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100 word response 1 reference Due 6/17/2023


 As part of designing an effectives curriculum, revisions are needed in order to keep up with current research and best practices regarding how to increase student learning and how to track progress. In regards to revisions, one change that has taken place in the last five years within my district is the MAAP Assessment for all grades to have equal amount of time per subject and a decrease in the amount of questions. Thus, the Mississippi Academic Assessment Program (MAAP) is designed to measure student achievement in English Language Arts (ELA), Mathematics, Science, and US History.  Students are assessed in grades 3 through 8 in English Language Arts (ELA) and Mathematics, grades 5 and 8 Science, Algebra I, Biology I, English II, and US History.  Thus, the results of all MAAP assessments provided information to be used for the improvement of student achievements. In the past, specifically, the English II assessment consisted of 72 questions, (10 ) questions were counted as field items and 2 writing prompts. The time allowed for completion of the test were 180 minutes for the multiple choice and 75 minutes for the writings. However, due to observations from unsatisfactory results, they proposed to provide a more reliable version for English II, by decreasing the tested items to 60 questions and (1) writing prompt, instead of 72 questions and 2 writing prompts and too, keeping the same time limit for all assessments. As a result of implementing this change to the assessments, teachers were able to get a realistic view of the state’s expectations and better provide students with clearer instructions and resources to improve academic performance. According Sheninger (2019) Evidence based teacher methods can be used in the development of instruction and assessment. Likewise, teachers can measure their progress in adding rigor and relevance to instruction and select appropriate instructional strategies to meet learner needs and higher achievement goals. (p. 95). However, this change was successful because student now have ample amount of time to complete assessments. Nonetheless, some factors that significantly impacted the curricular revision were the involvement of the state providing more resources and programs that mirrored the actual state assessment. More so, teachers were more than ready to buy in to the new strategies proposed by the state’s new and revised version of the assessment, while simultaneously being open to suggestions to rectify the issues within the old assessment. In Contrary, Glesson (2016) asserted” without total and complete buy-in from the leadership team the desired culture will fail to be achieved”. The revision procedures, however, influence its success due to an increase in students’ test scores. Meanwhile, I feel that the effectiveness came from observations, data, and students’ performance being reviewed following relevant developments and recommendations from the state department and district pre training on assessments.  One thing I would have done differently to influence the outcome, would be to make classroom adjustment based on data provided to ensure students are placed in the best position to achieve maximum results on assessments. In addition, empowering students to own their learning through rigorous and relevant application aligned to standards through improved pedagogical practices (Sheninger, 2019, p. 170)

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