PQI 6004:

Application of Curriculum and Instructional Design Development and Evaluation

Learning activities and evaluation

Students who focus on learning, who work hard, critically and creatively (both individually and
collaboratively), and who learn to apply scholarly and practice wisdom tend to do well in this course.
Grades will be determined as follows:

Due: Weekly Individual e-Portfolio

or as directed
This component is designed to give you opportunities to analyse and critically
Marks reflect on what you are learning from this course. This will involve writing brief
allocated: reflective essays, summary notes and questions, etc. Students can use Google
30% site to create their e-Portfolio accordingly.

Minimum expectations:
• This component is tied heavily to your attendance, required readings and class
discussions. You may find it difficult to do these activities if you are not in class
and participating in class discussions, and if you are not keeping up with the
required readings.
• Reflection and writing are critical parts of learning, so please don’t just go
through the motion.
• When you write, please evaluate your own thinking in relation to what you are
learning, in a meaningful and honest way. (e.g. One way to do this is to consider
the principles which guide your thinking, compare them with what you are
learning, and how it might be applicable to your future vocation.)
• Compile each piece of work (chronologically and neatly) into a folder for
submission as requested by your instructor.
• The instructor will provide further instructions as the course progresses.
Due: by the Curriculum & Instructional Design Project
10th Session The purpose of this exercise is to provide you
Part A - with an opportunity to analyse different curricula or assigned topic (in
Marks your collaborative group) (20%) and
allocated: Part B - designing a lesson plan based on one of the respective curricula that the
40% group analysed (each individual within a group) (20%).
(A:20% &
B:20%) Minimum expectations:
• (A) Each group of 3-4 people will analyse three or four curricula respectively
(e.g. pre-university curricula from STPM, matriculation, A-levels, IB or
secondary curricula from SPM, GCSE, IGCSE and IB MYP). You can also elect to
explore curricula from other countries e.g. Finland, Singapore, Hong Kong,
Canada, Australia etc, but do use a Malaysia curriculum as a base for
comparison. Use a table to summarize the comparisons followed by a 3-5 page
analysis, based on the following guiding question: What are the similarities
and differences of the curricula you have analysed, and as a result what are the
respective strengths and weaknesses of each curricula?
• (B) Each individual within their respective groups will design a (or a series of)
lesson plan(s) based on a common topic identified by the group. Each individual
will write a brief analysis and reflection of their lesson plan – 1 to 2 pages, in
 response to this guiding question: Why have you designed your lessons the way
you have, with respect to the curriculum?
• Synthesize your group and individual work to prepare for presentation towards
the end of the semester, focusing on a) Curriculum orientation - the similarities
and difference between curricular; b) How each individual designed their lesson
plan(s) in response to item (a). A brief discussion will follow after your
presentation.
• Compile your project (group and individual components) neatly into a folder
for submission to the instructor.

Week 13/14 Final exam

This is a summative and competency assessment that will involve a 2-hour
Marks written examination.
allocated:
30%
Rubric: Part A Curriculum & Instructional Design Project

Total
Category Scoring Criteria Points Score

The type of presentation is appropriate for the topic and 5

audience.
Organization
(15 points)
Information is presented in a logical sequence. 5
Presentation appropriately cites requisite number of 5
references.
Introduction is attention-getting, lays out the problem well, and 5
establishes a framework for the rest of the presentation.

Technical terms are well-defined in language appropriate for 5

the target audience.
Content Presentation contains accurate information. 10
(45 points) Material included is relevant to the overall message/purpose. 10

Appropriate amount of material is prepared, and points made 10

reflect well their relative importance.
There is an obvious conclusion summarizing the presentation. 5

Speaker maintains good eye contact with the audience and is 5

appropriately animated (e.g., gestures, moving around, etc.).

Speaker uses a clear, audible voice. 5

Presentation
Delivery is poised, controlled, and smooth. 5
(40 points)
Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and not 5
distracting.
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100
Rubric: Part B Curriculum & Instructional Design Project – Lesson Design

5 4 3 2-0
Weighted Exceeds Meets Needs Does Not
Score Expectations Expectatio Improvement Meet
ns Expectati
ons
TITLE & Title & purpose are Title & Title & purpose Title &
X1 PURPO clear & align with purpose given purpose
SE standards reflect vague or
contents missing
LESSON PLANS All components of the All Some components Most
See attached lesson plan are included components of the lesson plan components of
X 15
lesson rubric and are of excellent of the lesson are missing or the lesson plan
quality plan are inadequately are missing or
included to a addressed inadequately
satisfactory addressed
level
OBJECTIVES Observable, relates to Observable Objectives given Objectives
X5 purpose, include higher relates to unclear or not
level thinking skills, SMART purpose related to
purpose
ACTIVITIES Meaningful, motivating, Objective Objective based, Activity
X5 objective- base, open based, meaningful limited or
ended inquiry based meaningful does not
student- relate to
centered objective
RESOURCES Creative, connect to “real Variety of Resources included Resources
X3 & world” & variety, resources limited or not
MATERIALS effectively integrates included, included
technology integrates
technology
INTRODUCTION Motivating attention- Attention- Taps prior Lesson
X4 getting taps prior getting, taps knowledge introduction
knowledge prior knowledge minimal or
lacking
CLOSURE Summarizes & includes Summariz Summarizes Closure limited
X4 lesson objectives and es & or not
future plans includes connected to
lesson lesson
objective objectives
MEETING Provides choices and Students have Student tasks align Tasks partially
X5 INDIVIDUA open-ended activities choices & with objectives allow or do not
L NEEDS for all abilities variety of tasks allow for
of varying levels individual
differences
EVALUATION Variety of assessment Both pupil and Includes teacher Limited or no
X5 strategies included & teacher or pupil assessment
consistent with objectives assessment assessment strategies
included strategies included

