Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 143

Lynch, Smith, Howarth
3. Consider the required efficiencies for assessment to work in the classroom context--- the actual
assessment instrument but also the storage and compilation of associated data.
4. Moderate results
5. Frame the assessment task so that it provides clear and explicit developmentally based feedback
to students on their performance.
Table 11.3: Cohort Identification Table: Sample Student Performance Spreadsheet (see also
Chapter 5)
SLO:=
NS2.1 Counts, orders, reads and records numbers up to four digits (y)
X
X
X
X
X
X
X
X
X
x
X
x
um
igi
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th
-di
√
√
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3: r
fo
Shane B.
Mary K.
Ben K. (x)
Student
X
X
X
Having dealt with such considerations and drawn on the ‘steps for assessment’, also outlined in Chapter
Eight, an effective assessment regime should emerge. The task now is to examine the data which results and
make appropriate teaching decisions.
You will note how we are concerned not just with the overall cohort performance but chiefly the specific
performance of each student, and it is from this standpoint that the next classroom curriculum is
developed or modified. In examining student performance data the teacher is concerned with ascertaining 5
key questions: each of which triggers a further process.
When designing an assessment instrument or task, get in the habit of inserting the learning
outcome code (i.e. D1, P1, P2, etc.) that fits each assessment question or activity from LMQ2 in it. This
makes analysis and reporting easier and enables you to quickly compile a Student Performance Spread
Sheet. See Table 11.3.
Table 11.2 provides an overview of these 5 questions, which are engaged with after assessment data has been
collected. Take time to reflect on this table and the elements within it. This table forms the basis of how
classroom data is interrogated for teaching effect by teachers. The outcome is a ‘Cohort Identification
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