EDU 545 Curriculum Development and Evaluation
3 Credits
Instructor: Dr. Leslie Ricklin
Webb Hall 154
860.465.5229
ricklinl@easternct.edu
Office Hours: M 2-4
T 2-4
R 2-4
Or by Appointment
Course Description:
A study of the development and evaluation of school curriculum. Students will gain experience
by applying curriculum theories and processes in an educational setting. Particular attention will
be paid to management systems and current models of curriculum design and evaluation.
Course Objectives:
1. Define and differentiate curriculum from instruction.
2. Identify the contextual issues that impact curriculum and instruction.
3. Identify and describe the major organizational structures of curriculum.
4. Identify and describe major curriculum development, evaluation, management, and
change models (ex. scientifically based instruction).
5. Gain an appreciation of the curriculum as a reflection of the dynamics and needs of
society.
6. Identify the respective roles of the Federal Government, State, and Local agencies in the
development and evaluation of curriculum.
7. Gain an appreciation of curriculum development and implementation as a group process.
8. Develop empathy for oneself as the teacher and administrators working through changes/
systems curriculum process.
Required Texts:
McNeil, J.D. (7th ed. 2009). Contemporary curriculum: in thought and action. John Wiley &
Sons: Hoboken, N.J.
Walker, D. & J. Soltis (5th ed. 2009). Curriculum and aims. N.Y.: Teachers College Press.
ASCD: Educational Leadership and other selected articles.
Enrollment Restrictions: 25
Prerequisites: Graduate Standing
Disabilities Statement: If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact the Office of Disability
Services at (860) 465-5573. To avoid any delay in the receipt of accommodations, you should
contact the Office of Disability Services as soon as possible. Please understand that I cannot
provide accommodations based upon disability until I have received an accommodation letter
from the Office of Disability Services. Your cooperation is appreciated.
Required Technology: Eastern students must use their campus e-mail address. Please check your e-mail
periodically so that you get the notices of password changes before you lose access to the Web CT site.
Passwords expire 90 days after they are first set up and it is your responsibility to change yours
before this happens in order to avoid problems submitting work and getting course information.
Alignment Chart of Assessments with Conceptual Framework and CCCT Competencies:
Conceptual
Framework
Content Knowledge
(CNK)
1.1
Pedagogical
Knowledge (PDK)
Integration of
Knowledge (INT)
Technology (TTT)
Diversity (DIV)
5.1
Professionalism (PRF)
6.1
CCCT Competencies
Content and Essential
Skills
1.1
1.3
Planning for Active
Learning
3.4
3.5
3.6
3.7
3.8
3.9
Assessment for
Learning
5.2
5.4
5.7
5.8
Content and Essential
Skills
1.3
Characteristics of
Learners
1.1
Professional
Responsibilities &
Teacher Leadership
6.1
6.2
6.3
6.4
6.6
6.11
Pre-Service
Competencies
Assessments
Philosophy of
Education Reflection
4a
Compare and
Contrast Two
Programs in the Same
Discipline
2a,2c,2e,2f
2b
4b
2d,4d,4e
4a,4c
3b,4c
5e
4d,5d
Vertical Alignment of
a Curriculum in a
Discipline K-12, K-6,
7-12
Analysis of
Curriculum based on:
2-3 years of Data;
how it reflects Nat’l,
state, district
standards; interview
with district
administrator—
Outcome: what needs
to be done? Develop
a hierarchy of
needs/tasks based on
information.
Assignments:
Attendance & Participation
Points
10
Philosophy of Education
Reflection
15
Compare and Contrast Two
Programs in the Same
Discipline
20
Vertical Alignment of a
Curriculum in a Discipline K12, K-6, 7-12
25
Analysis of Curriculum with
Outcomes
30
Date Due
Grading System
A 95-100 Points
A- 90-93
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 74-76
C- 70-73
D 69-60
F 59 and below
Description of Assignments and Rubrics:
1. Philosophy of Education Reflection:
Curriculum ultimately reflects a philosophy of education. This is often the most difficult
part of curriculum planning as all else results from the philosophical perspective decided
upon. Once the philosophy is determined, the goals, objectives, learning experiences,
and assessments can be created and developed. Therefore, in this assignment, you will
write a 2-3 page reflection of your own educational philosophy using at least 3 citations
from readings to support your perspective. Who are the thinkers who have most
influenced your own ideas as an educator? How do you the roles of teacher and student?
