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Üí˜ ˜ï½É  ÃXX;@ïî  îPlanning¥for¥a¥Comprehensive¥Evaluationï#ºX;@X ÃÉ g##ï— —Ü +!#% Üîº#îˆ † ˆThe¥Subject¥Area¥Committee¥(SAC)¥should¥propose¥a¥curriculum¥evaluation¥design¥to¥theÜ ¬"Ê' ÜCurriculum¥Planning¥Council¥for¥their¥review.¥¥A¥sample¥of¥one¥design¥is¥shown¥in¥Display¥3³1.Ü ä#Ô( ÜPart¥of¥the¥design¥has¥been¥completed,¥as¥an¥example¥of¥what¥should¥be¥included.Ü ¥$x) ܈ † ˆThe¥information¥in¥Display¥3³1¥should¥not¥be¥construed¥to¥mean¥that¥all¥five¥of¥theseÜ ‰%ò + Ücurricula¥types¥must¥be¥completed¥with¥every¥curriculum¥project.¥¥The¥comprehensiveness¥of¥theÜ ë&®!, Üdesign¥will¥depend¥on¥the¥resources¥available¥and¥the¥needs¥of¥the¥school¥system.¥¥If¥it¥is¥decidedÜ ¼'Ó"- Üto¥omit¥one¥or¥more¥of¥the¥evaluations,¥the¥task¥force¥and¥the¥council¥should¥determine¥theÜ Ï(õ#. 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æ,å'5 Üthat¥the¥topic¥taught¥was¥not¥included¥in¥the¥Curriculum¥Guide,¥then¥the¥principalÜ ¦-¨(6 Üshould¥confer¥briefly¥with¥the¥teacher¥to¥understand¥the¥reason¥for¥the¥divergenceÜ ¢.û)7 Üfrom¥the¥approved¥curriculum.¥Note¥that¥diverging¥from¥the¥approved¥curriculum¥toÜ  Üteach¥enrichment¥units¥is¥recommended.Ü™“f(#f(# Üî ¥îˆ † ˆ˜ ˜(2)ˆ0  ˆFormal¥Evaluation— —ÜVN(#(# Üî ¥îˆ0 † ˆˆ0†(#†(#ˆ³³¥¥ˆ0f(#(#ˆIf¥the¥principal¥believes¥that¥a¥teacher¥is¥frequently¥diverging¥from¥the¥plannedÜ B: Ücurriculum¥due¥to¥poor¥planning,¥then¥a¥team¥leader¥or¥supervisor¥should¥be¥asked¥toÜ . & Ümake¥a¥more¥formal¥observation¥that¥focuses¥on¥the¥taught¥curriculum.¥¥A¥suggestedÜ   Üset¥of¥criteria¥is¥in¥Display¥3³6.ï#ºXîXXX;@Ê#ïï½X;@XXXî便The¥observation¥should¥be¥followed¥by¥a¥conference,Ü  ß Üin¥which¥the¥observer¥should¥help¥the¥teacher¥solve¥the¥problem¥of¥too¥muchÜ ˜  Üdivergence.¥ÜÞ … f(#f(# ܘ ˜ï#ºXîXXX;@–¤#ïí§A¥7<) ¡¡xT`d0E¡›0xA§Ü ¢û  Üî  îñ¡ñï½1XîXXXîïî ¥îDisplay¥3³6:ˆ0 @ ˆÜ š”  Ü— —¥˜ 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ˆThe¥assessed¥or¥tested¥curriculum¥usually¥includes¥four¥kinds¥of¥tests¥or¥assessments¥ofÜ š” Üstudent¥learning:¥Ü ‰ ò ܈ † ˆ "­(3£"      ­(3£Â± ï2•$ïÝÝï3  ïˆ0  ˆ    standardized,¥norm³referenced¥tests, °(3£Â±ô± ÔÜD <(#(# ÜÔ     "­(3£"     ˆ † ˆ ­(3£ºÓ ï2•$ïÝÝï3  ïˆ0  ˆ    state¥tests, °(3£ºÓÀÓ ÔÜÏ õ(#(# ÜÔ     "­(3£"     ˆ † ˆ ­(3£TÒ ï2•$ïÝÝï3  ïˆ0  ˆ    district¥tests,¥ï_ïandï_ï °(3£TÒÙÒ ÔÜ (#(# ÜÔ     "­(3£"     ˆ † ˆ ­(3£I« ï2•$ïÝÝï3  ïˆ0  ˆ    classroom¥tests.¥¥ °(3£I«­« ÔÜjb (#(# ÜÔ    ˆ † ˆThe¥focus¥of¥this¥chapter¥is¥on¥classroom¥tests,¥since¥they¥play¥such¥a¥major¥role¥in¥studentÜ í€  Üachievement¥and¥are¥relatively¥simple¥to¥improve.Ü ü¡  Üíî  î˜ ˜ˆ @ ˆHelping¥Teachers¥Develop¥and¥Evaluate¥Classroom¥Tests— —Ü |t Üî‰µîˆ † ˆTeachers¥will¥need¥the¥assistance¥of¥the¥principal¥in¥developing¥and¥evaluating¥classroomÜ Þ… Ütests.