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The Curriculum Compactor Assessment
Form (See below) was developed to assess the quality of teachers'
implementation of the curriculum compacting. The following procedure
was used to provide an estimate of the instrument's reliability.
First, a ten-item checklist for assessing completed compactors was
developed. The items on the checklist reflected the elements of
quality compactors advocated by curriculum compacting experts (Reis,
Burns, and Renzulli, 1992).
Each item is given a score of 1 if the teacher
has integrated it into the compacting process.
In order to become better acquainted with
the compactor form and process complete the activity below. The
time you spend on this will be worth the effort because you will
develop a good sense of how to complete a compactor form for your
student or group of students in Lesson 9.
Name of student
_________________________
Column
on Compactor
|
Rating |
|
Column 1
|
- Are curricular strength-areas
of the student(s) clearly identified (e.g., language
arts, mathematics)?
|
____________ |
- Are pretests, or general assessments
of student strength areas provided (such as language
arts pretests or achievement test information)?
|
____________ |
Column 2
|
- Are specific areas of content
to be eliminated or modified listed?
|
____________ |
- Are various types of skills
assessment to prove evidence of proficiency (i.e.,
passed various level tests) documented?
|
____________ |
Column 3
|
- Are alternative activities listed
for students?
|
____________ |
- Are the activities based on
alternative enrichment activities, i.e., not extensions
of regular curricular exercises?
|
____________ |
- Do the alternative activities
listed appear to have taken into account the students'
interests (e.g., independent study options, specific
types of alternative reading assignments)?
|
____________ |
Column 1-2-3
|
- Is it apparent that various
pieces of information have been taken into account,
regarding students' curricular strengths, the documentation
of proficiency and the replacement of more appropriate
enrichment and/or acceleration? In other words, is
there a clear connection between Columns 1-2-3 on
the compactor?
|
____________ |
- Does the teacher appear to have
completed the form with care and attention to detail,
and does the compactor form reflect appropriate time
spent by the classroom teacher?
|
____________ |
- Does the completed compactor
form reflect the overall quality expected in the curriculum
compacting process?
|
____________ |
Total Score
(0 to 10 possible)
|
____________
|
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Now it is your turn!
As you prepare to work with a student, remember how much students
like to have the opportunity to work with a teacher one on one.
You can change a life by participating in this research.
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