Designing the Classroom Curriculum
Step 1a : Focus on the key verb that each learning outcome comprises . This verb signals the intent and extent of what is to be learnt by the student . We elaborated this concept in Chapter Seven .
NOTE : If the defined learning outcomes at LMQ2 are written as syllabus learning outcomes ( i . e . to be achieved over the course of a “ stage ” or a two year period ), unpack each syllabus-learning outcome ( SLO ) by converting each into their component knowledge pieces known as ‘ instructional learning outcomes ’ ( ILO ). ILOs make explicit what is to be achieved in the classroom curriculum ( i . e . the term plan , unit of work or lesson ). Remember , each ILO should :
� contain one key verb to capture the extent and scope of learning , � make explicit the context of knowledge acquisition ( if applicable )
� Inherently signal the scope of the associated knowledge ( procedural and declarative knowledge ) to be learnt by succinctly stating what it is . of associated knowledge ).
The student will be able to use ( key verb ) a number board ( the context ) to count by one ’ s to ten ( scope
Step 2 : Match each Instructional Learning Outcome to a corresponding assessment instrument ( or group of assessment instruments ) using the attributes of a ‘ best fit matrix ’ ( see Table 6.1 ).
Step 2a : Plan for a formative and summative assessment regime . In deciding formative strategies ( i . e . during teaching ) use the knowledge hierarchy for the knowledge to be learnt as this indicates what students would know first , second and so forth on their journey to the defined Learning Outcome ( refer to the specific KLA or Subject syllabus for such details ). In deciding summative assessment strategies align each Learning Outcome ( s ) to a corresponding assessment instrument ( s ).
Step 2b : Use a ‘ best fit ’ assessment matrix , such as the one outlined as Table 6.1 , to identify the assessment type that fits the learning outcomes to be assessed . Use your planned formative and summative assessment regime to scaffold and organise each assessment task .
Remember : It is the key verb that signals both the scope and extent of learning and the knowledge type ( procedural or declarative ), which in turn indicates the assessment group ( i . e . tests , product , performance and self-assessments ) that should be used .
Step 2b : Use a table format to record such decisions --- see Table 6.2 --- as this will focus you in this activity and enable the recording of the assessment strategy :
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