¥If¥the¥principal¥can¥help¥teachers¥develop¥more¥valid¥classroom¥tests,¥then¥both¥can¥relyÜ æå Üupon¥test¥results¥with¥greater¥confidence.¥¥Developing¥valid¥and¥reliable¥classroom¥tests¥is¥anÜ ¦¨ Üimportant¥and¥complex¥skill.¥¥To¥develop¥better¥tests,¥teachers¥and¥principals¥should¥follow¥theseÜ ¢û Üsteps.Ü Úº Üî ¥îˆ † ˆ(1)ˆ0  ˆ˜ ˜Assess¥the¥constraints¥and¥resources.— —¥¥ÜÝ(#(# Üî ¥îˆ0 † ˆˆ0†(#†(#ˆ³³ˆ0f(#(#ˆThis¥first¥step¥examines¥some¥practical¥considerationsÝ"Ýwhat¥constraints¥will¥placeÜ ˆ¯ Ülimits¥on¥the¥nature¥of¥the¥test¥and¥what¥resources¥are¥available¥to¥help¥the¥teacherÜ í€ Üdevelop¥the¥test?Üü¡f(#f(# Üî ¥îˆ † ˆ(2)ˆ0  ˆ˜ ˜Analyze¥what¥was¥taught.¥¥— —Ü (#(# Üî ¥îˆ † ˆˆ0  ˆ³³ˆ0f(#(#ˆThere¥are¥several¥useful¥ways¥of¥analyzing¥what¥was¥taught.¥One¥useful¥method¥isÜ  ! Üillustrated¥in¥Display¥3³7.¥¥This¥method¥uses¥categories¥of¥objectives¥that¥correspondÜ š ”" Üwith¥the¥way¥teachers¥typically¥conceptualize¥units:¥terms;¥facts¥and¥information;¥bigÜ ‰!ò# Üideas;¥skills¥and¥processes;¥critical¥thinking¥and¥problem¥solving.Üë"®$f(#f(# Üî ¥îˆ † ˆ(3)ˆ0  ˆ˜ ˜Determine¥which¥objectives¥will¥be¥tested.— —Ü0$(&(#(# Üî ¥îˆ † ˆˆ0  ˆ³³ˆ0f(#(#ˆMost¥teachers¥do¥not¥want¥to¥take¥the¥classroom¥time¥needed¥to¥test¥everything¥thatÜ  % ' Üwas¥taught.¥¥The¥teacher¥should¥select¥from¥the¥complete¥list¥of¥taught¥material¥thoseÜ  &!( Üitems¥that¥they¥believe¥should¥be¥tested,¥considering¥such¥elements¥as¥the¥importanceÜ ¿&Ý!) 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Üñ¡ññæ¡ñíˆ   ˆ˜ ˜˜˜Unclear:— —Ü ò)ñ$5 ܈   ˆˆ " ˆMatch¥the¥names¥of¥the¥generals¥with¥the¥battles¥they¥led.Ü å*¼%6 Üíˆ   ˆ˜ ˜Clear:— —Ü û,â'8 ܈   ˆˆ0 " ˆBelow¥are¥listed¥five¥generals.¥¥Each¥has¥a¥blank¥space¥next¥toÜ ­-z(9 Ühis¥name.¥¥Find¥in¥the¥list¥below¥the¥battle¥that¥he¥led.¥¥In¥theÜ n.f): Üblank¥space¥write¥the¥letter¥that¥is¥next¥to¥the¥battle¥he¥led.——ÜZ/R*;" "  ܈   ˆˆ " ˆíñ¡ññ¡æñˆ  ˆ(8)ˆ0 S ˆ˜ ˜Review¥and¥revise¥the¥test.— —Ü™“S(#S(# Üî ¥îˆ  ˆˆ0 S ˆ³³ˆ0fS(#S(#ˆThe¥teacher¥should¥give¥the¥test¥to¥a¥colleague¥and¥ask¥him¥or¥her¥to¥identify¥anyÜ Š† Üpotential¥problems.¥¥The¥teacher¥should¥also¥review¥the¥test¥to¥be¥sure¥that¥theÜ Üé Üdirections¥are¥clear.¥¥As¥a¥final¥check,¥the¥teacher¥should¥take¥the¥test¥him¥or¥herselfÜ ¹« Üto¥check¥on¥the¥time¥required¥and¥the¥clarity¥of¥directions.¥¥Ü¬ Êf(#f(# ܈  ˆTo¥emphasize¥the¥importance¥of¥quality¥classroom¥tests,¥the¥principal¥should¥schedule¥aÜ   Üconference¥with¥each¥teacher¥and¥use¥that¥conference¥to¥examine¥collaboratively¥a¥test¥that¥theÜ š ” Üteacher¥has¥given¥and¥graded¥and¥one¥that¥the¥teacher¥plans¥to¥give.¥¥The¥criteria¥shown¥in¥TableÜ ‰ ò  Ü3³9¥can¥be¥used¥by¥the¥teacher¥in¥developing¥classroom¥tests¥and¥by¥the¥principal¥in¥assessingÜ ë ®  Ütheir¥quality.