15 points
The rubric below will be used to assess your reflection:
Philosophy of Education
Reflection:
Logic and Clarity
Connections to
classrooms
Target (15)
Acceptable (12)
Unacceptable (1-11)
The philosophy
statements are direct,
straightforward, and
unambiguous. The
paper consists of well
defied and clearly
developed paragraphs
which are consistent and
logically connected to
each other maintaining
the flow of the paper. It
is well focused
The statements are
supported by mean-
The philosophy statements are generally
clear but sometimes
ambiguous. The paper
consists of clearly
developed paragraphs
which are logically
connected to each other
maintain-ing the flow of
the paper. It is focused
The philosophy statements are unclear and
ambiguous. The paper
does not consist of well
defined and clearly
developed paragraphs.
It does not maintain the
flow of the paper. It is
not focused.
The statements are
supported by examples
The statements are not
supported by ex-amples
Readings, citations, and
formatting
ingful examples and
illustrations from
classroom and/or
personal experiences.
The philosophy statements are based on
critical reflection of
course readings. The
paper follows APA
formatting consistently.
It has no grammar and
spelling errors.
from classroom and/or
personal experiences.
from classroom and/or
personal experiences.
The philosophy statements are based on
reflection of course
readings. The paper
follows APA formatting consistently. It
has minor grammar and
spelling errors.
The philosophy statements are not based on
reflection of course
readings. The paper
does not follow APA
formatting consistently.
It has grammar and
spelling errors.
2. Compare and Contrast Two Programs in the Same Discipline:
Publishers of curriculum materials claim that their educational program will raise math
scores, or reading scores, etc. With so much advertising and hype “out there,” how can
educators decide which program fits the needs of students in their classrooms? In this
assignment, you will identify two programs in the same discipline (for example, Every
Day Math/Chicago Math) and compare and contrast them based on different criteria. In
your critique, compare their philosophies and how they reflect your own (assignment 1).
Do the programs rely on basal texts alone? What does the teacher need to know to be able
to use the program (i.e. professional development)? What adjustments, modifications,
differentiation, or teaching strategies are needed to implement the program for all
students, especially those at both ends of the spectrum? Should anything be added to this
curriculum? Creating a graphic organizer is recommended for this project.
20 points
The rubric below will be used for assessment:
Compare/Contrast 2
Programs in same field
based on:
a. Philosophy and
how it reflects
own (Assign.1)
b.
Main
instructional
method(s): is
this based on
research?
c.
Amount and
depth of
Professional
Development
needed.
Quality and
types of
differentiation
for all learners
d.
Target (20)
Acceptable (15)
Unacceptable ( 1-14)
High quality of analysis
of each program’s
philosophy and how it
reflects one’s own
philosophy
High quality of analysis
of each program’s
instructional methods as
well as deep analysis of
the quality of research
Acceptable quality of
analysis of each
program’s philosophy
and how it reflects one’s
own philosophy
Acceptable quality of
analysis of each
program’s instructional
methods as well as
acceptable analysis of
the quality of research
Acceptable analysis of
the professional
development needed to
implement each
program.
The analysis of each
program shows
awareness of the
learning needs of all
learners.
Low quality of analysis
of each program’s
philosophy and how it
reflects one’s own
philosophy
Low quality of analysis
of each program’s
instructional methods
and low quality of
analysis of the research
Excellent analysis of the
professional development needed to
implement each
program.
The analysis of each
program shows deep
awareness of the
learning needs of all
learners.
Weak analysis of the
professional development needed to
implement each
program.
The analysis of each
program shows lack of
awareness of the
learning needs of all
learners.
3. Vertical Alignment of a Curriculum in a Discipline K-3, 4-6, 6-8, 9-12:
Are there gaps in the content and/or skills in the curriculum over a span of grades? Are
there areas in the content that are redundant or should go to a deeper level with students’
increased cognitive development? Curriculum committees develop vertical alignment
charts for disciplines so they can see what and how the content builds over time. In this
assignment, you will choose a discipline for a grade span (see above) and analyze the
vertical alignment according to standards, content, and skills. By examining curriculum
across grade levels on districts’ websites, is a good way to become familiar with the
vertical aspect of a discipline. You may also want to interview a curriculum coordinator
in a district. Creating a graphic organizer is recommended for this project.
25 points
The rubric below will be used to assessment:
Vertical Alignment in
Discipline based on:
a. Identified and
analyzed
curriculum in 1
discipline
b.
Identified gaps
and proposed
recommendation(s) to
strengthen the
curriculum
c.
Interview with a
curriculum
coordinator
Target (25)
Acceptable (18)
Unacceptable (1-17)
Standards alignment ,
content, and skills are
thoroughly analyzed
along the vertical
spectrum.
Well developed critique
of any gaps in the
vertical curriculum with
strong recommendations based on
standards, content, and
skills.
Interview provides first
hand insights and well
founded documentation
for the overall critique
of the vertical
curriculum
Standards alignment ,
content, and skills are
analyzed along the
vertical spectrum.
