Rubric for a Curriculum Evaluation

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Table of Contents

Introduction
Organization
Content
Assessment
Materials
Reference

Introduction

The evaluation of a curriculum brings about changes in the administration role. In addition, the role of the learner also changes in the assessment-focused classrooms.

A rubric for evaluating the students’ speech including primary and secondary sources is researched, the main points of their speech are noted and the students speak clearly and they know the facts to back up the assertions. The scale used for evaluating each of these ranges from one to four (1- 4) with 1 being the highest level.

Developing a curriculum includes the following aspects:

Organization / administration.
Content.
Assessment
Materials.

Organization

Organization refers to the way the administrator controls the institution. In this case, the rubric for curriculum evaluation in a Kindergarten will bring changes in the role of the administrator.

A rubric is a guideline with specified criteria for assessing the abilities and knowledge of your students. The appropriate age of learners in this curriculum will be from three to five years. The learners will be taught things that they are well aware of. Questions posed to them mainly include a familiar ordeal to all and when responding or speaking their sounds will be recorded on sound slides so that they can be retrieved. The aim is to teach students what they expect. The rubric therefore will be designed in a way that it will reflect the most significant elements related to success in a learning task.

The curriculum will also enable teachers to grade children more accurately and fairly.

Content

A quality curriculum evaluation rubric consists of the following components.

A process and tools for assessing students’ interests, learning styles, and self-directness that provide a way for students to self-assess their learning styles.

It also includes strategies to guide students in taking responsibility for their learning, a list of specifically defined pre-requisite skills.

Assessing learners’ prior knowledge that includes one or more assessments of current knowledge and skills needed for the specific content area.

A standard-based content outline that takes into consideration the purpose of learning by providing supplemental topics that are offered to the child’s choice and flexibility. The articulate learning outcomes (EFF) include the six levels of the cognitive domain that is Bloom’s taxonomy.

Acquisitions, analysis, evaluation, knowledge, skills, and synthesizers. They specify how the learning will be demonstrated and under what conditions.

Suggested instructional strategies

Which are based on student’s goals are learner-centered and inclusive of learners’ interests and learning styles. They are also multi-sensory involving more than one sense. They include a combination of individuals, small groups, and large group instruction.

Suggested Assessment Strategies

They are transparent and are both formative and summative. They allow the learner to demonstrate his/her knowledge and skills in various ways and varying contacts. They provide the opportunity for learners’ involvement in the learning process and self-assessments.

Suggested Instructional Resources

This strategy contains an anointed resource list with contact information and is screened for accuracy and authenticity. They are appropriate for certain ages and skill levels. They are also multi-sensory.

Assessment

The mode of assessment at Kindergarten is mainly the traditional assessment method which involves answers that require recall of facts and recognition of know phenomena. The traditional assessment is preferred over the alternative assessment because the alternative assessment goes beyond the paper-pencil and recall boundary. They measure a broad range of scientific processes of higher-order thinking skills. The traditional assessment uses traditional rubrics. In this rubric student’s work is graded holistically usually by judging the paper from the high score end of the rubric and subtracting points based on interpretation of the criteria.

Materials

A good material for making a rubric should meet the following guidelines in a Kindergarten.

A good rubric should:

Address all relevant content and performance objectives.
Should be easy to understand and use.
Should also provide students with an opportunity to succeed or pass at some level to motivate them.
It should also yield consistent results even when administered by different scorers.

The materials used in the Kindergarten in rubric curriculum should expose the children to different issues and technological changes. It should also aim at opening the minds of the child in major aspects of life.

A curriculum should also instill good morals in the children, not just knowledge and skills.

Reference

Pate, P. (1993), Designing Rubrics for Authentic Assessment Middle School Journal.

Jensen, K., (1995). Effective Rubric Design. The Science Teacher. New York: Prentice-Hall.

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