CURRICULUM REVISIONS AND THE IMPACT ON STUDENT LEARNING AND ASSESSMENT

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CURRICULUM REVISIONS AND THE IMPACT ON STUDENT LEARNING AND ASSESSMENT

Order ID	53003233773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

CURRICULUM REVISIONS AND THE IMPACT ON STUDENT LEARNING AND ASSESSMENT

Blackman

As part of designing an effective curriculum, revisions are needed in order to keep up with current research and best practices regarding how to increase student learning and how to track progress. In regards to revisions, one change that has taken place in the last five years within my district is the MAAP Assessment for all grades to have an equal amount of time per subject and a decrease in the number of questions. Thus, the Mississippi Academic Assessment Program (MAAP) is designed to measure student achievement in English Language Arts (ELA), Mathematics, Science, and US History. Students are assessed in grades 3 through 8 in English Language Arts (ELA) and Mathematics, grades 5 and 8 in Science, Algebra I, Biology I, English II, and US History. Thus, the results of all MAAP assessments provided information to be used for the improvement of student achievements. In the past, specifically, the English II assessment consisted of 72 questions, (10 ) questions were counted as field items and 2 writing prompts. The time allowed for completion of the test was 180 minutes for the multiple choice and 75 minutes for the writing. However, due to observations from unsatisfactory results, they proposed to provide a more reliable version for English II, by decreasing the tested items to 60 questions and (1) writing prompt, instead of 72 questions and 2 writing prompts and too, keeping the same time limit for all assessments. As a result of implementing this change to the assessments, teachers were able to get a realistic view of the state’s expectations and better provide students with clearer instructions and resources to improve academic performance. According to Sheninger (2019), Evidence-based teacher methods can be used in the development of instruction and assessment. Likewise, teachers can measure their progress in adding rigor and relevance to instruction and select appropriate instructional strategies to meet learner needs and higher achievement goals. (p. 95). However, this change was successful because students now have ample amount of time to complete assessments. Nonetheless, some factors that significantly impacted the curricular revision were the involvement of the state in providing more resources and programs that mirrored the actual state assessment. More so, teachers were more than ready to buy into the new strategies proposed by the state’s new and revised version of the assessment, while simultaneously being open to suggestions to rectify the issues within the old assessment. On the Contrary, Gleeson (2016) asserted” without total and complete buy-in from the leadership team the desired culture will fail to be achieved”. The revision procedures, however, influence its success due to an increase in students’ test scores. Meanwhile, I feel that the effectiveness came from observations, data, and students’ performance being reviewed following relevant developments and recommendations from the state department and district pre-training on assessments. One thing I would have done differently to influence the outcome would be to make classroom adjustments based on data provided to ensure students are placed in the best position to achieve maximum results on assessments. In addition, empowering students to own their learning through rigorous and relevant applications aligned to standards through improved pedagogical practices (Sheninger, 2019, p. 170)

RUBRIC

QUALITY OF RESPONSE	NO RESPONSE	POOR / UNSATISFACTORY	SATISFACTORY	GOOD	EXCELLENT
Content (worth a maximum of 50% of the total points)	Zero points: Student failed to submit the final paper.	20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking.	30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking.	40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete.	50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing.
Use of Sources (worth a maximum of 20% of the total points).	Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper.	5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6^th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper.	10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6^th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources.	15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6^th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources.	20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6^th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment.
Grammar (worth maximum of 20% of total points)	Zero points: Student failed to submit the final paper.	5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors	10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors	15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage.	20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.
Structure of the Paper (worth 10% of total points)	Zero points: Student failed to submit the final paper.	3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6^th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^th edition requirements whatsoever.	5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6^th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper	7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment.	10 points: Student provides a high-caliber, formatted paper. This includes an APA 6^th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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