By: Amy Coghlan & Sarah Walker
Amy and I continued the extension work by adding a new page to our collaborative visual that incorporates planning, instruction, and assessment for each of our three main curricular designs. We decided not change the original visual as we felt it provided a foundational jumping off point for this extension work.
As we created the extension visual, we decided to use umbrella terms when referring to the curricular designs identified in our original visual: subject-centered, learner-centered, and problem-centered. We felt this created a more succinct and coherent visual to share our information.
“...It is essential that there is alignment between assessment, planning, and instruction for learning to be an effect of schooling.”
(Hayes, 2003, p. 240).
Our original diagram that connects curricular conceptions, philosophies and designs did not change for this task. Instead, we included an additional page of three visual representations that outline the through-line between planning, instruction, and assessment for each key curricular design: subject-centered, learner-centered, and problem-centered. It is important to examine each curricular design through the lens of planning, instruction and assessment due to the unique focus and values each design is structured around and the similarities and differences they pose for the process.
Three models comprising each of three hexagons are included in our new infographic. Each hexagon represents one aspect- planning, instruction or assessment - for each curricular design. The interlocking nature of the hexagons is intended to model how planning, instruction, and assessment are connected, almost like puzzle pieces meant to fit together. When one aspect is impacted, it has a direct impact on the others. Just like planning impacts each aspect, "good assessment tasks are interchangeable with good instructional tasks" (Shepard, 2000, p.8).
Despite highlighting the many differences that exist within planning, instruction and assessment between the three key curricular designs, an important takeaway was the significance that assessment plays in the process. Assessment is an integral component for all curricular designs, whether it is the first step in the process (backward mapping) or reports progressional achievement, assessment guides all three curricular designs.
In our professional context as classroom teachers, we resonated with both subject-centered and learner-centered designs. Since our provincial curriculum is organized by subject, a backward-mapping approach guides our planning to meet learner outcomes while implementing integrated, meaningful, and contextually-relevant learning opportunities for students. Assessment also assists us to ensure instructional processes incorporate differentiation strategies, accommodations, and personalization opportunities.
References
Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of curriculum and instructors, pp. 21-37 (Master’s Thesis).
Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning.In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.
Hayes. (2003). Making Learning an Effect of Schooling: Aligning Curriculum, Assessment and Pedagogy. Discourse: Studies in the Cultural Politics of Education, 24(2), 225–245. https://doi.org/10.1080/01596300303039
McNeil, J. D. (2009). Contemporary curriculum in thought and action (7th ed.). Hoboken, NJ: John Wiley. Pages 1, 3-14, 27-39, 52-60, 71-74.
McMillan, J.h. (2014). Classroom assessment : principles and practice for effective standards-based instruction (6th edition., p.p. 1-20, 57-64, 74-88). Boston, MA: Pearson.
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp. 149-173.
Schiro, M. S. (2013). Introduction to the curriculum ideologies. In M. S. Schiro, Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1-13). Thousand Oaks, CA: Sage.
Shepard. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81- 85,103-106). Upper Saddle River, NJ: Pearson.
Vallance. (1986). A second look at conflicting conceptions of the curriculum. Theory into Practice, 25(1), 24-30.
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