The essay discusses a detailed analysis of the curriculum used in the classroom with an emphasis on assessments, and how these are used consistently in International schools. The benefit educators gain from having regular formative assessments is to have a clear picture of what the student knows. Their prior knowledge of a topic is important, and how they make relations to your topic is essential, having an understanding of their educational needs and what areas need improvement needs to be actioned with support from the classroom teacher, considering that child's home environment and building positive partnership between school and home environment to promote collaboration with the one objective of making that child educational needs a priority.
Table of Contents
1. Abstract
2. Introduction
3. An analysis of the curriculum used in the classroom
4. Analyse how assessment is used to guide the curricular decisions in your school
Objectives and Topics
This essay explores the integration of assessment strategies within international school curricula, aiming to demonstrate how regular formative and summative evaluations provide essential insights into student learning needs and inform curricular improvements.
- The impact of formative and summative assessments on student progress tracking.
- The role of parental engagement and home-school collaboration in educational support.
- Implementation of differentiated instruction for diverse student needs (EAL, G&T, SEN).
- The usage of data-driven feedback to refine curricula and enhance instructional outcomes.
Excerpt from the Book
An analysis of the curriculum used in the classroom
The International School, where the author works, uses the IB curriculum (PYP and DP) throughout the school, with the addition of the International Middle Years Curriculum (MYP) offered for the students in the Middle Years. The students in Secondary follow the Pearson Edexcel GCSE (General Certificate of Secondary Education), with the Cambridge IGCSE´s (International General Certificate of Secondary Education) curriculum for Year 10 - 11 students. The author teaches across all three schools and is responsible for reviewing the Performing Arts Modules and curriculum for each part of the school. Schubert (1985, as cited in Belbase, 2011) explains that:
Curriculum as the content of the subject matter, curriculum as the program of planned activities, curriculum as intended learning outcomes, curriculum and cultural reproduction, curriculum as experience, curriculum as discrete tasks and concepts, curriculum as agenda for social reconstruction, and curriculum (p. 2).
Chapter Summary
Abstract: Provides a high-level overview of the necessity of formative assessments in international education to monitor student knowledge and foster school-home partnerships.
Introduction: Outlines the goal of enlightening teachers on curriculum analysis and the importance of parental relationships in supporting educational needs.
An analysis of the curriculum used in the classroom: Details the specific curriculum frameworks used by the author, including IB and Pearson Edexcel, and reflects on the application of differentiated tasks for diverse learners.
Analyse how assessment is used to guide the curricular decisions in your school: Examines how assessment policies, including formative and summative tracking, serve as a foundation for school leadership to make data-informed modifications to the curriculum.
Keywords
Assessments, Home environment, Partnership, School environment, International schools, Formative assessment, Summative assessment, Curriculum analysis, Differentiated instruction, Student learning outcomes, Parental engagement, Educational needs, IB curriculum, Secondary education, Classroom pedagogy.
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines how assessment practices are integrated into international school curricula to gain a clearer understanding of student needs and to inform educational decisions.
What are the central thematic fields covered?
The central themes include curriculum structure, the efficacy of formative versus summative assessments, differentiated teaching strategies, and the importance of collaboration between schools and parents.
What is the main research goal?
The goal is to demonstrate how educators can use assessments to analyze current curriculum effectiveness and create actionable plans that support individual student educational development.
Which methodologies are employed in this analysis?
The author uses a reflective analysis approach, drawing upon educational literature and personal experience working within a multi-tiered international school system that utilizes IB, MYP, and GCSE curricula.
What topics are discussed in the main body of the text?
The text covers the specific curriculum frameworks used by the author, strategies for differentiating instruction for EAL and gifted students, and the role of leadership in using assessment data for school-wide decisions.
Which keywords characterize this research?
Key terms include assessment strategies, curriculum design, international schools, and pedagogical collaboration between home and school environments.
How does the author define their role within the school setting?
The author acts as a teacher across Primary, Middle, and Secondary sections and is responsible for reviewing module content and curricula for the Performing Arts departments.
What role does the 'Managebac' platform play in this school?
It serves as an essential digital infrastructure for listing formative assessments for parents, tracking summative tasks, and ensuring grades and feedback are provided in a timely manner.
How does the school handle students with different language or educational backgrounds?
The curriculum utilizes differentiated worksheets and EAL support, while also maintaining specific support policies for students identified as Gifted and Talented (G&T) or having Special Educational Needs (SEN).
- Citation du texte
- Mario Maxwell Müller (Auteur), 2022, An Analysis of the Curriculum Used in the Classroom and how Assessments Contribute, Munich, GRIN Verlag, https://www.grin.com/document/1285154
