The Role of Assessment in Guiding Decisions 1

The Role of Assessment in Guiding Decisions

Introduction

The article "Philosophical Foundations for Curriculum Decision: A Reflective Analysis" by

Surya Bahadur Belbase provides valuable insights into the philosophical underpinnings of

curriculum development. This paper aims to reflect on the curriculum in my classroom and

analyze how assessment guides curricular decisions, drawing on concepts presented in the

article.

Defining Curriculum in My Classroom

Belbase's article highlights that curriculum is not just a set of subjects but a

comprehensive plan that encompasses content, teaching methods, assessment strategies, and the

philosophical framework that underpins it. The article emphasizes that a curriculum should be a

reflection of the educational philosophy of a school. It should answer essential questions about

what knowledge is considered valuable, what teaching methods are preferred, and what

outcomes are desired ( Belbase, 2011). In my classroom, I teach Grade 1 in an International

Baccalaureate (IBO) Primary Years Programme (PYP) school.

Holistic Approach: The PYP curriculum in my classroom is holistic, aligning with

Belbase's emphasis on a broad curriculum that addresses students' cognitive, emotional, and

social development. It integrates various subjects into transdisciplinary units, fostering

connections between disciplines.

Conceptual Framework: The PYP emphasizes key concepts that drive inquiry-based

learning. These concepts, such as form, function, causation, and change, are aligned with

Belbase's assertion that a curriculum should be grounded in philosophical principles.

Assessment for Learning: In line with Belbase's perspective that assessment should be an

integral part of curriculum design, my classroom incorporates formative assessment. These

ongoing assessments guide instruction and help students reflect on their learning. For example, I

use peer and self-assessment to encourage metacognition and self-regulation.

Inquiry-Based Learning: Belbase argues for a curriculum that encourages inquiry and

exploration. In my classroom, the PYP framework promotes inquiry-based learning. Students are

encouraged to ask questions, investigate, and make connections between their learning and the

real world.

Assessment to Guide Curricular Decisions

Assessment is an integral part of instruction, as it determines whether or not the goals of

education are being met (Wiggins, 2008). It plays a crucial role in guiding curricular decisions in

my school. It aligns with the philosophical foundations of the PYP and serves several purposes.

(IBO,2018a) Belbase's article emphasizes that assessment should align with the curriculum's

objectives and philosophy. Here's how assessment guides curricular decisions:

Assessments are designed to align with the PYP's learning outcomes and transdisciplinary skills.

This ensures that assessments measure what the curriculum intends students to learn. For

example, in Grade 1, students may be assessed on their ability to inquire, communicate,

collaborate, and demonstrate international-mindedness in a unit about culture.

Formative assessments, such as quizzes, observations, and student reflections, provide

data that inform instructional decisions. Teachers analyze assessment results to identify areas

where students may need additional support or extension activities. Assessment data help in

tailoring instruction to meet individual student needs. Belbase's article discusses the importance

of recognizing the diversity of student abilities, which is addressed through differentiated

instruction in my classroom based on assessment data.

Assessment as Learning
The Role of Assessment in Guiding Decisions 4

Belbase emphasizes the importance of assessment as a tool for students' self-assessment and

reflection. In an IB school, students are encouraged to be active participants in the assessment

process. They self-assess and reflect on their learning journeys, setting goals and taking

ownership of their education. This practice fosters metacognition and empowers students to be

lifelong learners. In my classroom, students actively engage in the assessment process. They set

learning goals, reflect on their progress, and participate in parent-teacher-student conferences to

discuss their achievements. Throughout the year, students maintain digital or physical portfolios

showcasing their work, projects, and reflections. These portfolios are a collection of evidence

that demonstrates their progress toward achieving their goals.

Summative assessments, including unit assessments and projects, are used to evaluate the

effectiveness of the curriculum. Results from these assessments may trigger curriculum revisions

to better meet the needs of the students. In my Grade 1 class, these assessments may include unit-

end projects, presentations, or tests that align with the PYP's transdisciplinary themes.

In conclusion, the curriculum in my classroom, following the IB Primary Years

Programme, aligns with the philosophical foundations discussed in the article. It is based on

constructivist and inquiry-based principles, promotes holistic development, and encourages

transdisciplinary learning. Assessment is an integral part of the curriculum, guiding decisions by

providing insights into student learning and skill development. This approach to curriculum and

assessment reflects a commitment to meaningful, student-centered education, consistent with the

philosophical perspectives explored in the article.

References
The Role of Assessment in Guiding Decisions 5

Belbase, S. (2011, October 8). Philosophical foundations for curriculum decision, a reflective

analysis. University of Wyoming, pp 1-20. https://files.eric.ed.gov/fulltext/ED524740.pdf

International Baccalaureate Organization [IBO]. (2018a). Assessment principles and

practices—Quality assessments in a digital age. Retrieved from IB Programme

Resource Centre: https://resources.ibo.org/data/assessment-principles-and-

practicesquality-assessments-in-a_bc11f975-b95e-46f8-9537-

af018c1f0912/assessmentprinciples-and-practices-quality-assessments-in-a-en_57a3acb8-

66c6-49ba-b651-b329ccce995d.pdf

IBO. (2018b). Learning and teaching in the enhanced PYP—part 2. Retrieved from IB

Programme Resource Centre: https://resources.ibo.org/data/p_0_pypxx_sup_1804_

1_e.pdf

Wiggins, G. (2008, July 15). Why is assessment important? Edutopia.

https://www.edutopia.org/assessment-guide-importance