CI 313: Curriculum/Materials Evaluation Project - Spring 2020

This assignment is a curriculum/materials evaluation project for the CI 313 module. The student evaluates a curriculum based on several components: research vs. evidence-based practices, fidelity to the curriculum, multiculturalism, developmentally appropriate practice (DAP), knowledge domains, authentic tasks, and types of assessment (including naturalistic assessment). The evaluation includes the student's perspective on how the curriculum is being used in their field placement, how it could be improved, and the student's critical reflection on the curriculum's target audience, potential for student success, and resources for differentiation. The student provides specific examples and references to support their analysis, demonstrating an understanding of key concepts and their practical application in an educational setting, with a focus on aligning with Arizona Mathematics Standards. The student's reflection addresses the curriculum's suitability for diverse learners and the availability of resources to support all students, contributing to their understanding of curriculum development and implementation.

CI 313 Module 2 Application Task
Curriculum/Materials Evaluation Project
Spring 2020
Directions: Using the research provided in the online readings, complete this chart. Use
curriculum/ materials that one or more of your students are currently using. The critical
reflection should be at least half a page.
(100 pts) Application Task
Identification of
Important
Component
What is your
evaluation?
How are you
using this
currently in
your field
placement?
How could this
area be
improved?
Research vs.
Evidence based
The curriculum is
evidence based
(("How to Evaluate
Evidence-Based or
Research-Based
Interventions", n.d.)).
I am using the
evidence from
research to support
my teaching
practices.
The students would
be asked to
participate in certain
empirical activities
like undertaking
quizzes to evaluate
their intelligence
level.
By promoting the
study and analysis of
more research based
materials to
understand the
possible evidences
that might come out.
Fidelity to curriculum The curriculum
adheres to the aspect
of program
differentiation
("Curriculum
Implementation
Fidelity", n.d.).
I am using the
nuances of the
program to
specifically look at
how the children with
specific
developmental needs
are benefitting from
them, and making
minor adjustments
For example, they
would be engaged in
decision making
activities like that of
choosing the subjects
they are interested in.
By not allowing for
too much
differentiation in the
program so that the
learning outcomes
are not mismatched.
Multiculturalism The curriculum I am using this aspect Can be improved by

promotes
multiculturalism
through inclusive
approaches
to promote
collaborative group
work.
For instance, the
students would be
made to interact with
students of different
ethnicities.
actively promoting
cultural competency
among the children
DAP The curriculum looks
at the specific
developmental needs
of the children
("Developmentally
Appropriate Practice |
NAEYC", n.d.)
I am using DAP to
provide individual
scaffolding to certain
children
The would be made
to undertake certain
sport activities
Can be improved by
contrasting individual
children’s
developmental
progress.
Knowledge domains Primarily focuses on
the psychomotor and
cognitive domains
("Bloom's Taxonomy
of Learning Domains:
The Cognitive
Domain", 2015).
I am using this
information to
develop activities that
are appropriate as
well as promotes
development of the
domains.
For example, the
students would be
taught about a
subject and their
opinions on it would
be elicited.
Can be improved by
incorporating more
cognitively
challenging activities.
Authentic Tasks The tasks are
specifically designed
to cater to the
cognitive and
developmental
needs.
I am implementing
this in my practice by
looking at how
individual tasks can
be modified to fit the
requirements.
For example, the
students would be
made to participate in
co-curricular activities
like dancing and
signing.
Can be improved by
allowing the children
to provide their
inputs.
Types of
Assessment: Is
Naturalistic
assessment present
and how?
Naturalistic
assessment is
present in the form of
observation analysis
(Fitzpatrick, 2016).
In my field, I am
currently
implementing this
practice through
observing and
recording how the
Can be improved by
selecting a smaller
group of children for
naturalistic
assessment

children function in
their naturalistic
setting.
The students would
be made to
participate in a co-
curricular activity and
their reaction to it
would be observed.
Critical reflection:
Who is the curriculum written for? What is the target audience? Will ALL students be
successful with this curriculum as is? If ‘no,’ what resources/supplemental materials are
provided to differentiate: instruction, materials, final product.
The current curriculum is in accordance with the Arizona Mathematics Standards (Second
Grade) under the Arizona Department of Education. The children from year 2 are transitioning
from the foundational phase to the active learning phase where they will start to look more in
depth into the concepts related to STEM and languages etc. The Curriculum is focused on the
key learning outcomes that the children are expected to reach through their education. Hence it
can be stated that it is developmentally appropriate. The target audience are the teachers as
well as the parents. All students may not be equally successful while following the same
curriculum, given that the curriculum is strict in nature and looks at specific learning outcomes.
However, it has adaptations that are made to look at the specific developmental needs of
certain students as well. In doing so, the curriculum adheres to the Developmentally Appropriate
Practices, hence allowing for the development and success of all students. The resources and
supplementary materials that will be required in this case are specific to the requirements that
each child has in terms of their development. Some might require additional instructions while
other materials and scaffolding. All of these resources are provided to the students as well as
adequate teacher support.
Through this curriculum, I am helping the children meet their learning goals by promoting their
strengths and addressing their weaknesses in numeracy development. At the same time, I am
also providing them support in the form of additional resources and scaffolding wherever
required, while also measuring their outputs for accuracy and memorization abilities, through
observation and recording their outcomes.
References.
Bloom's Taxonomy of Learning Domains: The Cognitive Domain. (2015). Retrieved 12 February
2020, from http://www.nwlink.com/~donclark/hrd/bloom.html
Curriculum Implementation Fidelity. Retrieved 12 February 2020, from
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/1025-curriculum-fidelity-handout.pdf

Developmentally Appropriate Practice | NAEYC. Retrieved 12 February 2020, from
https://www.naeyc.org/resources/topics/dap
Fitzpatrick, A. (2016). Naturalistic Assessment. Retrieved 12 February 2020, from
https://prezi.com/sgdj5arpb1mx/naturalistic-assessment/
How to Evaluate Evidence-Based or Research-Based Interventions. Retrieved 12 February
2020, from
http://www.pgss.k12.nd.us/power_points/Evidence_Based_or_Research_Based.pdf

25 20 18 15
What is
your
evaluation?
Student
determines value
of materials based
on each area.
Reference to
readings is
included in each
area.
Student
determines value
of materials based
on each area.
Reference to
readings is
included in most
areas.
Student
determines value
of materials based
on each area.
Reference to
readings is
included in at least
one area.
Student
determines value
of materials based
on each area.
Reference to
readings is not
included.
How are
you using
this
currently in
your field
placement?
Student identifies
various areas
where the 7
important
components are
addressed in the
current field
placement.
Student identifies
various areas
where 5-6
important
components are
addressed in the
current field
placement.
Student identifies
various areas
where less than 5
important
components are
addressed in the
current field
placement.
Student
incorrectly
identifies various
areas where less
than 5 important
components are
addressed in the
current field
placement.
How could
this be
improved?
Student outlines
research-based
strategies to
improve each of
the 7 important
components.
Student outlines
research-based
strategies to
improve each of 5-
6 important
components.
Student outlines
research-based
strategies to
improve less than
5 important
components.
Student outlines
strategies to
improve each of
the less than 5
important
components.
Critical
reflection
Student responds
to each prompt in
the reflection
using
grammatically
correct sentences
in at least ½ page
length.
Student responds
to three out of four
prompts in the
reflection using
grammatically
correct sentences
in at least ½ page
length.
Student responds
to two out of the
four prompts in
the reflection
and/or has some
editing errors that
distract the
reader.
Student responds
to one out of the
four prompts OR
has many editing
errors that
completely distract
the reader.