Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 118

Designing the Classroom Curriculum
work that meets the inherent syllabus ‘standards’ or indicators. Little et al. (2003) found that teachers who
engaged consistently in the moderation process were able to assess student performance more consistently,
effectively, confidently and fairly and built a common knowledge about curriculum expectations and levels
of achievement.
5. Regular feedback to students on their learning performance
As earlier discussions have highlighted, formative assessment regimes, which inform regular and timely
feedback (the process of feedback is planned in LMQ8) to students about their learning performance have
the most potency from a student learning gain perspective. In summary, feedback to students is an important
aspect of teaching. By incorporating a feedback regime into their classroom curriculum, using formative
assessments, the teacher increases their teaching effectiveness and correspondingly the chances of students
making the required learning gains. We explain the premise and process of feedback in greater detail in
Chapter Nine (about reporting).
1. Assessment in a previous chapter was associated with the concept of ‘evidence’.
What does this association actually mean?
2. What is understood by the term ‘evidence based practice’?
3. What role does assessment play in an evidence based practice regime?
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