Curriculum Design Project

Chapter I:
Introduction

1.1 What is curriculum and its importance.

There are many ways to address the word curriculum, for example; etymologically
and according the Oxford English Dictionary, curriculum came from the Latin word for “a
race”, referring to the deeds and experiences through which children learn to become
mature adults. This was on the old days, very long ago before modern scholars in the field
could contribute their approaches.
Let’s go over some of those definitions; Dewy (1902) said that curriculum is a continuous
reconstruction, moving from the child’s present experience out into that represented by the
organized bodies of truth that we call studies, the various studies are themselves experience
— they are that of the race. (pp. 11–12). Tanner (1980) defined curriculum as “the planned
and guided learning experiences and intended outcomes, formulated through the systematic
reconstruction of knowledge and experiences under the auspices of the school, for the
learners’ continuous and willful growth in personal social competence”.
Finally, Cronbleth (1992) defines curriculum as answering three questions: What
knowledge, skills and values are most worthwhile? Why are they most worthwhile? How
should the young acquire them? At the end of the day curriculum can be addressed and
defined in many different perspectives, therefore, its meaning and connotations are in
constant change.
On the other hand, its importance relies not only on the creation of share goals between
teachers and students. Curriculum can also help to standardize the learning goals for an
entire institution or school providing a clear path for students to progress. “It’s important to
remember that a curriculum is not for a single school year. Rather, it’s a part of a much
bigger puzzle that’s connected to the curriculum for every other grade. Students make
progress from year to year. By following the curriculum you’re preparing them to continue
on their journey the next year, and each year after, in a more logical and organized
fashion.” Williams (2019)

Chapter II:

Needs Analysis Instrument

Assessment tools are instruments used to measure the academic ability, skills and
fluency of a student in a given subject, or to measure the progress of a person's academic
ability in a specific subject area.
Evaluation can be formal or informal. Informal assessments are usually conclusions drawn
by educators based on unsystematic observations of students’ performance in the research
topic. Formal assessment is to objectively assess students' abilities, skills, and fluency
through screening, progress monitoring, diagnosis or evaluation. Both assessments are
important. However, only formal assessments are research or evidence-based assessments.
Educators use assessment tools to make informed decisions about enhancing student
learning strategies.
The evaluation tool is part of the evaluation tool.Assessment tools are written activities
developed to support assessment methods and are used to collect evidence of student
abilities.
Evaluation tools can include:

-Oral and written questions

-Observation/Demonstration Checklist
-Projects, case studies, solutions
-Approved or workplace portfolio
-Workplace portfolio
-Evaluation tools will include:

To manage tasks for students

Compendium of evidence collected from candidates. Evidence standards used to judge the
quality of performance (ie evaluation and decision rules).
Evaluation tools include evaluation tools and the background and conditions of the
evaluation. Assessment tools can also include assessment management, recording and
reporting requirements.