Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 106

Designing the Classroom Curriculum
Chapter 8: Deciding the Instruments that
will form the Classroom
Assessment Strategy
Curriculum’s
In Chapter’s Seven and Eight we introduced the concepts of formative and summative assessments and
correspondingly four assessment strategy groups were outlined: tests, performance assessments, product
assessments and self-assessments. We also discussed the central role played by the syllabus when teaching
and assessing the classroom curriculum and we focused on the use of key verbs in learning outcome
statements. These key verbs give the sub-ordinate (to the syllabus) Instructional Learning Outcomes (written
at LMQ2) their specificity. This chapter focuses upon how to decide an appropriate assessment strategy for
a planned classroom curriculum.
Diagram 6.1: The assessment strategy development process
1. Review the Learning Outcomes that
govern the classroom curriculum,
focusing on the Instructional Learning
Outcomes (LMQ2) noting the key verb in
each statement.
Learning Management
Questions 1 through 6 have
been answered and recorded
using an appropriate template
3. Research the attributes and logistics of
each chosen assessment instrument.
Understand its use and what must be
considered in development and
implementation.
2. Match each Learning Outcome (LMQ2) to
Record
details at
LMQ7
a corresponding assessment instrument(s)
using the attributes of a ‘best fit matrix’ and the
key verb as the detail reference. Frame the
assessment regime in terms of diagnostic,
formative or summative strategies.
on C.C
Doco.
5. Develop assessment criteria for each
assessment instrument
4. Develop an assessment instrument
descriptor for each.
Begin the Teaching /
Assessment process
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