Standards alignment ,
content, and skills are
poorly analyzed along
the vertical spectrum.
Provides a critique of
any gaps in the vertical
curriculum with recommendations based on
standards, content, and
skills.
Poorly developed
critique of any gaps in
the vertical curriculum
with unsound recommendations based on
standards, content, and
skills.
Interview provides first
hand information and
little documentation for
the overall critique of
the vertical curriculum
Interview provides first
hand insights and some
documentation for the
overall critique of the
vertical curriculum
4. Analysis of Curriculum with Outcomes:
How are curriculum decisions made and how is curriculum evaluated? On what kinds of
information are these judgements made? What are the learning outcomes that are desired
for this curriculum? In this assignment you will tackle these and other questions by:
a). Analyzing a set of data at the district level for a discipline to determine its outcomes
over a 2-3 year span. Meet with the principal and/or the curriculum coordinator to review
scores in that content (both quantitative and qualitative results). Based on this data and
the current curriculum, focus on deficit areas and analyze them. Look for trends over
time.
b). Analyzing how this curriculum reflects state and national standards.
c). Where should efforts be focused, based on the data results? Create a hierarchy of
needs:
What do administrators need to do?
What do teachers need to do?
What do parents need to do?
What do students need to do?
d). How does current research support the areas for improvement for this
curriculum and for student learning?
30 points
The rubric below will be used to assessment:
Analysis of Curriculum
with Outcomes must
include:
Analyzing a set of data at
the district level for a
discipline to determine its
outcomes over a 2-3 year
span
Analyzing how this
curriculum reflects state
and national standards
Create a hierarchy of
needs
How current research
supports the areas for
improvement for this
curriculum and for
student learning
Target (30)
Acceptable (20)
Unacceptable (1-19)
There is an excellently
developed review and
analysis of the data for
the time period which
includes both quantitative
and qualitative results
and input from an
administrator.
The analysis is thorough
and contains critical
information based on
research.
There is a thorough
analysis of the data
relating to the 4 questions
in c) above.
Final reflection shows an
excellent critique
(including at least 3
references) for how the
curriculum can be
strengthened for student
learning.
There is a well developed
review and analysis of the
data for the time period
which includes both
quantitative and
qualitative results and
input from an
administrator.
The analysis has critical
information based on
research.
There is a poorly
developed review of the
data for the time period
due to lack of information
about quantitative and
qualitative results and
input from an
administrator.
The analysis does not
contain critical
information based on
research.
There is a poorly
developed analysis of the
data relating to the 4
questions in c) above.
Final reflection shows a
critique with few ideas
and no references for how
the curriculum can be
strengthened for student
learning.
There is a well developed
analysis of the data
relating to the 4 questions
in c) above.
Final reflection shows a
good critique (including
at least 2 references) for
how the curriculum can
be strengthened for
student learning.
EDU 545 Course Schedule
Fall, 2010
Date
Class Topic
Readings and
What’s Due
1. Analyzing the Curriculum
Sept. 2
The Aims of Education
Sept. 9
Conceptualizing the Curriculum
Sept. 16
Procedures of Curriculum Making
Sept. 23
Who’s in Charge of the Curriculum?
The Politics of Curriculum Making
Sept. 30
Oct. 7
Oct. 14
Oct. 21
2. Implementing the Curriculum
The Systemic Curriculum (Curriculum Alignment);
Deciding What Should be Taught
Making Curriculum
Issues of Curriculum Organization
Trends in the Subject Fields
Oct. 28
The Politics of Curriculum Making, cont.
W & S Ch. 1-2; Case
Studies pgs.
105,107-109
W & S Ch. 3-4; Case
Studies pgs. 110,
112, 113, 115
W & S Ch. 5-6; Case
Studies pgs. 120123, 125
W & S Ch. 7; Case
Study pg. 127;
McNeil, Ch. 10 pgs.
252-256
Philosophy of
Education
Reflection Due
McNeil Ch. 3 & 5
McNeil Ch. 8
McNeil Ch 7
McNeil Ch 12
Compare/Contrast
Two Programs Due
McNeil Ch. 10 pgs.
256-272; Ornstein,
Ch. 24
Nov. 4
How Technology is used with Curriculum Orientations
Nov. 11
Nov. 18
Dec. 2
Dec. 9
3. Evaluating the Curriculum
Models of Evaluation
Assessment as Learning
Trends in Curriculum: Subject Fields
Theory and Inquiry in Curriculum
McNeil Ch. 6
Vertical Alignment
of a Curriculum
Due
McNeil Ch. 9
McNeil Ch. 9
McNeil Ch 12
Analysis of
Curriculum with
Outcomes Due