CURRICULUM PLAN EVALUATION ASSIGNMENT 1

Curriculum Plan Evaluation

Martella Thomas

EDUC 671 Curriculum Evaluation

CURRICULUM PLAN EVALUATION ASSIGNMENT 2

Summary:

Standards and curriculums cannot compete with each other they have to work hand-in-hand.

Curriculums work with standards in order to create optimal learning experiences for students. Standards

must be analyzed and unpacked because they may be too broad, too narrow, or may reflect multiple goals

simultaneously. Analyzing standards helps to explain the intentions behind the standards. The meaning of

a standard may not always seen as clear as it is written. When teachers are able to fully understand the

standards then they can create instruction that will meet those standards. Analyzing all relevant

information regarding the standard will enable educators to accurately assess student performance.

Standards are typically written in a very broad format. A common misconception is that lessons and units

should be organized in the same way in which standards are. Standards are typically organized in a list

and that is how many educators create instruction but this is not always the best practice. Multiple goals

in a standard also call for standards to be unpacked. Breaking the goals up instead of keeping them all

together is a better practice than simply utilizing or creating unit goals.

Once standards have been analyzed and unpacked educators can create curriculums, instruction,

and assessment that will help to best educate students. Assessments have to accurately assess standards

but this is not always something that happens. Standards that are listed and taught have to be explicitly

assessed and taught to. Looking at the standards in the design of assessments are necessary but it is not

the only thing that has to be done. If standards truly been met then educators will be confident in the

ability of their students. A criticism of U.S. education is that assessments administered in the classroom

and grades do not often predict the performance level of students on state or national exams. S.M.A.R.T

goals call for educators think more critically about goals. S.M.A.R.T - specific, measurable,

attainable, relevant, time-related these are the components of S.M.A.R.T goals. Applying the

S.M.A.R.T model when creating these goals would allow students reach goals more easily and

allow educators to better assess those goals.

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Comparison

This lesson is focusing on looking at possible amendments that were sent to the states for

ratification in1789. In the lesson students will analyze a primary source, develop persuasive

arguments, and gain insight into the process by which the Bill of Rights came to be. The lesson

has some clearly listed goals that can connect back to a state standard for an American History

course. The procedures in the lesson accurately reflect the objectives that are listed. Looking at

the beginning of the lesson the teacher began by explaining to students exactly what a document

is .This is the first step to meet in the goal of analyzing a document as a primary source. The

guiding questions in the lesson procedure also will help students be able to meet the objectives of

the lesson.

Contrast

One objective for this lesson is too broad and one is too narrow. One objective says to

gain insight into the process by which The Bill of Rights came to be, this has a very narrow

focus. The objective could focus on the Constitution as a whole and also focus on those factors

that influenced the way the creators of the Bill of Rights were thinking at the time. The objective

that says to develop persuasive arguments is very broad it could have been expounded upon. At

the end of this lesson I think assessing students on the goal of analyzing primary sources could

have been included as well. Re-creating the lesson goals using the S.M.A.R.T format would be a

good idea. The lesson objectives do not totally answer the who,what,when,where, and why

questions as suggested in the S.M.A.R.T goals format.

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References

The Bill of Rights: Debating the Amendments  | Classroom Materials at the Library of
Congress  | Library of Congress. (2021). Retrieved 10 April 2021, from
https://www.loc.gov/classroom-materials/bill-of-rights-debating-the-amendments/
Wiggins, G., McTighe, J., & Wiggins, G. (2012). The Understanding by design guide
to advanced concepts in creating and reviewing units (pp. 3-18). Alexandria, Va.:
ASCD.