Educ.

9-Teacher and the School Curriculum

PERFORMANCE TASK 3

Direction: Write a short essay on the strengths and weaknesses of curriculum assessment
in public schools. Cite research conducted along curriculum assessment.

Answers:

The public schools are one of those affected with the major overhaul of educational
system, affecting the planning, implementation and assessment of the curriculum.
Focusing on Curriculum assessment which plays an important role in determining if the
learning outcomes are achieved. Curriculum assessment is the process of collecting information
for use in evaluation. It is an important part of the systems approach to curriculum development.
Any information, data collected or obtained through various processes will be analyzed for the
important decision-making processes.
According to the study of Muskin, J. (2015), the impact of curriculum assessment relates
to the strengths and weaknesses. Specifically, the main impact of assessment fall across three
broad domains of decision. One concerns policy, program and planning for which the education
system is responsible. At this level, assessment results might trigger reactions ranging from
system-wide ‘fixes’ or more substantial adjustments or reforms – for example, as relate
to the curriculum, professional development, budgeting and the equitable allocation of
resources – to more targeted initiatives as might pertain to particular institutions, subject
areas or assessment strategies, among others. The second domain concerns decisions about
all individual students. The results of an assessment or combination of assessments under this
guise will generally determine the educational path a student will follow, including such
aspects as the level of study s/he will attain, the areas of study they may pursue if able to
continue to a level of specialization, whether this will be in an academic or some training
institution, the reputed quality of the institution in which s/he continues her/his education
or training, and other aspects. Certainly other factors also matter in many settings, such
as socio-economic status, ethnicity and geography.
 The third domain is the classroom, providing information that teachers (and other
educators) might use to adjust and strengthen their design, delivery, assessment and
feedback of lessons and that students (and their parents) may use to revise and invigorate
their learning strategies, conditions and outcomes; or perhaps to abandon school and
pursue another kind of education.
The further reveals that the core argument of the study is that it is the very last of these
purposes, to improve the student learning process and outcomes, which should guide
ultimately all assessment, whether directly or indirectly. Unfortunately, this is often not
the case. Instead, several international assessment experts asserted plainly, if ‘off the record,’
during the research for this paper that many assessments (at least large-scale, summative
ones) often happen either as a matter of prestige, for internal political reasons, under
pressure (whether explicit or implicit) from a funding partner, or to gauge a jurisdiction’s
relative education attainment against other jurisdictions. Even when a system conducts
assessment with the clear purpose of ‘taking the temperature’ of its education programs,
there are scant examples worldwide of a deliberate follow-on deep diagnoses and efforts to use
the results deliberately and strategically to strengthen the quality of the system’s education
delivery and outcomes.