Ü ¼Ó  ܘ ˜ï#ºXîXXX;@I‰#ï§A¥7<)¡AxT`dÚbE¡AxA§íñ¡ññ¡ñî  îî ¥îï½1XîXXXîïíDisplay¥3³9:ˆ0 @ ˆÜ jb  Üî ¥—“î— —¥˜ ˜Criteria¥for¥Evaluating¥Classroom¥Testsï#ºXîXX1Xî’#ï— —ï½X;@XXXîïÜ VN Üî“îï#ºXîXXX;@å’#ïï½X;@XXXîï˜ ˜ï½™åt˜XX;@ïFormat,¥Style,¥Directions— —Ü ü¡ ܈ f ˆ1.¥ˆ0 Ç ˆDoes¥the¥test¥have¥a¥professional¥appearance¥and¥use¥a¥clear¥format?ÜóîÇ Ü Ç Ü  ܈ f ˆ2.¥ˆ0 Ç ˆIs¥the¥test¥written¥clearly¥and¥correctly,¥free¥of¥spelling,¥punctuation,¥and¥usage¥errors?ÜÇ Ü Ç Ü  ܈ f ˆ3.¥ˆ0 Ç ˆAre¥the¥directions¥clear?Ü'Ç Ü Ç Ü  ܈ f ˆ4.¥ˆ0 Ç ˆAre¥point¥values¥clearly¥stated?ÜMEÇ Ü Ç Ü  ܘ ˜Content— —Ü sk ܈ f ˆ5.¥ˆ0 Ç ˆIs¥the¥test¥comprehensive,¥sampling¥all¥areas¥covered¥in¥the¥unit?ÜöÚÇ Ü Ç Ü  ܈ f ˆ6.¥ˆ0 Ç ˆDo¥test¥items¥include¥all¥levels¥of¥complexity,¥from¥comprehension¥to¥synthesis?ܹ«!Ç Ü Ç Ü  ܈ f ˆ7.¥ˆ0 Ç ˆDoes¥the¥weighting¥of¥test¥items¥reflect¥the¥importance¥of¥the¥content?܉ò#Ç Ü Ç Ü  ܈ f ˆ8.¥ˆ0 Ç ˆDo¥the¥form¥and¥wording¥of¥items¥minimize¥opportunities¥for¥guessing?¥ï#ºX;@X˜™åtK”#ïÜ%Ç Ü Ç Ü  Üñ¡ññ¡ñí˜ ˜ï#ºXîXXX;@)”#ï§A¥7<)áïAxT`dEá‹!AxA§— —ï½X;@XXXîïÜ Æ!Ã) Üíî  î˜ ˜ˆ @ ˆHelping¥Teachers¥Assess¥Performances— —Ü `$X- Üîc—îˆ  ˆBecause¥of¥growing¥dissatisfaction¥with¥paper³and³pencil¥tests,¥educators¥are¥increasinglyÜ å%¼ / Üexploring¥the¥use¥of¥performance,¥exhibition,¥and¥demonstration¥assessments¥in¥which¥theÜ ¨&Ï!0 Üstudent¥is¥asked¥to¥perform¥or¥demonstrate¥competence.¥Such¥performance¥or¥demonstrationÜ û'â"1 Ümeasures¥are¥typically¥recommended¥for¥evaluation¥at¥the¥end¥of¥some¥level¥of¥schooling,¥such¥asÜ º(~#2 Ümiddle¥or¥high¥school.Ü r)j$3 Üï ¥ ïˆ  ˆï_ïSizerï_ï¥(1984)¥believes¥that¥a¥high¥school¥diploma¥should¥be¥awarded¥on¥the¥basis¥of¥what¥heÜ ï*í%5 Üterms¥an¥"exhibition¥of¥mastery,"¥which¥requires¥the¥student¥to¥demonstrate¥real¥intellectualÜ Ë+ü&6 Üaccomplishments.¥¥Such¥exhibitions,¥as¥he¥describes¥them,¥would¥be¥public¥performances¥atÜ Â,Û'7 Üwhich¥the¥student¥would¥prove¥that¥he¥or¥she¥had¥mastered¥certain¥broad¥skills¥and¥knowledgeÜ ù-Æ(8 Übases.Ü ³.|)9 ܈  ˆA¥distinction¥should¥be¥made¥here¥between¥two¥closely¥related¥concepts:¥˜ ˜performance¥task— —Ü  Üand¥˜ ˜performance¥assessment.¥¥— —Ü ¿Ý ܈  ˆ "­(3£)"      ­(3£ö¿ ï2•$ïÝÝï3  ïˆ0 S ˆ    A¥performance¥task¥is¥an¥˜ ˜open³ended¥problem— —¥that¥students¥are¥to¥solve;¥the¥problem¥isÜ `X Ücomplex¥and¥ï_ïcontextualizedï_ï.¥¥ °(3£ö¿Ì¿ ÔÜPHS(#S(# ÜÔ     "­(3£*"     ˆ  ˆ ­(3£œ ï2•$ïÝÝï3  ïˆ0 S ˆ    The¥performance¥assessment¥is¥the¥˜ ˜evaluation¥of¥the¥studentÝÝs¥performance— —¥inÜ Ó » Ücompleting¥the¥task¥or¥solving¥the¥problem.ˆ p ˆ °(3£œ3œ ÔÜ¢ ûS(#S(# ÜÔ    ˆ  ˆFor¥example,¥say¥students¥are¥given¥a¥large¥box¥of¥raisins¥and¥are¥asked¥to¥estimate¥theÜ  Ÿ  Ünumber¥of¥raisins¥in¥it.¥¥To¥accomplish¥the¥task¥they¥are¥provided¥with¥a¥balance,¥containers¥ofÜ Ý   Üdifferent¥sizes,¥and¥a¥calculator.¥¥They¥must¥use¥a¥second¥method¥to¥check¥their¥first¥estimate¥andÜ † ï  Ürecord¥the¥results.