This book describes curriculum assessment and evaluation throughout K-12 public education as determined by the U.S. Department of Education. The main focus of the eBook is a comprehensive analysis of the differences between assessment and evaluation terminology, the purposes for assessment and evaluation in education, formal and informal assessment and evaluation instruments and procedures, and curriculum course design. In particular, the document is intended to familiarize the reader with the process of assessment and evaluation to benefit all student populations within the classroom
This book is ideal for any teacher, school administrator or university student within the educational field who wishes to use curriculum assessment and evaluation in the classroom setting.
Toombs and Tierney (1993) define curriculum as an intentional design for learning negotiated by faculty in light of their specialized knowledge and in the context of social expectations and students needs (p. 183). In the context of public education, a curriculum can be described as a set of statewide learning expectations set by those in control of school policy at the legislative level, and as a set of text materials used to guide instruction within public education classrooms (Edney, 2007). Curricular assessment and evaluation is intended to determine if a district s curriculum has been successfully implemented throughout a school and whether it has met its planned objectives in the classroom.
To fully understand the underlying guiding principles of curriculum assessment and evaluation, one must examine the fundamental roles that are held by teachers, administrators, and students. It is equally important to examine the implementation and acceptance of planned curriculum by these individuals within the classroom environment. Effective curriculum assessment and evaluation allows for key stakeholders to determine whether the supportive financial and human resources have been adequately used for the development and implementation of curricular measures in the academic community and across students in all levels of aptitude and achievement (Marsh & Willias, 2003; Scott, 2000).