Q&A Hero

Q: Briefly describe the Stake's responsive model of curriculum development.

Q: In this modern-day world with exit exams and other high-stakes tests, is it better to use Tyler's approach to curriculum evaluation or that of Stufflebeam? Explain.

Q: Your district curriculum used the Stufflebeam approach which consists of four major factors. Identify the four factors and explain the procedures within each.

Q: A school administrator maintains that a curriculum may have merit in all cases, but may not have worth in all cases. Do you agree or disagree? Explain.

Q: The key to computer usage for focusing on student performance is there are set __________ mechanisms and ____________ structures.

Q: Research supports the notion that principals must have the skills and work in _____________ with faculty and staff to improve their professional practice.

Q: Baron and Boschee stress that "we are encountering ___________ changes in the way we view and conduct assessment.

Q: Planned change looks at _________ evidence that internal and external publics accept the developed program course of study.

Q: The key behind computer assessment is to make a more symbiotic relationship between Web-based learning and the_____________.

Q: It is essential that the direction for the technology initiative be focused on ___________________________.

Q: When the context of a curriculum is evaluated there is a question as to the nature of the student body. Within the question are five areas where information is requested; identify four of the five.

Q: Identify the five phases, in sequence, in evaluating a field of study.

Q: Elliot Eisner, perhaps to his background in art, developed an evaluation called________________.

Q: The educator who developed the "responsive model of curriculum was ____.

Q: Who was the first person to question whether goals were important in evaluating the curriculum?

Q: List, in sequence, the four factors in Stuffelbeam's curriculum evaluation model.

Q: Identify three areas included within curriculum and evaluation.

Q: Guba and Lincoln suggested we use two concepts in evaluating curriculum ______ and______.

Q: True or False. In identifying the methods for collecting information, evaluators should include qualitative methods. a. True b. False

Q: True or False. The eclectic approach to evaluation is one that draws from strengths of several different models. a. True b. False

Q: True or False. The district philosophy, outcomes, and text review are called theory-into-action. a. True b. False

Q: True or False. Curriculum evaluation attempt to look at how the curriculum offerings best be improved. a. True b. False

Q: True or False. Monitoring multicultural and equity issues as they relate to technology planning and implementation is not a key to reforming education. a. True b. False

Q: True or False. Frequently only the written curriculum and learned curriculum are evaluated. a. True b. False

Q: True or False. Assessing the context of a field of student should result in calling attention to the salient aspects affecting the field of study and identifies special needs of learners. a. True b. False

Q: True or False. As technology in the classroom increases so does the need for curriculum evaluation. a. True b. False

Q: True or False. Districts rarely use an eclectic approach to evaluating curriculum. a. True b. False

Q: True or False. Eliot Eisner considers appreciation in his model of curriculum evaluation. a. True b. False

Q: True or False. Michael Scriven insists that goals are central to curriculum evaluation. a. True b. False

Q: True or False. The father of modern curriculum and curriculum evaluation was Ralph Tyler a. True b. False

Q: True or False. According to Kohn: "Any responsible conversation about assessment must attend to the quality of the curriculum." a. True b. False

Q: True or False. In recent years the interest in curriculum has been declining. a. True b. False

Q: Teachers with high student achievement exhibit all but which of the following? A. strong instructional focus B. maximized time on purposeful instructional tasks C. established routines D. no attention to students returning from pull outs

Q: A variety of countries are known to have outpaced the United States in student achievement as well as the area of evaluation and assessment. After researching evaluation approaches in Finland, Korea, Japan, Singapore, and Canada, Williams and Engel (2012-2013) determined which of the following? A. In particular, standardized testing of students, a primary and growing component of teacher evaluation in the U.S., is generally administered and used differently in other countries B. Teacher evaluation is used for only accountability. C. There is not a growing trend to use student test results and metrics to inform accountability for schools, principals, and teachers, instructional improvement in classrooms, and schools, and reform at the system level. D. Assessment is the most important factor in student success.

Q: Williams and Engel found four primary approaches to accountability: professional, organizational, market and parental/community which of the following is not one of the four?. A. Student accountability B. Organizational accountability- C. Market accountability. D. Parental/community accountability

Q: When evaluating the written curriculum which of the following questions should be reviewed? A. Have the goals been analyzed into a set of grade level concepts? B. Are the goals understood and supported by parents? C. Are there written guides for this field? D. Has the school clearly specified time to be allocated to this field?

Q: Bradley's effectiveness model includes all but which of the following? A. vertical curriculum continuity B. broad involvement C. text review D. theory-into-practice

Q: Successful evaluation and assessment procedures should focus on A. Broad base of external population groups B. Target specific external and internal population groups C. Representative samples of all population groups D. Random samples of all population groups

Q: In pre-observation conferences, supervisors can help the teacher assess what progress already has been made and determine what mastery objectives should be emphasized in the week ahead. The pre-observation conference should provide both with an opportunity to reflect on assessment concerns. What might be some of the questions to be used during this conference and why those questions?

Q: In Louisiana in 2005 the state came up with a "comprehensive curriculum" that providing timing and sequence for each grade level expectation. Many school systems considered this a mandate, yet when the state tests came in March, the results were not good. Why?