¥¥(This¥task¥was¥cited¥by¥Mitchell,¥1992,¥as¥based¥on¥the¥standards¥of¥theÜ éË  ÜNational¥Council¥of¥Teachers¥of¥Mathematics.)¥This¥is¥a¥performance¥task.¥¥The¥teacher¥wouldÜ «  Üthen¥make¥a¥performance¥assessment¥by¥determining¥how¥well¥the¥students¥had¥solved¥theÜ Êù  Üï_ïproblem.ï_ïÜ Ô³  ܈  ˆï ¥ ïWiggins¥(1989)¥identifies¥eight¥intellectual¥design¥features¥of¥such¥tasks¥and¥theirÜ ”¾  Üassessment:¥Ü òñ ܈  ˆ "­(3£+"      ­(3£àß ï2•$ïÝÝï3  ïˆ0 S ˆ    Essential¥(not¥just¥for¥a¥grade)¥ °(3£àß*Ø ÔÜ<4S(#S(# ÜÔ     "­(3£,"     ˆ  ˆ ­(3£ïØ ï2•$ïÝÝï3  ïˆ0 S ˆ    Enabling¥(point¥the¥learner¥toward¥more¥complex¥use¥of¥skills)¥ °(3£ïØ  ÔÜõöS(#S(# ÜÔ     "­(3£-"     ˆ  ˆ ­(3£Í ï2•$ïÝÝï3  ïˆ0 S ˆ    ï_ïContextualizedï_ï¥and¥complex¥(not¥discrete¥skills¥taken¥out¥of¥context)¥ °(3£Í ÔÜ¿S(#S(# ÜÔ     "­(3£."     ˆ  ˆ ­(3£à ï2•$ïÝÝï3  ïˆ0 S ˆ    Involving¥student¥research¥¥ °(3£à6 ÔÜbZS(#S(# ÜÔ     "­(3£/"     ˆ  ˆ ­(3£ó ï2•$ïÝÝï3  ïˆ0 S ˆ    Assessing¥habits¥and¥repertoires¥(not¥recall¥or¥"plug³in"¥skills)¥¥ °(3£ó ÔÜ€¹S(#S(# ÜÔ     "­(3£0"     ˆ  ˆ ­(3£ˆ ï2•$ïÝÝï3  ïˆ0 S ˆ    Representative¥(emphasizing¥depth,¥not¥breadth)¥¥ °(3£ˆ ÔÜ&S(#S(# ÜÔ     "­(3£1"     ˆ  ˆ ­(3£î ï2•$ïÝÝï3  ïˆ0 S ˆ    Engaging¥and¥educational¥¥¥¥¥¥ °(3£î  ÔÜÃ¥ S(#S(# ÜÔ     "­(3£2"     ˆ  ˆ ­(3£Ò ï2•$ïÝÝï3  ïˆ0 S ˆ    Involving¥ambiguous¥tasks¥¥ °(3£Ò“ ÔÜ ‰"S(#S(# ÜÔ    ï#ºXîXXX;@.—#ïï*Ñ°BrCddùdd ùùdd ùùdd ùHrI¡(#¡(#Ñïï,Ldd ïï+  ïÜ  ܘ ˜ï½X;@XXXîïï½¹h“ÈXX;@ï5.¥EVALUATING¥THE¥SUPPORTED¥CURRICULUMï#ºX;@Xȹh“Ê#ïï#ºXîXXX;@ª#ïÜ ld Ü— —ï½X;@XXXîïˆ  ˆˆ S ˆíˆ  ˆThe¥supported¥curriculum¥includes¥all¥the¥learning¥materials¥used¥to¥support¥the¥writtenÜ š” Ücurriculum,¥including¥texts¥and¥software.¥The¥assessment¥of¥materials¥is¥concerned¥centrally¥withÜ ‰ ò Ütwo¥major¥issues³³content¥accuracy¥and¥correspondence¥with¥the¥local¥curriculum.¥¥In¥bothÜ ë ® Üselecting¥materials¥and¥using¥them¥effectively,¥teachers¥and¥the¥principal¥can¥work¥together¥toÜ ¼ Ó Üevaluate¥the¥supported¥curriculum,¥using¥the¥criteria¥shown¥in¥Display¥3³10Ü Ï õ ܧA¥7<)£TAxT`d†iE£TAxA§.Ü   Üíñ¡ñ˜ ˜ï#ºXîXXX;@G#ïñ¡ñî ¥îî  îï½1XîXXXîïDisplay¥3³10:ˆ0 @ ˆÜ í€  Ü— —î ¥ ˜Criteria¥for¥Evaluating¥the¥Supported¥Curriculumï#ºXîXX1Xîj #ï— —ï½X;@XXXîïÜ ü¡  Üî^ îï#ºXîXXX;@( #ïï½X;@XXXîï˜ ˜ï½™åt˜XX;@ïíFormat,¥Appearance,¥Durability— —Ü =5 Ü1.¥Are¥the¥materials¥of¥high¥quality¥in¥their¥physical¥make³up:¥clear¥in¥format;¥attractive¥to¥the¥eye;Ü `X Ümade¥of¥durable¥materials?Ü $ ܘ ˜íStyle— —Ü me Ü2.¥Are¥the¥materials¥readable¥by¥intended¥users¥but¥not¥over³simplified?Ü Æà Ü3.¥Are¥the¥materials¥free¥of¥bias¥based¥on¥gender,¥ethnicity,¥or¥age?Ü ¦¨ ܘ ˜íContent— —Ü ØÖ! Ü4.¥Does¥the¥content¥suitably¥reflect¥the¥nation's¥cultural¥diversity?Ü "# Ü5.¥Does¥the¥copyright¥date¥indicate¥that¥the¥content¥is¥current?Ü H@% Ü6.¥Is¥the¥content¥congruent¥with¥the¥curriculum?