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ERIC Number: ED539835
Record Type: Non-Journal
Publication Date: 2013-Jan
Pages: 20
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1694-609X
Analysis of 100 Years of Curriculum Designs
Kelting-Gibson, Lynn
Online Submission, International Journal of Instruction v6 n1 p39-58 Jan 2013
Fifteen historical and contemporary curriculum designs were analyzed for elements of assessment that support student learning and inform instructional decisions. Educational researchers are purposely paying attention to the role assessment plays in a well-designed planning and teaching process. Assessment is a vital component to educational planning and teaching because it is a way to gather accurate evidence of student learning and information to inform instructional decisions. The purpose of this review was to analyze 100 years of curriculum designs to uncover elements of assessment that will support teachers in their desire to improve student learning. Throughout this research the author seeks to answer the question: Do historical and contemporary curriculum designs include elements of assessment that help teachers improve student learning? The results of the review reveal that assessment elements were addressed in all of the curricular designs analyzed, but not all elements of assessment were identified using similar terminology. Based on the analysis of this review, it is suggested that teachers not be particular about the terminology used to describe assessment elements, as all curriculum models discussed use one or more elements similar to the context of pre, formative, and summative assessments. (Contains 1 table.)
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A