Criteria For Curriculum Assessment
Criteria For Curriculum Assessment
Criteria For Curriculum Assessment
Status Question
Yes No
1. Do the goals and/or objectives represent an important
learning outcome that is a priority for this student?
2. Is there a goals written for each area of need stated in the
present level of performance?
3. Are the goals realistic in the sense that they can be
accomplished in one year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing intermediate
steps to each goal?
6. Are the goals and instructional objectives appropriately
calibrated (sliced neither too broadly nor too narrowly)?
7. Are the goals and instructional objectives useful for
planning and evaluating instructional programs?
Criteria for Assessment of Instruction
1. Supplantive Approach
2. Generative Approach
This is referred to as “direct” instruction (Adams
& Englemann, 1996).
In here, the teacher attempts to promote learning
Supplantive
by providingApproach
explicit directions and explanations
regarding how to do a task.
The teacher assumes primary responsibility for
linking new information with the students prior
knowledge and ultimately whatever the students
learn.
With this approach, information is presented in an
ordered sequence in which component subskills are
taught directly or a foundation for later tasks.
This approach is highly teacher-directed.
This is referred to as “constructivist” or
“developmental”.
Generative
Approach
In here, the teacher functions as a facilitator who
takes a less central role in a learning process that is
student - directed (Ensminger & Dangel, 1992).
The teacher provides opportunities for the students
to make own linkages to prior knowledge and to
devise her own strategies for work.
Generative instruction is “constructivist” because
much of its emphasis is on helping students construct
their own educational goals ands experiences as well
as the knowledge that results
With this approach, information is presented on a
schedule determined by students’ interests and goals.
A Comparison of Teaching Approaches
Attribute Generative Approach Supplantive Approach