Thursday, 25 January 2018
PRINCIPLES OF CURRICULUM DEVELOPMENT
1. The principle of relevance; internally that have relevance in the curriculum between the components of the curriculum (goals, materials, strategies, organization and evaluation). While externally that the components tersebutmemiliki relevance to the demands of science and technology (epistomologis relevance), demand and potential learners (psychological relevance) and the demands and needs of the community development (relevance sosilogis).2. The principle of flexibility; in curriculum development effort that produced by nature flexible, supple and flexible in its implementation, allow for adjustments based on the situation and condition of the place and time is always growing, and the ability and background bekang learners.
3. The principle of continuity, namely the existence of kesinambungandalam curriculum, both vertically or horizontally. Learning experiences provided the curriculum should pay attention to sustainability, both inside the classroom level, between levels of education, as well as between levels of education with the type of work.
4. The principle of efficiency, ie see to it that can utilize in curriculum development time, cost, and other sources that there is an optimal, carefully and precisely so that the results adequately.
5. The principle of effectiveness; ie curriculum development activities seek to achieve goals without the wasteful activities, both in quality and quantity.
Related with Education Unit Level Curriculum development, there are some principles that must be met, namely:
Assessment in inclusive classrooms
Assessment practices in inclusive classrooms in pre-primary and primary education will be examined against the backdrop of ongoing educational reform and examples of good or best practice will be teased out and highlighted.Pre-Primary Education
Teachers are advised to conduct initial (or baseline) assessments in order to ascertain each pupil’s level of development on entry. Such assessment include obtaining information from parents through questionnaires and/or interviews regarding the medical and developmental history of pupils. It also includes observation, informal assessment or completion of more formal checklists (criterion based assessment). Teachers are provided with guidelines and samples of questionnaires and checklists but there is flexibility as to the use of particular methods and procedures especially if the school unit under the guidance of the head teacher adopts these. Areas assessed include psychomotor ability, language and communication skills, cognitive skills, emotional development, development of social skills and personal adjustment.There is heightened awareness among pre-primary teachers of the importance of early identification and intervention and pre-primary teachers are especially careful to refer any pupil showing problems in language and speech development. Moreover, in a recent (2005) study concerned with the piloting of a set of tests for early diagnosis of learning and other difficulties, conducted by the University of Cyprus and the Educational Psychology Service of the Ministry of Education and Culture, it was found that “overall, the ratings given by the classroom teachers appeared to coincide with those obtained by the administration of the psychometric tests”. This is taken as an indication of teachers´ heightened awareness and sensitivity in picking up signs that pupils in their charge may be having difficulties.
In cases where teacher assessment shows that a particular pupil may lag behind developmentally or have other emotional or behavioural difficulties then he/she has the option to follow the procedures set out by the recently introduced Mechanism for Identification and Support of Pupils with Learning and Emotional Difficulties (2004) .
Teachers may be informed of pupils with special needs on entry either through parents (in the manner described above) or through other services (paediatric departments, pupil psychiatric units, social services etc) or through the Service for the Co-ordination of Early Intervention. In such cases, if the pupil has not undergone assessment by the appropriate District Committee for Special Education and Training as prescribed by Law (1999) , he/she is referred by the teacher following the proper procedures.
Teachers who are designated as members of a multi-disciplinary assessment team by the District Committee for Special Education and Training are required to formally submit a written report containing information about the developmental and learning attainments of the particular pupil under assessment.
Types of Assessment of Learning
Types Of Assessment Of Learning
1. Diagnostic Assessment (as Pre-Assessment)
One way to think about it: Assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction.
Another way to think about it: A baseline to work from
2. Formative Assessment
One way to think about it: Assesses a student’s performance during instruction, and usually occurs regularly throughout the instruction process.
Another way to think about it: Like a doctor’s “check-up” to provide data to revise instruction
3. Summative Assessment
One way to think about it: Measures a student’s achievement at the end of instruction.
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4. Norm-Referenced Assessment
One way to think about it: Compares a student’s performance against other students (a national group or other “norm”)
Another way to think about it: Group or “Demographic” assessment
5. Criterion-Referenced Assessment
One way to think about it: Measures a student’s performance against a goal, specific objective, or standard.
Another way to think about it: a bar to measure all students against
6. Interim/Benchmark Assessment
One way to think about it: Evaluates student performance at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments.
Another way to think about it: Bar graph growth through a year
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