Ü n f' Ü7.¥Does¥the¥content¥provide¥sufficient¥depth¥for¥the¥topics¥treated?Ü ä!Ô) Ü8.¥Is¥the¥content¥accurate?Ü ¼"Ó+ ܘ ˜íAuthorship— —Ü %ž/ Ü9.¥Does¥the¥authorship¥include¥both¥scholars¥in¥the¥field¥and¥experienced¥classroom¥teachers?Ü &&!1 ܘ ˜íEvaluation— —Ü o(g#5 Ü10.¥Have¥the¥materials¥been¥rigorously¥field¥tested?¥ï#ºX;@X˜™åt± #ïÜ â)É$7 Üñ¡ññ¡ñ˜ ˜ï#ºXîXXX;@¶ #ï— —ï½X;@XXXîï§A¥7<)Åi+AxT`dˆiEÅi+AxA§Ü  ü*¡%9 Üï#ºXîXXX;@û#ïï*e°DrEddLdd LBrC¡(#¡(#eïï,Ldd ïï+  ïÜ  ܘ ˜ï½X;@XXXîïï½¹h“ÈXX;@ï6.¥EVALUATING¥THE¥LEARNED¥CURRICULUMï#ºX;@Xȹh“#ïï#ºXîXXX;@ò#ïÜ ld Ü— —ï½X;@XXXîïíˆ  ˆThe¥most¥important¥evaluation¥question¥to¥ask¥examines¥the¥learned¥curriculum:¥HaveÜ š” Üstudents¥achieved¥the¥learning¥goals¥of¥the¥curriculum?¥¥Two¥types¥of¥evaluation¥are¥useful¥here.¥¥Ü ‰ ò Üí˜˜î  îˆ @ ˆˆ @S ˆ——˜ ˜Evaluating¥Student¥Learning¥During¥Each¥Class¥Period— —Ü Ï õ ÜîT"¡ ¯X¡f` É,pâX¡ ¯X¡SfÇ Ô ü  hðXTîî¨îˆ  ˆPrincipals¥should¥help¥teachers¥assess¥student¥learning¥as¥a¥part¥of¥every¥class¥session.¥OneÜ   Üof¥the¥most¥important¥uses¥of¥evaluation¥is¥to¥guide¥the¥instructional¥process.¥¥In¥this¥senseÜ ™“  Üevaluation¥is¥not¥perceived¥as¥something¥separate¥from¥instruction;¥instead¥it¥is¥conceptualized¥asÜ ˆ¯  Üan¥integral¥part¥of¥teaching.¥¥In¥almost¥every¥lesson,¥the¥effective¥teacher¥uses¥an¥interactive¥andÜ í€  Ürecursive¥process:¥Ü ü¡  ܈  ˆˆ  ˆÝùÝ¥AssessÜ  ܈  ˆˆ  ˆˆ f ˆˆ ` ˆÝùÝï#ºXîXXX;@õ#ïï½X;@XXXîï¥PlanÜ |t ܈  ˆˆ  ˆˆ f ˆˆ ` ˆˆ Ô ˆˆ ü ˆÝùÝï#ºXîXXX;@!#ïï½X;@XXXîï¥TeachÜ Þ… ܈  ˆˆ  ˆˆ f ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆÝùÝï#ºXîXXX;@ƒ#ïï½X;@XXXîï¥AssessÜ @8 ܈  ˆˆ  ˆˆ f ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆÝùÝï#ºXîXXX;@É#ïï½X;@XXXîï¥Modify¥plansÜ ¢û ܈  ˆˆ  ˆˆ f ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆˆ ä ˆˆ Ë ˆÝùÝï#ºXîXXX;@d#ïï½X;@XXXîï¥TeachÜ Ÿ ÜîB¡¯X¡É,ËäX¡ ¯X¡f` É,pâXBîˆ † ˆThe¥research¥on¥effective¥monitoring¥of¥student¥learning¥suggests¥that¥the¥following¥practicesÜ f^ Ücan¥be¥used¥in¥almost¥every¥lesson.¥(The¥discussion¥that¥follows¥draws¥primarily¥from¥theÜ RJ Üfollowing:¥Good¥and¥ï_ïBrophyï_ï,¥1997;¥ï ¥! ïï_ïGuskeyï_ï,¥1985;¥ï_ïLewinï_ï¥&¥Shoemaker,¥1998¥and¥Berliner,Ü >6 Ü1987)Ü *" Üî ¥îˆ † ˆ(1)ˆ0  ˆ˜ ˜Begin¥with¥a¥brief¥oral¥or¥written¥quiz.— —ÜÔ³!(#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆAt¥the¥beginning¥of¥the¥instructional¥session,¥administer¥a¥quizï#ºXîXXX;@\#ïï½X;@XXXîï¥that¥checks¥students'Ü | t" Üacquisition¥of¥skills¥and¥knowledge¥taught¥in¥prior¥lessons.¥¥If¥you¥use¥a¥written¥quiz,Ü h!`# Ühave¥students¥check¥their¥own¥work¥or¥each¥other's,¥emphasizing¥that¥the¥quiz¥hasÜ T"L$ Üonly¥an¥instructional¥purpose¥for¥you¥and¥them.¥If¥you¥use¥oral¥quizzing,¥keep¥yourÜ @#8% Üquestions¥and¥responses¥brief.Ü,$$&4(#4(# Üî ¥îˆ † ˆ(2)ˆ0  ˆ˜ ˜Monitor¥student¥attentiveness.