Turning Points 2000 - Chapter 3: Curriculum and Assessment to Improve Teaching and Learning

This chapter discusses the importance of backward design and assessment. It seems that backward design and assessment go hand in hand in a way because backward designs stars with what kind of assessment will be used and what the teacher ultimately wants the students to learn. Backwards design suggests that teachers start by creating a unit based on what needs to be learned in the end. Basic forms of assessment should be used sparingly if not at all such as quizzes and tests. The chapter suggests that authentic assessment be used which is a kind of assessing where the students demonstrate what they know instead of trying to remember it and writing it on a piece of paper. Students are assessed in a way that is true to the real world because they won’t be given written tests at work each month to show their improvement in most cases.

I have had some experience with backward design after my practicum experience and believe it to be very helpful. Usually people tell you to start from the beginning but when it comes to learning it does make so much more sense to start with the end and work your way to the beginning. If you think about it, it makes no sense for a teacher to pick out books, materials, and assignments to create a unit if you don’t really know what students are going to learn in the end. My favorite part about this chapter is the authentic assessment portion. I really despise quizzes and test, because I feel like they really hinder the learning process. Students should be given multiple opportunities to display how and what they have learned thus far. Assessment should be made interesting just as you would want a lesson or unit to be interesting.