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9 pages/≈2475 words
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APA
Subject:
Education
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Research Paper
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English (U.S.)
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Topic:

Curriculum and Instruction Appraisal Model. Education Research Paper

Research Paper Instructions:

Develop a 2,800- to 3,500-word model for the evaluation of instruction, including the processes and protocol for an approach to instructional appraisal that could be used in a learning institution or organization in the appraisal of curriculum and instruction delivery. This completed model must be systematic, repeatable, and ready for use. Include the following:
Methods and approaches for observations
Communication methods for feedback to instructors, including pre- and post-observation
Frequency of observations, appraisals, and communication
All relevant tools, forms, documents, and artifacts applying the appraisal process
Summarize how you might influence your organization’s leaders to consider and perhaps accept your recommendations as an appendix to your model.
Use a minimum of five sources outside the required course readings.
The following is a brief outline with questions and comments to help you develop an appraisal model proposal:

• You may include other items in your proposal, but include each item described within the guidelines.
• The written format of your proposed model is up to you.
Begin with a description of your proposed appraisal model. Support items you include with documentation from your research in instructional appraisal. The model must include both a narrative and graphic representation, such as a checklist, rubric, matrix, or other tool that may be used by others. Describe how often the appraisal process in your proposed model occurs for facilitators—annually, by semester, or according to another timeline. Include a philosophical substantiation for the supervision approach of your proposal in your narrative. For example, support a decision to conduct shorter observations more frequently rather than having a few longer observations.
Formative Phase
• Describe the formative phase of your proposed model.
o What communicative devices will you use to relay results to the teacher or professor?
 Oral messages
 Formal written reports
 Notes in mailbox
o How will you ensure that those involved understand the feedback communication?
o If a teacher or professor is having difficulty, what steps will you take to help the individual improve?
• Describe the forms, documents, artifacts, or other data you will collect as part of the teacher or professor’s appraisal.
• Discuss in-class observations
• How often will in-class observations occur?
• Will the number of observations depend on teacher or professor experience and ability?
• Will you propose a pre-observation conference, post-observation conference, or both?
• Will in-class observations be scheduled?
• Will you propose short drop-in observations, full class observations, or both?
• How will you prevent a less-than-honest representation of behavior if you use scheduled observations?
• What linkages to staff development do you propose, if any? How will you help the teacher or professor grow professionally?

Summative Phase
• Describe the summative phase of your model.
o What communicative devices do you propose using to inform the teacher or professor of results? Describe how you will deliver summative feedback
 Will you use some type of feedback form?
 Will you communicate results orally?
Other Areas to Address
In Ch. 2 of the Marshall text the author states that there are several appraisal methods. Consider each method when creating your model. How might one appraisal method fit better than another with your overall supervision approach?
Format your model according to APA guidelines.

Research Paper Sample Content Preview:

Curriculum and Instruction Appraisal Model
Student’s Name
Institutional Affiliation
Curriculum and Instruction Appraisal Model
Evaluating curriculum and instruction is vital in ensuring that student learning is improved. This process manages various instructional approaches, strategies, materials and instructors to ensure that learning outcomes are achieved and to identify areas of improvement. Marshall (2009) discusses various appraisal models that provide various insights into the strengths and weaknesses of evaluation processes in schools. Analyzing Marshall’s observations, various factors in relation to behaviors emerge.
* Continuous evaluations are important and there is a need for feedback,
* There is a need for a constant evaluative model,
* There is need for thorough assessment and dialogue between the stakeholders,
* There is need for a supportive culture,
* The need for student assessments and improved instructional approaches, and
* The need for accurate observation and meaningful communication (Marshall, 2009).
The gaps identified by Marshall (2009) provided the basis of creating a practical curriculum and instructional appraisal model that is supported by various studies that have established the need for training programs, supportive culture among other vital elements.
Educators and policy makers encourage a collaborative, reflective and continuous assessment of the curriculum and instruction as an attempt to promote school-based professional development. Although there are more critics about the observation tool, it still remains to be the most important assessment tool for educational performance (Marshall, 2009). Due to various models that have been proposed by various scholars, educators might find it hard finding a model that fits their objectives. This papers aims to present a curriculum and instruction appraisal model which can help policy makers and educators appraise their curriculums and instructions.
Experiential Curriculum and Instruction Appraisal Model
Many scholars have encouraged experiential learning since it enhances learning through experience. Experiential learning enables learners to construct meanings and values from direct experiences. Therefore, educators should use different approaches to ensure that learners’ needs are met because they have a responsibility of planning and executing various experiences to encourage learners to participate and acquire various competencies.
Experiential learning model influences different procedures for instructions. It enhances learner-centered learning that enables students to experiment what they have learned. Through this teaching model, educators promote problem understanding, self-discovery and potential solutions to various problems. In their study Kolb and Kolb (2005) identified four stages that influences planning and instruction; concrete experience, observation and reflection, forming abstract concepts and active experimentation.
Chapman et al. (1995) provided features that make an activity experiential and they are the ones that motivate this model. They include:
* A balance must exist between the content being taught and experiential activities.
* The Instructors must create...
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