Curriculum and Instruction Appraisal Model. Education Research Paper

Curriculum and Instruction Appraisal Model
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Curriculum and Instruction Appraisal Model
Evaluating curriculum and instruction is vital in ensuring that student learning is improved. This process manages various instructional approaches, strategies, materials and instructors to ensure that learning outcomes are achieved and to identify areas of improvement. Marshall (2009) discusses various appraisal models that provide various insights into the strengths and weaknesses of evaluation processes in schools. Analyzing Marshall’s observations, various factors in relation to behaviors emerge.
* Continuous evaluations are important and there is a need for feedback,
* There is a need for a constant evaluative model,
* There is need for thorough assessment and dialogue between the stakeholders,
* There is need for a supportive culture,
* The need for student assessments and improved instructional approaches, and
* The need for accurate observation and meaningful communication (Marshall, 2009).
The gaps identified by Marshall (2009) provided the basis of creating a practical curriculum and instructional appraisal model that is supported by various studies that have established the need for training programs, supportive culture among other vital elements.
Educators and policy makers encourage a collaborative, reflective and continuous assessment of the curriculum and instruction as an attempt to promote school-based professional development. Although there are more critics about the observation tool, it still remains to be the most important assessment tool for educational performance (Marshall, 2009). Due to various models that have been proposed by various scholars, educators might find it hard finding a model that fits their objectives. This papers aims to present a curriculum and instruction appraisal model which can help policy makers and educators appraise their curriculums and instructions.
Experiential Curriculum and Instruction Appraisal Model
Many scholars have encouraged experiential learning since it enhances learning through experience. Experiential learning enables learners to construct meanings and values from direct experiences. Therefore, educators should use different approaches to ensure that learners’ needs are met because they have a responsibility of planning and executing various experiences to encourage learners to participate and acquire various competencies.
Experiential learning model influences different procedures for instructions. It enhances learner-centered learning that enables students to experiment what they have learned. Through this teaching model, educators promote problem understanding, self-discovery and potential solutions to various problems. In their study Kolb and Kolb (2005) identified four stages that influences planning and instruction; concrete experience, observation and reflection, forming abstract concepts and active experimentation.
Chapman et al. (1995) provided features that make an activity experiential and they are the ones that motivate this model. They include:
* A balance must exist between the content being taught and experiential activities.
* The Instructors must create an environment that encourages self-discovery in students.
* The learners become a self-teacher and the activities must be relevant to them.
* Students should be able to make connections between what they are learning and the universe. Generally, the experiential activities should provide the learners with the ability to see relationships in complex issues and find possible solutions.
* The activities should provide the learners with the ability of reflecting on what they have learned in order to gain insights into themselves and how they interact with the world.
* The experiences should engage the learners to a point what they are learning makes meaning to them.
* The activities should be able to make the learners re-examine and even alter their values.
* The experiential activities should be able to create a collaborative learning environment by fostering meaningful relationships.
* The activities should enable learners get out of their comfort zones. They should be able to operate outside their comfort zones and be accountable for their own actions (Chapman, McPhee & Proudman, 1995).
Overview
The objective of experiential instructional appraisal model is to create a collaborative assessment relationship between the teachers and facilitators in order to improve instruction and learner outcomes. Through the collaborative efforts, the facilitators and instructors will create growth opportunities for teachers and improve the learning environment.
* Classroom observations
Classroom observations will occur randomly based on the scheduled teaching plan by instructors. This will provide insights into the instructors’ teaching plan and progress in the classroom. These observations will be casual where the facilitators will be required to participate and interact in the classroom. The facilitator will take notes during and after the session whereas the instructor will complete the assessment rubric form to schedule a meeting with the facilitator. The instructors are expected to meet with the facilitator during their next free class period and if they cannot make it during that time, they are required to make alternative arrangements on how they can meet.
* Personal Reflection
After an assessment, the instructors will be required to complete an assessment rubric as a tool for supporting the need for improvement in both instruction and personal growth. The instructors will be required to keep these assessment rubrics and bring them to their meetings with the facilitator either weekly, monthly, end-semester or annual. Additionally, they are required to bring other relevant materials such as instruction plan to demonstrate their progress.
* Semester Evaluation
This evaluation will be reflective by evaluating rubrics from previous evaluations. This will be scheduled through internal emails followed by personal contacts.
* Student Assessment
The facilitator will use student assessment even though various scholars and administrators argue that they may bring conflicts. The objective of using these tools is to create a collaborative team effort to help in developing strategies of improving curriculum and instruction.
* Professional Teams
The facilitator can create learning groups as part of the appraisal process. These groups might be tasked with conducting various studies on how to improve instruction and learning based on the needs observed during the evaluation. The instructors can write a report and provide recommendations and present a proposal either to the facilitator or policy makers.
* Annual Evaluation
This evaluation will depend on the formative assessments, semester evaluations, activeness in learning groups and the overall growth of the instructors’ personal and instructional development. During these assessments, the instructors are required to present rubrics to support the assessments.
Formative Phase
Preparing for teacher evaluation, the facilitator must create a structured evaluation rubric to provide various insights into what is expected. The experiential Instructional Appraisal tool will be used to assess teachers teaching methods in order to improve their instructional skills as provided by the curriculum. There have been a number of complaints about the low competence levels in teachers especially in their planning and delivery of instructions. This model assesses their experiential instructional skills and experience.
Supporting the teacher is an important element of the appraisal process and should have a continuous adjustment of instruction to enhance learner engagement. The various domains of this appraisal model include:
* Instruction Planning
* How they have organized it
* What are the objectives?
* Expected learner behaviors
* What is the environment?
* Teaching
* Are the experiences relevant?
* Is observation and reflection facilitated?
* How is the concept formed?
* Active implementation
* Self-reflection and improvement
All these domains are rated using the North Star Academic charter School and Boston...