ORGANIZATION Well-planned, sequential, Organized, Some organization Minimal or

X3 AND QUALITY clearly organized, sequential no
thorough development organization
and
developmen
t

TOTAL
 Exceeds Expectation Meets Expectations Needs Improvement Does Not Meet Points
Expectations Earned
Purpose-Goals Matched and clearly Matched but not clearly Not adequately Not matched or
connected to connected to Curriculum matched or connected connected to
Curriculum Standards; standards; Most to Curriculum Curriculum Standards;
Major concepts and concepts and Standards; Concepts and Concepts and
assumptions of learning assumptions of learning assumptions of learning assumptions of
10 points are developmentally are developmentally are sometimes not clear learning are not clear
appropriate appropriate or not listed or not listed
(10-9 points) (8-6) (5-3) (2-0)
Objectives * Objectives are Objectives are Objectives are either not Objectives are not
Subject obviously observable somewhat observable observable or not observable and also
matter and measurable; Clearly and measurable measurable; Minimal are not measurable;
knowledge, stated application of ; Stated application of application of subject Application of subject
skills and subject matter subject matter matter knowledge and matter knowledge and
application knowledge and skills; knowledge and skills; skills; Domains and skills not evident;
Includes the three Some domains are levels are addressed Domains and levels are
Reasoning domains; cognitive, included, but not all limitedly not addressed
ability affective, psychomotor three or not across all (14-0)
– across all reasoning levels (14-8)
20 points levels; lower, middle, (17-15)
high
(20-19 points)
Anticipatory Lesson is creatively Some attempt to open Limited attempt to tap Does not tap interest &
Set opened by tapping lesson by tapping interest & prior prior knowledge, and
interest & prior interest & prior knowledge, and describe procedures
knowledge, and knowledge, and describe describe procedures (0)
5 points procedures are procedures (1)
described (3-2)
(5-4 points)
Procedures Detailed all content and Detailed some content Limited details provided Details are not
resources required for required for instruction; to teach content; provided to teach
instruction; Includes a Some teaching strategies Teaching strategy not content; Teaching
variety of teaching included with use of MI clear or MI theory not strategy not clear or MI
strategies using theory; Some methods evident; Limited theory not evident;
Multiple; Intelligences of student inquiry listed; methods of student Methods of student
theory; Used multiple some open ended inquiry used; lower level inquiry not evident;
20 points methods or inquiry for questions included; questioning; some use lower level
student learning appropriate use of of technology questioning; limited
incorporating Bloom’s technology use of technology
taxonomy; effective (17-15) (14- (11-0)
use of technology 12)
(20-18 points)
Special Specific strategies Strategies designed to Some strategies not Strategies not specific
Accommodati designed to promote allow success for most specific enough to enough to support
ons success for all students students based on Time- support student learning student learning based
based on Time- Circumstances, Tasks, based on Time- on Time-
Circumstances, Tasks, Communication, Circumstances, Tasks, Circumstances, Tasks,
Communication, Response Modes; Some Communication, Communication,
Response Modes; Differentiated Response Modes; Response Modes; No
20 points Differentiated Instruction evident Limited evidence of evidence of
Instruction clearly (17- Differentiated Differentiated
evident 15) Instruction Instruction
(20-18 points) (11-0)
(14-
12)
Closure Summary provided to Some summary provided Limited use of Summary not evident
reinforce learning and to reinforce learning summary to reinforce or does not reinforce
5 points link to future learning (3-2) learning learning
(5-4 points) (1) (0)
Assessment Appropriate and Appropriate; connected Connected to objectives Not connected to
connected to all to some objectives; to a limited degree; objectives or not
20 points objectives Plans for both formative Plans for either appropriate; Does not
Specific description of and summative formative or summative include plans for either
both formative and assessment; States at assessment; States one formative or
 summative assessments; least two different ways way to represent summative assessment;
Details at least two to represent learning; learning; e.g. concept Does not include any
different ways to e.g. concept map, map, quiz, reflective ways to represent
represent learning; e.g. quiz, reflective response learning
concept map, quiz, response (14-12) (11-0)
reflective response (17-15)
(20-18 points)
Analysis and reflection of their lesson plan:
Student 1:
Student 2:
Student 3:
Student 4:

*Objectives are evaluated in each education course as specific to requirement and content. Total Points Earned: