Using Surveys of Enacted Curriculum to Advance Evaluation of Instruction in Relation to Standards

An investigation was made of the effect of returned grades and actual performance on 102 junior and senior students' evaluation of one instructor's instruction viewed once indicated no significant relationships. Implications were discussed.

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Classification and performance evaluation of instruction buffering techniques

ACM SIGARCH Computer Architecture News ◽

10.1145/115953.115968 ◽

1991 ◽

Vol 19 (3) ◽

pp. 150-159

Author(s):

Lizyamma Kurian ◽

Paul T. Hulina ◽

Lee D. Coraor ◽

Dhamir N. Mannai

Keyword(s):

Performance Evaluation ◽

Evaluation Of Instruction ◽

And Performance

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Theory-Based Evaluation of Instruction: Implications for Improving Student Learning Achievement in Postsecondary Education

Educational Media and Technology Yearbook ◽

10.1007/978-1-4419-1516-0_5 ◽

2009 ◽

pp. 57-77 ◽

Cited By ~ 3

Author(s):

Theodore Frick ◽

Rajat Chadha ◽

Carol Watson ◽

Ying Wang

Keyword(s):

Student Learning ◽

Postsecondary Education ◽

Learning Achievement ◽

Evaluation Of Instruction ◽

Improving Student Learning

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Evaluating the alignment between the Grade 9 mathematics Annual National Assessment and the TIMSS test items

South African Journal of Education ◽

10.15700/saje.v41n3a1765 ◽

2021 ◽

Vol 41 (3) ◽

pp. 1-13

Author(s):

Zwelithini Bongani Dhlamini

Keyword(s):

Statistical Significance ◽

Science Study ◽

National Assessment ◽

International Context ◽

Test Items ◽

Enacted Curriculum ◽

Theoretical Perspectives ◽

Cognitive Levels ◽

Alpha Level ◽

Mathematics And Science

In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS using 2 variables in the assessments, topics and cognitive levels. The research design was the correlational prediction design. The evaluation revealed that the Porter’s alignment index between ANA and TIMSS was 0.657 in 2012, 0.728 in 2013 and 0.681 in 2014. Statistically, this was significantly low at the Alpha level of 0.05, in accordance with Fulmer’s critical values at 20, 60 and 120 standard points. The low statistical significance of the alignment indices justifies discrepancies in topics and cognitive levels for ANA and TIMSS, justifying misalignment in what was tested in the two assessments. It is recommended that alignment studies be sanctioned frequently by the ANA developers as one of many measures to gauge the performance of the curriculum both in a national and international context.

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MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam ◽

10.18269/jpmipa.v19i2.454 ◽

2014 ◽

Vol 19 (2) ◽

pp. 141

Author(s):

Endang Mulyana ◽

Turmudi Ph.D. ◽

Dadang Juandi

Keyword(s):

Enacted Curriculum ◽

Subject Specific

Salah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang meliputi Hubungan Didaktik (HD), Hubungan Pedagogik (HP) dan Antisipasi Didaktik-Pedagogik (ADP). Dengan mengikuti prosedur workshop yang telah ditetapkan ini, diperoleh desain pembelajaran matematika yang baru dan efektif. Hal ini menunjukkan adanya peningkatan kompetensi pedagogik para peserta PPG. Kelemahan peserta akan penguasaan materi dapat diatasi melalui pendalaman kembali (repersonalisasi) sebagai tugas mandiri, sedangkan kelemahan dalam memprediksi respon siswa dapat diatasi dengan memberikan para peserta pengalaman dalam mengobservasi dan refleksi.Kata kunci: antisipasi didaktik-pedagogik, desain didaktis, hubungan didaktik, hubungan pedagogik, subject specific pedagogy

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