— —ÜÚ%º ((#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆAs¥you¥explain¥a¥concept¥or¥skill¥by¥observing¥student¥behavior,¥observe¥studentsÝÝ¥eyeÜ ~&v!) Ücontact,¥fidgeting,¥etc.¥to¥determine¥if¥students¥are¥paying¥attention.¥¥However,Ü j'b"* Üremember¥that¥such¥monitoring¥does¥not¥always¥yield¥reliable¥results.¥¥Do¥not¥beÜ V(N#+ Ümisled¥by¥students¥who¥have¥mastered¥the¥art¥of¥concealing¥inattentiveness¥by¥givingÜ B):$, Üsignals¥of¥being¥on¥task.Ü.*&%-4(#4(# Üî ¥îˆ † ˆ(3)ˆ0  ˆ˜ ˜Check¥for¥students'¥understanding.— —ÜÆ+Ã&/(#(# Üî ¥îˆ † ˆˆ  ˆˆ0 4 ˆAfter¥you¥have¥explained¥a¥concept¥or¥demonstrated¥a¥skill,ï#ºXîXXX;@ì#ïï½X;@XXXîï¥ask¥questions.¥¥Be¥sureÜ ¥,x'0 Ünot¥to¥call¥upon¥only¥those¥who¥volunteer.¥¥You¥can¥ask¥younger¥students¥to¥useÜ l-d(1 Ücertain¥previously¥established¥signals,¥such¥as¥"thumbs¥up/thumbs¥down,"¥or¥"¥hold¥upÜ X.P)2 Üone¥finger¥if¥the¥first¥answer¥is¥correct,¥two¥if¥the¥second."¥Or¥with¥reluctant¥or¥lessÜ D/<*3 Üable¥students,¥you¥can¥ask¥for¥a¥group¥response.Ü4(#4(# Üî ¥îˆ † ˆ(4)ˆ0  ˆ˜ ˜Monitor¥studentsÝÝ¥ï_ïseatworkï_ï¥and¥group¥work.— —Üjb(#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆHold¥students¥accountable¥for¥the¥productive¥use¥of¥time.ÜZR4(#4(# Üî ¥îˆ † ˆ(5)ˆ0  ˆ˜ ˜Ask¥students¥to¥write¥a¥brief¥response¥to¥a¥question.— —ܹ«(#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆFrom¥time¥to¥time,¥evaluate¥student¥learning¥byï#ºXîXXX;@#$#ïï½X;@XXXîï¥having¥students¥explain¥in¥writingÜ  Û Ütheir¥understanding¥of¥a¥concept.¥Such¥written¥responses¥help¥students¥clarify¥theirÜ ù Æ Üown¥understandings¥and¥give¥you¥useful¥feedback.ܳ |4(#4(# Üî ¥îˆ † ˆ(6)ˆ0  ˆ˜ ˜Close¥class¥with¥a¥brief¥evaluation¥of¥what¥has¥been¥learned.— —ܾ Þ (#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆYou¥can¥use¥several¥methods¥for¥this¥end³of³class¥evaluationÝ!Ý¥conducting¥a¥brief¥oralÜ … ë  Üquiz,¥using¥a¥written¥quiz,¥or¥requiring¥all¥students¥to¥write¥a¥summary¥of¥the¥lesson'sÜ å¼  Ühighlights.Ü¨Ï 4(#4(# ܈ † ˆIn¥addition¥to¥using¥these¥guidelines¥for¥each¥class,¥keep¥in¥mind¥some¥general¥practices.¥Ü   ܈ † ˆ "­(3£3"      ­(3£¤+ ï2•$ïÝÝï3  ïˆ0  ˆ    ¥Remember¥that¥the¥primary¥purpose¥of¥in³class¥evaluation¥is¥to¥improve¥learning.¥¥UseÜ rj  Üerrors¥as¥opportunities¥for¥learning.¥¥ °(3£¤+ï+ ÔÜ^V(#(# ÜÔ     "­(3£4"     ˆ † ˆ ­(3£•, ï2•$ïÝÝï3  ïˆ0  ˆ    Follow¥up¥the¥instructional¥evaluation¥with¥appropriate¥feedback¥to¥the¥students¥andÜ Ëü Üadditional¥help¥when¥that¥is¥indicated.¥¥ °(3£•,(- ÔÜÂÛ(#(# ÜÔ     "­(3£5"     ˆ † ˆ ­(3£C. ï2•$ïÝÝï3  ïˆ0  ˆ    Use¥the¥evaluation¥to¥modify¥your¥own¥instructional¥approaches.¥¥You¥should¥ï_ïremediateï_ï¥ifÜ  Üstudents¥have¥not¥learned.¥¥If¥it¥is¥obvious¥that¥most¥of¥the¥students¥have¥not¥understood¥aÜ œ˜ Üconcept¥you¥just¥explained,¥you¥should¥re³teach,¥modifying¥the¥learning¥processes. °(3£C.