Curriculum and Instruction Appraisal Model(USE AS GUIDE ONLY) / Curriculum and Instruction Appraisal Model(USE AS GUIDE ONLY)

Curriculum and Instruction Appraisal Model(USE AS GUIDE ONLY)

Curriculum and Instruction Appraisal Model(USE AS GUIDE ONLY)

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Running head: CURRICULUM AND INSTRUCTION APPRAISAL MODEL 1
Curriculum and Instruction Appraisal Model
University of Phoenix
Curriculum and Instruction Appraisal Model
CURRICULUM AND INSTRUCTION APPRAISAL MODEL 2
The evaluation of curriculum and instruction represents a nebulous
enterprisemanaging individual approaches, materials, methods, and stake-holders in an
attempt to improve student learning (Glatthorn, Boschee, and Whitehead, 2009). Appraisal
models presented by Marshall (2009) provide insight into the pitfalls and successes of evaluation
practices within the school setting. Observations from these examples demonstrate several
factors held in tension by supporting behaviors. These behaviors include,
• the value of frequent evaluation with the need for formative feedback;
• the value of a consistent evaluative structure with the need to reduce grandstanding;
• the value of thorough evaluation with the need for dialogue;
• the value of a supportive culture with the need for leadership investment;
• the value of student assessment with the need for improved instructional method; and
• the value of accurate observation with the need for relational and tactful
communication (Marshall, 2009).
The observed strengths and weaknesses in these models provided a basis for developing a
practical and workable instruction appraisal model which finds support in the comparative study
completed by May and Zimpher (1986). Adding to this list, McGuinn (2012) found a need for
supportive communication networks, training modules, and long-term plans.
The Formative Phase
Preparation of a teacher evaluation plan requiring the creation and application of a
structured evaluation rubric provided invaluable insight in preparation for the design of an
instruction appraisal model. The learning gained from an exercise in evaluation demonstrated
the complexity involved in creating an evaluation model and the potential problems encountered.
Combining these lessons with the examples given by Marshall (2009) helped form the
foundation for building an appraisal model.