Testing and Curriculum Development

Testing and Curriculum Development
NOT an essay, it is an online discussion for my (Testing and Curriculum Development)
The content below is an online discussion that my professor posted and we are supposed to answer the questions she raised. Please think critically and theoretically
when answering the questions. It is a course in the field of education. Here is what my professor posted:

“This chapter discusses how one’s curriculum should be based on established principles that are well-researched and flexible enough to allow for necessary changes. The
book mentions “The Twenty Principles” which one can use as a guide. These twenty principles can be subdivided into 3 different categories.

The first category, Content and Sequencing deals with frequency, strategies and autonomy, spaced retrieval, language system, course progression, teachability, the
learning burden, and interference. Basically, this section pertains to the composition of the course and the order in which it is arranged.

The second category, Format and Processing, contains the issues of motivation, “the four strands”, comprehensible input, fluency, output, deliberate learning, timing
of a task, the depth of language processing, integrative motivation, and learning style. It is within this group that the authors specify how instructors should be
cognizant of the mental processing and internal struggles students may be struggling with as they progress through their learning and how the formatting of the course
should not hinder this advancement.

The last category, Monitoring and Assessment, emphasizes the necessity of feedback and needs/environmental analysis. It is in this section that the book discusses the
importance of the learners receiving critiques on their strengths and weaknesses from both their teacher and their peers. In addition, instructors can gauge whether
their lessons are salient to their learners. From there, the instructor is able to make necessary adjustments.

From this list of Twenty Principles, which principles strongly resemble your own beliefs when teaching the language? Do you see any of these principles at work while
observing during your practicum? If so, do you find the teacher’s use successful?

In the chapter, Nation and Macalister (2009) quote “It is possible to run a language course which is full of interesting activities and which introduces the learners
to new language items but which provides a very poor return for the time invested in it.” Do you (dis)agree with this quote? How can a course be interactive and
interesting, yet ineffective overall?

Within the three groups of Content and Sequencing, Format and Processing, and Monitoring and Assessment, each principle is tiered by their perceived importance. After
reading the chapter, do you agree with the authors’ categorization of these principles? Are there some principles that you personally find that hold merit than

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