|. ÔܾÞ(#(# ÜÔ     "­(3£6"     ˆ † ˆ ­(3£U0 ï2•$ïÝÝï3  ïˆ0  ˆ    Build¥in¥as¥often¥as¥you¥can¥opportunities¥for¥student¥self³evaluation.¥¥You¥can¥give¥self³Ü H@ Üscoring¥quizzes.¥¥You¥can¥use¥special¥student¥response¥sheets¥that¥reveal¥the¥correctÜ 4, Üanswer¥when¥the¥appropriate¥spot¥is¥rubbed.¥¥And¥the¥computer¥is¥ideal¥as¥an¥evaluationÜ   Ütool;¥it¥provides¥instant¥feedback¥and¥effective¥follow³up.¥î  î °(3£U0Ú0 ÔÜ (#(# ÜÔ    ˆ † ˆíî V2îî  î˜ ˜Evaluating¥End³of³Unit¥Achievement— —Ü Üé" Üîå2îˆ † ˆThe¥other¥approach¥to¥evaluating¥the¥learned¥curriculum¥is¥to¥analyze¥the¥results¥of¥end³of³Ü 2!*$ Üunit¥tests.¥¥If¥the¥test¥has¥been¥developed¥by¥the¥procedures¥explained¥in¥previous¥chapters,¥itÜ "% Üshould¥provide¥a¥valid¥measure¥of¥student¥learning.¥¥However,¥teachers¥will¥need¥help¥inÜ  #& Üanalyzing¥and¥using¥test¥results¥since¥they¥typically¥do¥not¥take¥the¥time¥for¥such¥an¥approach.¥Ü š#”' ÜSince¥the¥analysis¥of¥unit¥test¥results¥can¥be¥a¥time³consuming¥process,¥principals¥may¥want¥toÜ ‰$ò( Üprovide¥special¥staff¥development¥time¥for¥teachers¥to¥learn¥and¥practice¥the¥skill,¥using¥a¥unitÜ ë%® ) Ütest¥they¥have¥administered.¥¥The¥following¥process¥should¥work¥for¥most¥teachers.Ü ¼&Ó!* Üî ¥îˆ † ˆ(1)ˆ0  ˆ˜ ˜Prepare¥a¥large¥chart.— —¥Ü(#,(#(# ܈ † ˆˆ  ˆ³³ˆ0 4 ˆDown¥the¥left¥side¥of¥the¥chart¥list¥the¥names¥of¥all¥the¥students¥in¥that¥class.ï#ºXîXXX;@A(#ïï½X;@XXXî便AcrossÜ  )$- Üthe¥top¥list¥the¥major¥areas¥covered¥by¥the¥test.¥¥For¥example,¥the¥coverage¥of¥a¥test¥onÜ ¿)Ý$. Üthe¥Civil¥War¥might¥be¥analyzed¥as:ÜŠ*†%/4(#4(# Üíˆ0 † ˆˆ  ˆˆ 4 ˆ˜˜*Causes¥of¥the¥war.ˆ < ˆÜ¹,«'1†(#†(# ܈0 † ˆˆ  ˆˆ 4 ˆ*Alignment¥of¥the¥states.ܬ-Ê(2†(#†(# ܈0 † ˆˆ  ˆˆ 4 ˆ*Major¥battles¥and¥their¥outcomes.Üä.Ô)3†(#†(# ܈0 † ˆˆ  ˆˆ 4 ˆ*People¥who¥played¥Important¥roles¥in¥the¥war.܆(#†(# Üî ¥îˆ0 † ˆˆ  ˆˆ 4 ˆ*Results¥and¥effects¥of¥the¥war.——Ü™“†(#†(# Üî ¥îˆ † ˆ(2)ˆ0  ˆ˜ ˜Record¥how¥each¥student¥performed— —¥on¥each¥section¥of¥the¥chart,¥using¥one¥of¥theseÜ VN Üsymbols.ÜF>(#(# ܈ † ˆˆ  ˆˆ 4 ˆM:¥more¥than¥satisfactory¥performanceÜ 2 * ܈ † ˆˆ  ˆˆ 4 ˆS:¥satisfactory¥performanceÜ   Üî ¥îˆ † ˆˆ  ˆˆ 4 ˆU:¥unsatisfactory¥performanceÜ   ܈ † ˆ(3)ˆ0  ˆ˜ ˜Analyze¥the¥results— —,¥examining¥both¥dimensionsÝ!Ýwhich¥students,¥which¥areas.Ül d (#(# Üî ¥îˆ † ˆ(4)¥˜ ˜Determine¥which¥ï_ïremediationï_ï¥is¥needed— —.Ü ï í  ܈ † ˆˆ0  ˆ³³ˆ04(#(#ˆProvide¥for¥individual¥ï_ïremediationï_ï¥if¥only¥a¥few¥students¥did¥not¥achieve¥mastery.¥Ü €¹  ÜProceed¥with¥the¥next¥unit¥for¥the¥entire¥class.¥Ü¡¬ 4(#4(# ܈ † ˆˆ  ˆ³³ˆ0 4 ˆProvide¥for¥group¥ï_ïremediationï_ï¥if¥several¥students¥did¥not¥achieve¥mastery.¥DelayÜ þä  Üintroducing¥the¥new¥unit;¥let¥achievers¥work¥on¥enrichment¥content.ÜÃ¥ 4(#4(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆRe³teach¥the¥whole¥class¥as¥needed¥if¥most¥of¥the¥students¥did¥not¥achieve¥mastery.