University of the People
Master of Education
EDUC 5440- Assessment and Evaluation - AY2024-T5
Dr. Lina Kadi
Written assignment 4
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Reflective Analysis: Philosophical Foundations for Curriculum Decision
Introduction:
The article "Philosophical Foundations for Curriculum Decision, a Reflective Analysis"
provides a comprehensive examination of the theoretical philosophies that influence
curriculum design and implementation. This reflection aims to analyze the curriculum of my
classroom in light of the philosophical insights from the article, and to explore how
assessment practices guide curricular decisions in my school as both a practicing and non-
practicing teacher.
Curriculum in My Classroom as a Practising Teacher :
In my classroom, the curriculum is primarily shaped by progressivism, which in my
classroom curriculum is reflected through the emphasis on experiential learning and critical
thinking. Students are encouraged to engage with the material actively, participate in
discussions, and apply their knowledge to real-world problems. This approach aligns with the
progressive education philosophy that values student-centered learning and the development
of problem-solving abilities.
My classroom curriculum aims to provide students with a comprehensive education that not
only covers fundamental knowledge but also fosters critical thinking and adaptability.
Role of Assessment in Guiding Curricular Decisions:
Assessment plays a crucial role in shaping curricular decisions in my school. The paper
underscores the significance of using assessments not just as a tool for grading but as a means
to inform and improve the curriculum. (Meier, 2018) said that curriculum is content, but when
contextualized, it comes alive for students. The role of teachers in the curriculum process is to
help students develop an engaged relationship with the content. Progressive education
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emphasizes formative assessments for feedback and improvement, rather than grades, while
traditional education leans towards summative assessments for grading. Progressive education
prioritizes student-centered, hands-on learning, whereas traditional education emphasizes a
teacher-centered approach with a fixed curriculum and standardized testing.
Formative Assessment:
Formative assessments are regularly employed in my classroom to monitor student progress
and understanding. These assessments include quizzes, class discussions, and homework
assignments. The data gathered from these assessments provide immediate feedback on
student learning, allowing me to adjust instructional strategies and address any gaps in
knowledge promptly. This ongoing feedback loop ensures that the curriculum remains
responsive to student needs and promotes continuous improvement.
Reflective Practice: In my school, teachers regularly engage in reflective discussions and
collaborative planning sessions. We analyze assessment data, share best practices, and discuss
potential curriculum adjustments. This collaborative approach fosters a culture of continuous
improvement and ensures that the curriculum evolves to meet the changing needs of students.
Curriculum as Non-practicing Teacher:
As per the Essentialist movement, there exists a fundamental curriculum rooted in essential
knowledge that should be imparted to students in a structured and rigorous manner. This
curriculum focuses on core subjects reflecting cultural heritage found in the significant works
of notable thinkers and writers. The primary aim of this educational approach is to uphold
intellectual and moral values and norms. (Şahin ,2018)
So the curriculum is designed to build a solid foundation of knowledge, ensuring that students
acquire essential facts and skills.
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( Belbase ,2011) stated that essentialism prioritizes the instruction of fundamental academic
and moral knowledge, advocating for teaching core curriculum to students with a strong
emphasis on high academic standards. The approach places significant importance on
essential elements like reading, writing, computing, and various other skills and attitudes.
Role of Assessment in Guiding Curricular Decisions:
Engaging in a practicum that immerses individuals in the intricate assessment dynamics of
real school settings could enhance our grasp of effective assessment methods. Through this
experience, we recognized that assessment plays diverse roles like aiding classroom
management and supporting teaching practices. Ourevolved understanding of assessment's
significance in managing classrooms likely stems from challenges like large class sizes and
student diversity in primary schools, which can hinder effective learning assessments.
As a pre-service English teacher on 4th grade, I typically provided broad and favorable verbal
praise like "Good!" or "Great!", but this type of feedback did not prompt critical thinking,
contemplation, or subsequent steps. This was because it lacked specific details related to the
task (such as accuracy, organization, and conduct) and personal aspects (like effort,
involvement, and confidence). My supervisor advised that I should praise in a better way so
the self-esteem of students keeps high.
Furthermore, using summative assessments, such as end-of-unit tests and standardized exams,
evaluate student achievement at specific points in time. The results from these assessments
help to determine whether students have met the learning objectives outlined in the
curriculum. They also provide valuable information for curriculum evaluation and revision.
For instance, if a significant number of students perform poorly on a particular topic, it may
indicate the need to revisit and enhance that section of the curriculum.
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References:
Belbase, S. (2011, October 8). Philosophical foundations for curriculum decision, a reflective
analysis. Univeristy of Wyoming, pp 1-20. https://files.eric.ed.gov/fulltext/ED524740.pdf
Meier, K.S (2018).Role of Teachers in the Curriculum Process. https://work.chron.com/role-
teachers-curriculum-process-5344.html
Şahin, M. (2018). Essentialism in philosophy, psychology, education, social and scientific
scopes. https://files.eric.ed.gov/fulltext/ED593579.pdf
