Aligned Curriculum and Assessment Support Student Success

Cassandra Gonzalez, Curriculum and Assessment

Rudland, J. (2018). Aligned Curriculum and Assessment Support Student Success. Retrieved from https://www.rubicon.com/aligned-curriculum-and-assessment-support-student-success/

Summary: The article discusses collaborative thinking and curriculum design by administrators and teachers. Rudland proposes creating a district consensus for student learning that is agreed upon by all parties involved.

Evaluation: Redesigning the curriculum with all the right parties including the students centered toward student success would be a huge step for the education system. I would like to see more districts adopt this policy.

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Simplicity can be Complex

Name: Needham, Theresa

CURRICULUM and ASSESSMENT

Snow, S. (2015, January 28). This surprising reading level analysis will change the way you write. Retrieved from https://contently.com/strategist/2015/01/28/this-surprising-reading-level-analysis-will-change-the-way-you-write/

https://contently.com/strategist/2015/01/28/this-surprising-reading-level-analysis-will-change-the-way-you-write/

Summary: Some of the best writers of our time have not authored books with a college reading college; case in point, Hemingway rarely wrote above a 9th grade reading level. The author describes the stunning discovery that as a society, we have come to assume that complex writing structure equates with complex ideas; and yet, this is not holding to be true. The reality of the world is that people do not like to read texts written at the collegiate level, that the universal comfort level is set at 6th-9th grade. These texts can communicate their complex and valuable ideas to a far larger audience when written for where people can and will read at, rather than some idealized level.

Evaluation: A very interesting article, especially since the author gives links to the data used in his analysis.  I felt it was illuminating to find that some of our most beloved writers were writing for the everyday people rather than a scholarly approved addition to a journal. The article is quite thought provoking.

English Curriculum’s Tired Texts

Name: Needham, Theresa

CURRICULUM and ASSESSMENT

Brown, D.D. ( 2015, January 25). The crushing boredom of a tired curriculum. Retrieved from https://www.bostonglobe.com/opinion/2015/01/25/the-crushing-boredom-tired-curriculum/DeKoLpBBjydU3EG7GOYm0J/story.html

https://www.bostonglobe.com/opinion/2015/01/25/the-crushing-boredom-tired-curriculum/DeKoLpBBjydU3EG7GOYm0J/story.html

Summary: The article’s purpose is the acknowledgement of the elephant in every English teacher’s classroom, mandated curriculum, especially texts. The underlying problem is the requirement to adhere to a standardized and enforced curriculum which removes a teachers’ freedom to individuality select engaging texts for their students, which will support student’s interests and reading  strengths.  Many teachers are required to teach classical literature, which they themselves do not have a passion for; therefore becoming a hard sell to students.

Evaluation: The article is written by a high school student, which perhaps makes the argument he presents that much more compelling.  He argues that without the freedom of choice, everything which happens within the classroom becomes more of a forced context of tired completion rather than the inspired construction driven by creativity. The classroom of today has become hoops which a student must jump through to earn a grade. This is a good read.