Curriculum Ideologies are personal beliefs about what educational institutions should teach, for what ends, and

for
what reasons.
Scholar Academic Ideology
– It all comes down to: academic disciplines. The Goal of this ideology is: induction of the child into an academic
discipline.
– learning to think and behave like university academians do.
”a curricula embodies a portion of a discipline”
– The worlds of intellect, knowledge and the academic disciplines are viewed as roughly equivalent in terms of both
what they include and exclude.
Teachers
Mediators between the curriculum and the student
mini-scholars
presenting a discipline to students, rather than creation of new knowledge
transmitters of a discipline
teachers need to have three kinds of knowledge:
knowledge of the discipline
curriculum knowledge
pedagogical knowledge
The Child
Scholar academics are concerned more with the curriculum content than with the child.
the child = child’s mind = creature of intellect
Knowledge
knowledges ables you to understand the world (contrast to giving people, for example, the ability to do things etc.)
knowledge takes the form of both content and process. It means both ”what which is known” and ”the way in which
something is known”.
Scholar Academics' major concern is to contruct a curriculum in such a way that it reflects the essence of their
discipline.
Social Efficiency Ideology
This ideology believes that the purpose of schooling is to meet the needs of the society by training youth to function
as a future mature contributing members of the society.
It is more on social productivity.
Teachers manage instruction by selecting and using educational strategies to help learners acquire behaviors
prescribed by the curriculum.
Intructions are guided by clearly behavioral objectives, and learners may require a lot of practice to gain and
maintain mastery of skills.
Social efficiency educators' first job is to determine the needs of society.
Things that will fulfill these needs are called the terminal objectives of the curriculum.
The educated person - who meets the terminal objectives of the curriculum and thus fulfills the needs of society.
Social Efficiency ideologists believe the most efficient achievement of a curriculum's terminal objectives results from
applying the routines of scientific procedure to curriculum making.
Three things that play an important role in Social Efficiency Ideology:
-Concept of learning (Change in behavior)
-Creation and Sequencing of learning experience (the cause, action, stimuli which lead to the desired effect,
reaction and response)
-Accountability of the client for whom educators work. - willing to take responsibility

Learner-Centered Ideology
- Child-centered institutions in contrast to the teacher and principal centered schools of the conventional order.
(Rugg & Shumaker, 1928, p.56)
- Parental expectations are monimized and student expectations are maximized.
Activity School
- Here it is believed, "that knowledge comes through the interaction of an individual with the surrounding world, both
inanimate and social." (Hein, 1975, p.2)
Organic School
- The ideal school has been created to assist in growing or developing tge natural organism.
Integrated School
- Schools focus on positiveness, emotions, intellect, social skills, and physicality.
How learning happens:
1. Learners
2. Environment
3. The interaction of the learners to the environment
Social Reconstruction Ideology
- Social Reconstructionist are conscious of the problems of our society and the injustices done to its members. They
view curriculum from a social perspective. First, they assume that the current society is unhealthy. Second, they
assume that something can be done to keep society frim destroying itself. Third, they assume that actions must be
directed toward reconstructing society along the lines suggested by the vision.
Cultural Pluralism
- Delete differences(culture, religion, etc.)
Purposes/Roles of Classroom Assessment
What is Assessment?
The term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing
themselves, which provide information to be used as feedback to modify the teaching and learning activities in which
they are engaged.
Since this seminal article, educators have differentiated assessment according to its purpose:
Assessment for learning
Assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher
observation, and conversation).
Verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges,
and points to next steps.
As teachers check on understanding they adjust their instruction to keep students on track.
No grades or scores are given - record-keeping is primarily anecdotal and descriptive.
Occurs throughout the learning process, from the outset of the course of study to the time of summative
assessment.
Placement Assessment
Formative Assessment
assessment made to determine a student’s knowledge and skills, including learning gaps as they progress through
a unit of study
used to inform instruction and guide learning
occurs during the course of a unit of study
makes up the subsequent phase of assessment for learning
Diagnostic Assessment (now referred to more often as "pre-assessment")
assessment made to determine what a student does and does not know about a topic
assessment made to determine a student's learning style or preferences
used to determine how well a student can perform a certain set of skills related to a particular subject or group of
subjects
occurs at the beginning of a unit of study
used to inform instruction: makes up the initial phase of assessment for learning
Assessment of learning
assessment that is accompanied by a number or letter grade (summative)
compares one student’s achievement with standards
results can be communicated to the student and parents
occurs at the end of the learning unit
Summative Assessment
assessment that is made at the end of a unit of study to determine the level of understanding the student has
achieved
includes a mark or grade against an expected standard
Assessment as learning
begins as students become aware of the goals of instruction and the criteria for performance
involves goal-setting, monitoring progress, and reflecting on results
implies student ownership and responsibility for moving his or her thinking forward (metacognition)
occurs throughout the learning process