Q: The text suggests using a modified Likert-type indicator to assess the curriculum project. One principal gave it to his faculty and had them do it during a faculty meeting and had them submit the completed form to his secretary before they left and the secretary logged-in each form. A second principal had faculty members names printed on the form, placed the forms in teachers' boxes with a deadline. The third principal handed out forms at a faculty meeting and asked the teachers to return it to a box in the faculty room within a week. Which do you think was best and produced the moist reliable data? Why?

Q: The text identified four questions that need to be asked when evaluating curriculum: (1) Have all necessary instructional materials been provided, and are correlation charts accurate? (2) Are tests being administered and scored on schedule? (3) Are staff-development sessions being conducted by planed and are they judged by the participants to be helpful? (4) Are supervisors and principals helping teachers to plan to teach effectively, teach to mastery objectives and utilize test results to modify objectives? Which one question is not as critical as the others in making an accurate assessment and why?

Q: The text suggests the use of a yearly planning matrix. The sample provided include codes when something is mastered and when it is reinforced. Evaluate if a planning guide is appropriate and make comments about the two levels of teaching included in the guide.

Q: It has been stated that instructional materials are determined as the next step after the curriculum-based tests are constructed. Why is the timing critical and what is meant by the phrase "instructional materials."

Q: Curriculum-based tests may be done by an in-district assessment expert or an outside agency. Assume you are the superintendent of a district containing 5,000 students and do not have an in-district expert. Would you test by the unit, semester, or year? Support your decision.

Q: The Southern Regional Education Board suggests objectives be assigned a label indicating relative importance. The board's top two are "E" for essential and "I" for important. How may this relate to the concept of mastery objectives as explained in the text?

Q: Discuss the significance of sequence in curriculum alignment.

Q: There has been considerable interest in integrated curriculum, yet most curriculums today are standards-based. Construct an essay explaining why this is so and include any research on curriculum effectiveness.

Q: Describe the process of identifying who should be on a curriculum alignment committee and what their first task should be.

Q: Due largely to technological innovations, a globally shared vision of educational curriculum is now becoming a reality. Discuss how this is true and changes occurring.

Q: It is crucial for 21st century principals to ensure curriculum implementation. In an essay, explain what steps a principal should take to do this.

Q: Discuss the arguments made against having a curriculum that is too highly aligned. What do you think of the arguments and why?

Q: Construct a well-structured essay in which you explain the effective way to use the yearly matrix.

Q: Construct an essay and state and evaluate the staff development model by Duff and Kear.

Q: Common Core Standards are clearly ____________ to those currently in use in 39 states.

Q: Targets within Common Core standards set the ______________.

Q: Curriculum alignment requires the leadership team to _____________ and ____________ the alignment project.

Q: Using the six step process for developing curriculum-based assessments, identify the six steps in sequence.

Q: The submission of the yearly planning matrix will enable the principal and teacher to discuss together such essential matters as the organizing of objectives, the optimal sequencing of instruction, and the allocation of _______________ as a reflection of curricular priorities.

Q: A curriculum alignment task force should contain five types of constituents, name the five.

Q: According to Hatch (2013), strong networks of ___________ increase the chances that teachers can work together to integrate technology and innovative classroom practices.

Q: Questioning strategies should enhance the development of students'______________.

Q: Identify three of the six statements the text listed as being appropriate relative to technology in a school mission statement.

Q: A school's curriculum philosophy and rationale statement must align with individual state or Common Core Standards as well as augment the school's vision, mission, and ________________________.

Q: What is taught and tested needs to encompass the mastery curriculum (as per set standards) as well as what is outlined in the ________________.

Q: Currently, PK-12 students are accessing and sharing information via Web-based learning, smart boards, and mobile devices. Both ___________ and date sensitive, classroom technology continues to morph and change with the times.

Q: __________________ is a process of ensuring that the written, the taught, and the tested curriculum are closely congruent.

Q: True or False. The alignment project does not impact the professional climate of the school. a. True b. False

Q: True or False. A representative sample of administrators and teachers need to be interviewed, (perhaps once every 2 months) to survey their perceptions and probe concerns. a. True b. False

Q: True or False. Time during each professional development session needs to be allotted to identify problems and assess progress. Regularly scheduled administrative and faculty meetings can also be used to assess the progress of the project. a. True b. False

Q: True or False Principals should be responsible for overseeing project management, seeking answers to Have all necessary instructional materials been provided, and are correlation charts accurate? a. True b. False

Q: True or False. Those responsible for carrying out the steps identified in the planning guide are expected to submit periodic reports, noting dates when key steps were carried out and identifying any problems that developed. a. True b. False

Q: True or False. Most curriculum development efforts do not use objective tests. a. True b. False

Q: True or False. There is a need for an educational task force to identify mastery objectives within the curriculum. a. True b. False

Q: True or False. The first important step in organizing the alignment project is establishing a schedule. a. True b. False

Q: True or False. When questioning students in class only higher order questions should be used. a. True b. False

Q: True or False. High quality lessons involve students and try to build on previous knowledge. a. True b. False

Q: True or False. Top-down curriculum design is usually not standards-based. a. True b. False

Q: True or False. Most districts, for example, would probably choose not to assess listening skills, because valid listening tests are difficult to develop, administer, and score. Similarly, most affective outcomes (such as "appreciating poetry") are difficult to measure validly with objectives. a. True b. False

Q: True or False. Multiple measures of assessment are essential for any curriculum. a. True b. False