Introduction to Curriculum, Instruction, and Assessment

Scheduled maintenance: 13 January 2026 from 09:00 to 11:00 Introduction to Curriculum, Instruction, and Assessment Leave the first rating Students also studied Terms in this set (116) Ivy Tech Community College ECED 100 Save WGU D184 Standards-Based Assess...Teacher 50 terms robynnwilhelmi Preview D184 WGU Standard-Based Assess...Teacher 33 terms jm342308Preview WGU Learning as a Science - D186 Teacher 125 terms kmcotterillPreview D184 St 91 terms tori Understanding Assessment• assessment is a long term process that involves careful analysis of student responses from discussions, projects, or practice sheets • data gathered from formative assessment should be used to inform instruction: speed up, slow down, or reteach.Using Assessment to Differentiate Instruction Once results are gathered and analyzed teacher can use results to inform and differentiate instruction. Data determines which topics and skills are most difficult for students and which students need additional instructional support.Whole-Class Support • data may show whole class is struggling certain topics. • if taught in the past, further instruction or reteaching of whole class may be necessary • if not taught in past, data is great preassessment and shows class does not have working knowledge of the concepts Small-Group or Individual Support • data may show an individual student or a small group of students are struggling with certain topics.• pull these students aside to instruct them further on those concepts while rest of class is working independently.• students may also benefit from extra practice using games or computer-based resources.Enrichment • results can be used to identify which students are ready for enrichment or above-grade-level instruction • these students benefit from independent learning contracts or more challenging activities.

Standards Correlations• ESSA mandates all states adopt challenging academic standards that help students meet goal of college or career readiness.• standards are designed to focus instruction and guide adoption of curriculum.• standards are statements that describe criteria necessary for students to meet specific academic goals.• they define the knowledge, skills, and content students should acquire at each level.• standards are used to develop standardized tests to evaluate academic progress.• teachers are required to demonstrate how their lessons meet state standards.

4 ways to differentiateContent:

what the student needs to learn or how the student will get access to the information.

Process:

activities in which the student engages in order to make sense of or master the content.

Products:

culminating projects that ask the students to rehearse, apply, and extend what he or she has learned in a unit.

Learning environment:

the way the classroom works and feels.Types of Special Learning Needs• Gifted and talented

• ELL

• ADHD

• physical disabilities • intelligences and modalities • Learning Disability (include oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, reading fluency, math calculation, math problem-solving) • multiple intelligences (Gardner) • learning modalities • cultural groups • low SES • at-risk Gardner's Multiple Intelligencesstudents have special strengths. tailor lessons to their strengths. differentiate process.

intelligences:

• music/rhythm • naturalist • verbal linguistic • body/kinesthetic • visual spatial • interpersonal • logical/math • intrapersonal

Modality Preference• kinesthetic learners. give them activity that involves movement.• tactile learners. use manipulatives.• auditory learners. learn well by listening.• visual learners. need to look at something to learn. give graphic organizer. give visuals. power point.

4 Types of AssessmentsHigh-stakes assessments:

• Standardized tests for accountability to federal, state, or local government agencies concerning measurement of effective teaching practices.• Example- state standardized tests, ACT, SAT

Pre-assessments:

• Establish a baseline for educators to then measure learning progress during a reporting period. before instruction.• Example- pre test.

Formative assessment:

• in-process evaluations of student learning. feedback gained informs instructors of what students are and are not learning so that teaching strategies may be adjusted as needed. • Example- quizzes, assignments, student one-on-one coaching, class/group discussion

Summative assessment:

• Evaluate student learning at the conclusion of a learning unit.• Example- scored and graded written or practical exams, assignments, or projects Formative Assessments Defined• happen throughout a lesson or unit •used to check for understanding • is part of the instructional process.• provides the information needed to adjust teaching and learning while they are happening.• informs teachers and students about student understanding at a point when timely adjustments can be made.• adjustments ensure students achieve targeted standards-based learning goals within a set time frame.Types of Formative AssessmentRange from informal to formal • observations (watching students. record observations to be formal assessment.) • questioning strategies (asking better questions allows opportunity for deeper thinking. gives teacher insight into students depth of understanding) • self and peer assessment • student record keeping • student interviews/conferences • journals (students metacognition. what love. where struggle.)

• student signaling (example: thumbs up or show of hands)

• daily homework assignments • unison responses (single question with only 1 correct response) • response cards or small dry erase boards (student holds up answer)

• personal response system (uses technology. polling. example: cahoots.)

Formative assessment helps teachers...Formative assessment helps teachers:

• consider each student's learning needs and styles and adapt instruction accordingly • track individual student achievement • provide appropriately challenging and motivating instructional activities • design intentional and objective student self-assessments • offer all students opportunities for improvement • allows for the purposeful selection of strategies (keep doing what does work.try something new if strategy doesn't work.) • embeds assessment in instruction • guides instructional decisions Data from Formative AssessmentsData Analysis • teacher uses data gathered to chart individual and group learning outcomes •target areas of misunderstanding •target areas where students need additional challenge • formative strategy: a chart of students' progress, capturing and reflecting on data gathered during signaling, corners, the work-along, and the t-chart.Responding to Data • teacher adjusts instruction and assessment as needed to readdress the objective more effectively.• formative strategy: adjustment to content/resource level of difficulty, grouping students for additional practice or expanded learning, and differentiating the final assessments.Summative Assessments Defined• after completely the study of a topic • teacher can determine the student's level of achievement and provide them with feedback on their strengths and weaknesses.• for students who didn't master topic or skill, teacher can use data from assessment to create a plan for remediation.• can be given periodically to determine what students know or don't know at a particular point of time.• accountability measure used as part of the grading process.Types of Summative Assessments• state assessments • district benchmark or interim assessments • quizzes • end-of-unit or chapter tests • authentic assessment (project, performance, writing, or portfolio. uses a rubric.) • scores that are used for accountability for schools (AYP) and students (report cards) Data from Summative AssessmentThe key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards.