Assessing the Curriculum
Gary L. Cates, Ph.D., N.C.S.P.
Curriculum
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Structured set of learning outcomes or
tasks
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Should focus on learning of all students
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Learning Objectives
Individualized instruction (means flexible
process of decision making).
Organized by content/skill/cognitive
complexity
Curriculum Focus
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Facts
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Concepts
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Stimulus class with shared characteristics
Rules
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S-R
Basis for organizing attributes of concepts
If – then; correlation
Strategies
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Process of work: How do you arrive at the product
Integrating Curriculum with
Instruction
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Review related background
Branch into new areas
Provide a framework and provide
opportunity to use it.
Write and/or speak about it to others
Assessing the Academic
Environment
Gary L. Cates, Ph.D., N.C.S.P.
I. Objectives of assessment

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Determine how academic environment
impacts observed academic problem
Determine degree to which problem is a
skill versus performance deficit
Determine instructional, mastery, and
frustration levels of instruction
Serve as tool for making instructional
decisions
Riky


8th grade female referred for low
mathematics performance
What information do you want/need?
Using RIOT to Develop Hypotheses
Review: (e.g. Student
grades/patterns, Work samples)
 Interviews
 Observation
 Test (e.g. formal and informal such
as CBA/E, Rubrics, Behavior rating
scales/checklists)

Types of Data Collection
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Verbal Reports (e.g. interviews)
Rating Scales (e.g. BASC)
Record Review (e.g. Cumulative file, homework –
permanent products)
Observation Systems (e.g. BOSS)
Direct Systematic Behavioral Observation (e.g.
Interval recording, frequency counts)
Things to keep in mind with regard
to teacher interview

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You have 20 minutes max
Teachers will story tell
Your goal is to get an operational
definition that is observable and
measurable.
Specific Questions to Teachers:
Behavior Problems
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What does the behavior look like?
How often does it occur
What happens immediately before the
behavior?
What happens immediately after?
What have you tried so far?
What behavior would you rather see?
Specific Questions to Teachers:
Academic Problems
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How are instructional assignments
presented?
What is expected?
Where is the student currently?
How are opportunities for practice
presented?
How is feedback provided?
What has or has not worked?
Instructional Planning Form
Student Name_________________
___ Teacher Name________________ School Year ____________
Goal ___________________________________________________________________________________
Instructional Strategies
Skill
Teaching Strategy
Materials
Arrangement
Time
Motivational
Strategies
Assessment
Procedures
10/03 Adapted from the U of Oregon
Practice Analyzing an ABC Log
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See handout
Why do you think the behavior is
occurring?
What might you do for an intervention?
What is an acceptable alternative
behavior?
How would you monitor progress?
Practice Using A Frequency
Count/Rate Measure Log
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See Handout
Determine the rate of behavior
Determine Discrepancy Ratio
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The average child does this on average 1.8
times per day.
Write a hypothesis: Remember ICEL
Develop a method for hypothesis testing:
Remember RIOT
Systematic Direct Behavioral
Observations: Interval Recording
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Partial Interval Recording: Occurs anytime
within interval
Whole Interval Recording: Occurs majority
of Interval
Momentary Time Sampling: Within 3
seconds
Duration Recording: How long behavior
occurs
Target Child
Behavior
1
1
A
2
TO
X
3
OT
X
2
3
4
5
6
7
8
9
10
11
12
13
X
X
X
X
X
X
X
X
5
6
7
14
15
16
17
18
19
20
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Composite Child
1
2
3
4
8
9
10
11
12
13
14
15
16
17
18
19
20
Behavior
1
A
X
2
TO
X
3
OT
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Consider Multiple Domains: ICEL
Instruction
Curriculum
Learner
Environment
Content of Domains
CURRICULUM
•
•
•
•
•
Content of materials
Difficulty level of materials
Sequencing
Organization
Perceived relevance
INSTRUCTION
• Instructional philosophy
• Instructional approach or
method(s)
• Expectations/objectives
• Clarity & organization
• Pace
• Opportunities for practice
• Duration of continuous
instruction
• Nature & frequency of
feedback
• Academic engaged time
• Classroom Management
ENVIRONMENT
• Arrangement of the room
•
•
•
•
•
•
•
Furniture/equipment
Rules
Management plans
Routines
Expectations
Peer context
Peer (e.g., attention) and
family influence (e.g.,
cultural beliefs)
• Task pressure
LEARNER
• Appropriateness of curriculum and
instruction
• Perception of learning environment
• Academic skills
• Social/behavioral skills
• Adaptive behavior skills (e.g., selfhelp, )
• Motivation
 Organization
• Medical Issues
Focus on Changeable Variables

Focus on those variables that we have direct control
over, including:
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Curriculum
Instruction (e.g., arrangement, response format)
Allotted/Engaged Time
Classroom Environment
Motivational Strategies (individualized)
This does not suggest that other variables are not
important, but that we may have less control over some
variables in the school environment.
Rating Scales
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Academic Competence Evaluation Scales
Academic Performance Rating Scale
They provide additional evidence for or
against your hypothesis
They should not be used to make
definitive diagnoses
They do not always lend themselves to
intervention development.
Permanent Product Review
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Look for error patterns
Percent of homework completion
Percent of homework turned in
Type, amount of feedback
Performance related to peers
Consistency in performance
Other Tips
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Make a drawing of the classroom and
where the child sits
Don’t use your jargon
Listen for what the teacher really wants
and figure out how to balance that with
what the child needs
Don’t gossip
Don’t give out info in pieces.