Analysis of 100 Years of Curriculum Designs

Lynn Kelting-gibson

Analysis of 100 Years of Curriculum Designs

Year 2013, Volume: 6 Issue: 1, - , 01.12.2012

Abstract

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

Keywords

Curriculum (Historical and Contemporary), Curriculum Design, PreAssessment, Formative Assessment, Summative Assessment

References

AP. (2002). Bush pushes plan for better teacher training. Bozeman Daily Chronicle, A3.
Bobbit, F. (1918). The curriculum. Boston, MA: Houghton Mifflin.
Bobbit, F. (1924). How to make a curriculum. Boston, MA: Houghton Mifflin Company.
Brandt, R. (1993). On teaching for understanding: A conversation with Howard Gardner. Educational Leadership, 50(7): 1-4.
Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press.
Caswell, H. L., & Campbell, D. S. (1935). Curriculum development. New York: American Book Company.
Chappuis, J. et al. (2012). Classroom assessment for student learning doing it right – using it well (2 nd ed.). Boston, MA: Pearson.
Charters, W. W. (1929). Curriculum construction. New York: The Macmillan Company.
Craig, G. P., & Reed, B. J. (2002, June 16). Re: Viewing leadership through different frames [Online]. Retrieved from http://www.educ.drake.edu.doc/pedagogy/student_papers/craig_reed/ldshp.htm
Danielson, C., & McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.
Fisher, D., & Frey, N. (2007). Checking for understanding formative assessments for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books, Inc., Publishers.
Gardner, H. (1991). The unschooled mind. New York: Basic Books.
Gronlund, N. E. (2006). Assessment of student achievement. Boston, MA: Pearson.
Hunter, M. C. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press.
Hunter, R. (2004). Madeline Hunter’s Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools. Thousand Oaks, CA: Corwin Press.
Isman et al, (2005). A new model for the world of instructional design: A new model. The Turkish Journal of Educational Technology, 4(3): 33-39.
Kearsley, G. (1994-2001). Exploration in learning & instruction: The theory into practice database [Online]. Retrieved May, 2002 from http://tip.psychology.org
Kennedy-Manzo, K. (2002, August 28). The state of curriculum. Education Week [Web Journal]. Retrieved from http://www.edweek.com/ew/vol-18/36curric.h18
Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19(4): 319-335.
Kilpatrick, W. H. (1932). Education for a changing civilization. New York: The Macmillan Company.
Kliebard, H. M. (1995). The struggle for the American curriculum. New York: Routledge.
McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective standards-based instruction. Boston, MA: Pearson.
McTighe, J, & O’Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3): 10-17.
Newmann, F. M., & Wehlage, G. G. (1993). Five standards of authentic instruction. Educational Leadership, 50(7): 1-13.
Oberg, C. (2009). Guiding classroom instruction through performance assessment. Journal of Case Studies in Accreditation and Assessment, 1, 1-11. Retrieved from http://aabri.com/jcsaa.html
Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum foundations, principles, and issues (3 rd ed.). Needham Heights, MA: Allyn & Bacon.
Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum foundations, principles, and issues (5 th ed.). Boston, MA: Pearson.
Ornstein et al., (2011). Foundations of education. Canada: Wadsworth, Cengage Learning.
Perkins, D. (1992). Smart schools. New York: The Free Press.
Perkins, D., & Blythe, T. (1994). Putting understanding up front. Educational Leadership, 51(5): 4-7.
Popham, W. J. (2011). Classroom assessment: What teachers need to know. Boston, MA: Pearson.
Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Price, K. M., & Nelson, K. L. (2007). Planning effective instruction (3 rd ed.). Belmont, CA: Thomson Wadsworth.
Ravitch, D. (2007). Ed Speak. Alexandria, VA: Association for Supervision and Curriculum Development.
Rugg, H. (1926). The twenty-sixth yearbook of the national society for the study of education. Bloomington, IL: Public School Publishing Company.
Russell, M. K., & Airasian, P. W. (2012). Classroom assessment concepts and applications (7 th ed.). New York: McGraw-Hill.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18: 119-144.
Smith, E. R., & Tyler, R. W. (1942). Appraising and reporting student progress. New York: Harper & Brothers.
Shermis, M. D., & Di Vesta, F. J. (2011). Classroom assessment in action. Lanham, MD: Rowman & Littlefield Publishers, Inc.
Spinelli, C. G. (2012). Classroom assessment for students in special and general education (3 rd ed.). Boston, MA: Pearson.
Stiggins, R. J., & Chappius, J. (2012). An introduction to student-involved assessment for learning. Boston, MA: Pearson.
Stiggins, R., & DuFour, R. (2009). Maximizing the power of formative assessments. Phi Delta Kappan, 90(9): 640-644.
Suskie, L. (2009). Assessing student learning a common sense guide (2 nd ed.). San Francisco, CA: John Wiley & Sons.
Taba, H. (1962). Curriculum development theory and practice. New York and Burlingame: Harcourt, Brace & World, Inc.
Tyler, R. W. (1950). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press. van Dither et. al, (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2011 95-108. doi: 10.1016/j.edurev.2010.10.003.
Wiggins, G. (1997). Work standards: Why we need standards for instructional and assessment design. NASSP Bulletin, v81 (590): 56-64.
Wiggins, G., & McTighe, J. (1998). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2 nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Wiggins, G., & McTighe, J. (2002). Understanding by design. Paper presented at the Understanding by Design Conference, Philadelphia, PA.
Wiske, M. S. (1998). Teaching for understanding. San Francisco, CA: Jossey-Bass Publishers.
Witte, R. H. (2012). Classroom assessment for teachers. New York: McGraw-Hill.
Wormeli, R. (2006). Fair isn’t always equal. Portland, ME: Stenhouse Publishers and Westerville, OH: National Middle School Association.