * Round #2**

__1st Respondent__ How do you **assess if it is done correctly**? How is in charge of making sure it is being done (sounds like the guaranteed part) - Everyone has their roles but no one checks up - Portfolios for students who looks at them, who has time to pick them up?

__2nd Respondent__ How do yo properly assess students in the class - different sets of students with different skills (need to differentiate) - Come up with very clear **objectives in the evaluation**.

__3rd Respondent__ Have two different levels throughout the year - Two separate classes, big spread between the two classes with different averages - the lower average could have a negative tone for the teacher. Not necessarily the curriculum.

__Wrap Up__ Who is responsible - One thing that does frustrate about observation is that teachers have that lesson tucked in their back pocket to teach just in case they are caught in the observation cycle. Programs the school are adopting are not being done by the classroom teacher.

Standardized Testing - Criticism of standardized testing - and it is valid source of information for the evaluation. The evaluation has to be more comprehensive in nature then just a "**one time**" test. Tried to improve on standardized tests, moving toward EOC exams, it is still a **snapshot** in the whole scheme of things. The article goes on to talk about relating the evaluation to other parameters, and that there must be other measures, but not sure what they are.
 * Round #3**

__1st Respondent__ Standardized test - snapshot in time. Do it because we have to do it, not an indication of how well the student is doing, how well the teacher is doing, etc. There are several reasons why this shouldn't be "the only factor".

__2nd Respondent__ Can't believe this is a topic **30 years later** - one thing that is frustrating is that there are all of these educators saying the way it should be, yet it is still there. Standardized testing does give us some positives, but the weight and the pressure of the test is scary for the teacher.

__3rd Respondent__ Instead of bashing, **go the other way** - Are there any other times in life when we have to perform at a certain level at that time? Yes, happens throughout life, therefore this is a good practice, not necessarily the answer to everyting, but it has value.

__Wrap Up__ Standardized testing - How do you compare students between schools? You need some measure to do that! You need some sort of commonality. Are you being fair in evaluating that way? Various districts have different support structures and resources.

Illuminate- All of the stakeholders should be involved - Who are the target audience? Need to identify this. Why evaluate? It needs to effect educational decisions - Get into the validity of the data - How valid is the data? What about the conditions? Look at standardized testing? There are many factors that go into this, and they should be taken into account.
 * Round #4**

__Respondent #1__ Targeted audience will be evaluated - How valid is your data? is this going to be fabricated? Biasing the data? Could be throwing off the results.

__Respondent #2__ Let the kids contribute questions so they are part of the evaluation process, and they take ownership of the process. I wonder if the schools have input into the tests that they would take ownership of it.

__Respondent #3__ Allowing the kids to know they are going to be assessed - Public relations with the parents (i.e. a week notice for testing, etc.).

__Wrap Up__ How many times do we contact our parents before the assessment and ask what should be on it? By assessing several different variables, this is a complex process, and decisions have to be made. What we assess, identify the variables -

"This article could have been published yesterday and I never would have known"
 * Re-occurring Theme**


 * Follow-Up: Small Group Reflection**
 * What questions need to be asked prior to a curriculum evaluation?
 * What structures should you have in place?
 * What are the key components to a curriculum evaluation?


 * Large Group Discussion - Compare and Consolidate Lists**


 * Research**
 * Research one of the curriculum evaluation models listed below. Compare the formal model to the information gathered from your small group, and answer the following questions:
 * Brief overview of the premise behind the model
 * Which curriculum does the model evaluate: Planned, Enacted, and / or Experienced?
 * How is data collected? What data is collected? Is there an organizer?
 * Where does student assessment fit in?
 * What are the Pros and Cons to the Evaluation model?


 * Various Curriculum Evaluation Models**
 * Tyler's Objective Model (1949) - Erin
 * Robert Stake's Countenance Model (1967) - Susan
 * Eisner's Educational Connoisseurship Model (1970's) - Kathy
 * Scriven's Goal-Free Models (1970's) - Beth
 * Parlett and Hamilton's Illuminative Model (1977) - Dan
 * Stufflebeam's CIPP Model - Mitch
 * Stenhouse Research Model - Michelle


 * Assignments**
 * Curriculum Evaluation Assignments and Presentations - Due 4/22
 * Philosophy of Assessment (w/ Reflection) - Due 4/29
 * Interactive Journal (Blog) - Due 5/6
 * Individual Final Project and Presentations - Due 5/6
 * Take a look at Week 14 - Click on Edit this Page and add questions to the list!