Designing the Classroom Curriculum Designing the Classroom Curriculum

Lynch, Smith, Howarth Examples Usefulness Definitions Attributes Classroom and School Information Less Useful Data available to the teacher from various sources, mostly by way of observations and anecdotes which are not directly linked to defined learning outcomes (LMQ2) Assessment Data       Subjective in nature Raw Teacher notations or teacher thoughts No or a tacit link to defined learning outcomes Data available to the classroom teacher by way of tests and product, performance and self- assessments and which are directly linked to defined learning outcomes (LMQ2).    Examples  Teacher observations and anecdotal recordings Products of conversations / interactions  Data which has not undergone any process of critical evaluation.    Objective in nature Raw / cooked (depending on what statistical methods are applied) Explicit link (and appropriate) to the defined learning outcome statements (LMQ2) Valid, reliable, authentic, fair Moderated results Classroom based mathematics test results Classroom based assignments ‘graded’ using assessment criteria Classroom based student satisfaction surveys Presented in contrast to the defined learning outcomes with modest analysis such as averages. Usefulness Of limited usefulness for teachers as there is no reliable basis for judgments to be made. No usefulness for teacher growth as the data is subjective to the teacher. Useful in informing the teacher and the student of their day-to- day/ formative learning performance but not useful as a gauge to overall classroom or cohort performance as it has no external reference or benchmark. Useful for classroom curriculum based student learning reporting Of limited use for teacher professional growth processes as the data has no external reference or benchmarks. 131 Performance Evidence Most useful Data available to the classroom teacher by way of tests and product, performance and self-assessments and which are directly linked to defined learning outcomes and which is presented in contrast and in reference to established benchmarks and/ or performance indicators.  Objective in nature  Cooked  Explicit link (and appropriate) to the defined learning outcome statements (LMQ2)  Appropriate statistical methods applied rendering/ enabling specific data extractions, and analysis  Valid, reliable, authentic, fair  Moderated results  Data presented in reference to established benchmarks / performance indicators. e.g. standards framework of syllabus outcomes  NAPLAN results  Mathematical test results across a school or school district cohort and which are presented using methods which compare results to ‘other’ students and/or statistically reliable norms. Learning outcome results are presented in contrast to established benchmarks and performance indicators revealing trends. Useful in informing the teacher and the student as to their overall classroom or cohort performance as it has an external reference or benchmark from which judgments can be made. Useful for school or district wide reporting of student performance. Useful for teacher professional growth processes as the established benchmarks and performance indicators provide a basis for the teacher (and others) to make informed judgments about the teacher’s performance and to focus the teacher in identifying areas that need improvement and what such improvements may constitute.

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