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Provide results to help achieve targeted learning outcomes. Different methods measure different targets, such as knowledge, reasoning, skills, affect and making a product.

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Question with 2 or more possible responses

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-Create or produce own response
-Extended response with flexible topic

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-Create or produce own response
-Essay Restricted to topic

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-Rate performance based on established criteria

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-interviews or conferences to gauge student understanding

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-Performance assessment
-Create, produce or do something in a real world conext

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-Performance assessments
-well-defined task  where students respond with answer that involves reasoning and real world application
-subjective
-formative,  ongoing,
-performance in relation to criteria

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-based on societal issues
-allow students to make real-world connections through instruction

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-dynamic,
Student ←→ Teacher
-Inquiry based learning,
-Criteria driven, open-ended
-Backwards design
-Co-construction with students
Instruction
-Needs based dependent on students learning styles and assessment goals

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-Occurs before, during and after instruction
-Application of knowledge
-Informative

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-standardized tests
-formal examinations
-assessment ends with score and results
-assessment happens after instruction
-mastery of knowledge
-Standardized Testing

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-linear, Teacher→ student
-mastering of one skill before moving on to the next skill
-transmission from teacher to student

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Planning: the process of setting out in advance, strategies, policies, procedures, and standards through which an educational objective (or set of objectives) can be achieved
Instruction: the purposeful direction of the learning process; the transfer of information from one person to another
Assessment:  refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students

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Connecting different areas of study and emphasizing unifying concepts

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Opportunities for a student to revisit and reinforce learning/ how the curriculum is organized.

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The depth and breadth of the content to be taught

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Sequence not well-defined; content Varies

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Sequence not Well-defined; content Varies

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Sequence well-defined; content pre-planned

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Low Continuity

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Low
Continuity

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High Continuity

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High Integration

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High Integration

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Limited Integration

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(Society-culture)

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Makes learning systematic and efficient

*can be combined with other curriculum conceptions or philosophies*

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Imply a purpose of education and content from one or more sources organized to enable learners to reach that purpose.

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Helps to develop and organize

objectives,

content, learning experiences, and evaluation.

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Helps define and shape a "good society". Acts as a framework for establishing goals, content and organization, teaching and learning.