Assessment of Learning Outcomes and Curriculum Evaluation
Two critical elements of curriculum design are the assessment of outcomes and the evaluation of curriculum and its revision. To ensure that the curriculum leaders were clear about the process, workshops were conducted by the Gifted Education Branch and guidance provided by the consultant. The teams and teachers involved learnt the purpose and mode of assessment, authentic assessment, evaluation of creative products, portfolio assessment and rubric design. They also studied the assessments used by the Centre for Gifted Education at the College of William and Mary. From this they learnt about a wider range of assessments: performance-based, portfolio, content versus concept assessments; self, peer and teacher assessments; project and presentation assessments; overall unit assessments; and informal assessments. They then applied what they had learnt to actual practice in their assessment framework for all the modules designed.
The teams recognised the fundamental role of evaluation to provide information that could be used for improvement. Through regular term evaluations, they were able to assess the appropriateness of the programme and modules and planned their action for improvement. The teams would decide on the multiple data sources to be used. One key evaluation used is the assessment of classroom practice and regular lesson observations and feedback. Such regular evaluation enabled the school to make improvements in instructional delivery, curriculum alignment and programme implementation, student impact data and staff development.