¥Ü tl  ÜLet¥achievers¥serve¥as¥peer¥tutors.Ü`X4(#4(# Üíî  î˜ ˜ˆ @† ˆˆ @ ˆEvaluating¥Student¥Learning¥on¥High¥Stakes¥Tests— —Ü $ Üî/@îˆ † ˆAfter¥results¥on¥state¥tests¥have¥been¥reported,¥the¥principal¥should¥confer¥with¥any¥teacherÜ º~ Üwhose¥students¥achieved¥less¥than¥satisfactory¥performance.¥¥Rather¥than¥using¥the¥occasion¥as¥aÜ rj Ütime¥for¥blaming,¥the¥principal¥should¥help¥the¥teacher¥in¥a¥ï_ïdialogicï_ï¥problem¥solving¥process.¥Ü ^V ܈ † ˆHere¥are¥some¥of¥the¥questions¥they¥might¥explore.Ü Ëü ܈ † ˆ "­(3£7"      ­(3£äB ï2•$ïÝÝï3  ïˆ0  ˆ    Did¥the¥taught¥curriculum¥correspond¥sufficiently¥with¥the¥tested¥curriculum? °(3£äBçB ÔÜ"(#(# ÜÔ     "­(3£8"     ˆ † ˆ ­(3£÷C ï2•$ïÝÝï3  ïˆ0  ˆ    Did¥the¥supported¥curriculum¥correspond¥sufficiently¥with¥the¥tested¥curriculum? °(3£÷CÜC Ôܳ|(#(# ÜÔ     "­(3£9"     ˆ † ˆ ­(3£©D ï2•$ïÝÝï3  ïˆ0  ˆ    Were¥failing¥students¥sufficiently¥motivated¥to¥do¥well¥on¥the¥test? °(3£©D‰D ÔܾÞ!(#(# ÜÔ     "­(3£:"     ˆ † ˆ ­(3£øE ï2•$ïÝÝï3  ïˆ0  ˆ    Was¥sufficient¥class¥time¥spent¥on¥the¥content¥that¥was¥tested? °(3£øEE ÔÜH @#(#(# ÜÔ     "­(3£;"     ˆ † ˆ ­(3£¡F ï2•$ïÝÝï3  ïˆ0  ˆ    Was¥sufficient¥ï_ïremediationï_ï¥provided?¥ °(3£¡FŽF ÔÜ»!¢%(#(# ÜÔ     "­(3£<"     ˆ † ˆ ­(3£áG ï2•$ïÝÝï3  ïˆ0  ˆ    Was¥sufficient¥time¥allocated¥to¥tested¥content? °(3£áGÝG ÔÜ #'(#(# ÜÔ     "­(3£="     ˆ † ˆ ­(3£©H ï2•$ïÝÝï3  ïˆ0  ˆ    Did¥the¥teacher¥use¥effective¥teaching¥methods? °(3£©H‰H ÔÜ n$f)(#(# ÜÔ    ˜ ˜ï½¹h“ÈXX;@ïî6¡¯X¡­,` ùX¡¯X¡É,ËäX6îï*e°FrGddLdd LDrE¡(#¡(#eïï,Ldd ïï+  ïÜ  ÜREFERENCESÜ ld Üï#ºX;@Xȹh“ÿI#ï— —ï#ºXîXXX;@F7#ïï½X;@XXXîïíî9¡¯X¡žr` ùX¡¯X¡­,` ùX9îˆ0 ž ˆˆ0rž(#ž(#ˆˆ ž ˆˆ ¡ ˆBerliner,¥D.¥C.¥(1987).¥But¥do¥they¥understand?¥¥In¥V.¥Richardson³ï_ïKoehlerï_ï¥(Ed.)˜˜¥Educators'Ü š” ÜHandbook:¥A¥Research¥Perspective——¥(pp.¥259³294.)¥New¥York:¥ï_ïLongmanï_ï.ˆ¥(#(#K(#r(#r(#ˆÃÜ ‰ ò ܈0 ž ˆˆ0rž(#ž(#ˆˆ ž ˆˆ ¡ ˆGood,¥T.¥L.¥&¥ï_ïBrophyï_ï,¥J.¥E.¥(1997).¥˜˜Looking¥in¥Classrooms——¥(7th¥ed.).¥¥New¥York:¥Harper¥&Ü D < ÜRow.ˆ¥(#(#K(#r(#r(#ˆÃÜ 0 ( ܈0 ž ˆˆ0rž(#ž(#ˆˆ ž ˆˆ ¡ ˆï_ïGuskeyï_ï,¥T.¥R.¥(1985).¥˜˜Implementing¥Mastery¥Learning——.¥Belmont,¥CA:¥Wadsworth.ˆ¥(#(#K(#r(#r(#ˆÃÜ â É  ܈0 ž ˆˆ0rž(#ž(#ˆˆ ž ˆˆ ¡ ˆï_ïLewinï_ï,¥L.¥&¥Shoemaker,¥B.¥(1998).˜˜¥Great¥Performances:¥Creating¥Classroom³Based¥AssessmentÜ ™“  ÜTasks.——¥Alexandria,¥VA:¥Association¥of¥Supervision¥and¥Curriculum¥Development.܈¯ r(#r(# ܈0 ž ˆˆ0rž(#ž(#ˆˆ ž ˆˆ ¡ ˆMitchell,¥R.¥(1992).¥˜˜Testing¥for¥Learning.¥——New¥York:¥Free¥Press.ÜB: r(#r(# ܈0 ž ˆˆ0rž(#ž(#ˆˆ ž ˆˆ ¡ ˆï_ïSizerï_ï,¥T.¥(1984).¥˜˜Horace's¥Compromise:¥The¥Dilemma¥of¥the¥American¥High¥School——.¥Boston:Ü Ûþ  ÜHoughton¥Mifflin.ÜÆÃr(#r(# ܈0 ž ˆˆ ¡ ˆWiggins,¥G.¥(1989).¥Teaching¥to¥the¥(authentic)¥test.¥˜˜Educational¥Leadership——,¥˜˜46——¥(7),¥41³47.ܘž(#ž(# Üíï#ºXîXXX;@K#ïˆ ž ˆˆ r ˆˆ ` ˆíˆ ž ˆˆ r ˆˆ ` ˆˆ ü ˆˆ  ˆˆ h ˆ