BOHOL ISLAND STATE UNIVERSITY

Clarin Campus
Poblacion Norte, Clarin Bohol

Name: Liezl P. Orion Date: November 17, 2023

Course: MAEd 1

Activity No. 9
Annotated Bibliography

INTERNATIONAL CONTEXTS
Curriculum Implementation

1. Fullan, M. (1991). The New Meaning of Educational Change. New York: Teachers College Press,
Columbia University.

Michael Fullan is Professor Emeritus at the Ontario Institute for Studies in Education at
the University of Toronto. Recognized as a worldwide authority on educational reform, Fullan is
engaged in training, consulting, and evaluating change projects around the world. In The New
Meaning of Educational Change, Fullan sums up many years of experience with the idea of
change in education and contemplates ways to cope with, and influence, educational change. In
compiling the best theory and practice, his goal is to explain why change processes work in the
13 way that they do. This is an essential reference for the innovative educator who seeks
reinvention of the U.S. educational system.

Fullan maintains that there are four broad phases in the change process: initiation,
implementation, continuation, and outcome. His Change Model focuses on the human
participants taking part in the process. The book presents guidelines for resisting, coping, or
leading change efforts from the perspective of the stakeholders (teachers, students,
administrators, politicians, etc.). Fullan views every stakeholder in the educational change as a
change agent and calls for building coalition with other change agents, both within one's own
group and across all groups.

2. Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks: CA: Corwin Press.

In Breakthrough, Michael Fullan, Peter Hill, and Christine Crevola outline the guiding
principles at the center of innovative thinking, describe the “breakthrough” framework, and
stress the importance of moral purpose in education. Useful concepts alluded to in
Breakthrough are the ‘Triple P’ components: personalization, precision, and professional
learning. These three components must be synergistically interconnected in order to raise the
bar and close the gap between high achievers and those less successful. The first of these core
components is personalization. This is education that puts the learner at the center and provides
 an education that is tailored to the students’ learning and motivational needs at any given
moment. Every teacher should use personalization if all students are to learn.
The second component is precision. Precision is defined as getting things right. In the
classroom context, it is especially important to get it right for those students with the greatest
challenges. Precision involves assessment for learning, where appropriate and powerful
assessment tools produce data that is used to inform instruction. The next step is to track the
students’ improvement/ progress and evaluate the impact of the instruction. The third and last
component of Breakthrough is professional learning. Teachers cannot get to personalization and
precision in the classroom without daily professional learning. To accomplish this, teachers must
be reflective practitioners who are involved individually and collectively in reflection.

Curriculum Evaluation

3. Tanner, D. E. (2001). Assessing Academic Achievement. Boston: Allyn and Bacon.

In this seminal 367-page and 13-chapter book, Daniel Tanner explains the primacy of
assessment in education. He points out ways assessment data can be used to inform instruction.
He calls for specifying the standards and performance criteria and focusing on the outcomes.
Other ideas promoted in this publication are authentic assessment, grading students, and
evaluating instruction. Tanner also illustrates test construction and test data analysis, and
touches on norm-referenced assessment where aptitudes and attitudes, data and description,
are 14 assessed. There are current issues discussed in the book such as computerized
assessment and ethical considerations in the field.
Criterion-referenced assessments are designed to compare students’ performance
against learning task standards. By contrast, norm-referenced tests are designed to compare a
student’s performance against that of other students. According to Tanner, criterion-based
standards are necessary to maintain authenticity. Researchers point to many limitations of
authentic assessment. To secure a fair and complete picture of a student’s performance,
teachers should use a variety of strategies over a period of time and in different situations. A
balanced assessment program includes multiple assessment strategies that are aligned with
specific learner outcomes so that students can demonstrate what they understand, know, and
can do. No one method or strategy of assessing student performance is sufficient as each
assessment task has advantages and disadvantages. The key to meaningful assessment is to
match student learner outcomes with an appropriate assessment strategy. The first and most
important principle of any assessment is fairness. If assessment is fair, then validity and
reliability are more likely to follow.

Instructional Domains: [Instructional Design]

4. Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.

New York: David McKay Co Inc.

Benjamin S. Bloom (1913 –1999) is a widely recognized name in educational

psychologist who made significant contributions to the classification of educational objectives
 and to the theory of mastery of learning. Bloom's most important initial work focused on what
might be called the operationalization of educational objectives. Bloom's Taxonomy is thus a
classification of learning objectives within education. It refers to a classification of the different
objectives that educators set for students (learning objectives).
Skills in the cognitive domain revolve around knowledge, comprehension, and critical
thinking of a particular topic. Traditional education tends to emphasize the skills in this domain,
particularly the lower-order objectives. There are six levels in the taxonomy, moving through the
lowest order processes to the highest: knowledge, comprehension, application, analysis,
synthesis, and evaluation. Many curriculum designers construct their scopes and sequences
according to Bloom’s taxonomy, ascending from the lower order thinking skills (LOTS) to the
higher order thinking skills (HOTS).

5. Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs, NJ: Prentice Hall.

Born in 1939, David A. Kolb is known for his work on experiential learning and his
contribution to thinking around organizational behavior. Besides experiential learning, Kolb’s
scope of interest includes the nature of individual and social change, career development, and
executive and professional education. He created his famous experiential model out of four
elements: (1) concrete experience, (2) observation and reflection, (3) the formation of abstract
concepts, and (4) testing in new situations.
Experiential Learning is a 256-page book. Chapters deal with the foundation of
contemporary approaches to experiential learning; the process of experiential learning;
structural foundations of the learning process; individuality in learning and the concept of
learning styles; the structure of knowledge; the experiential learning theory of development;
learning and development in higher education; lifelong learning and integrative development.
Among the criticism heaved on Kolb’s model is the fact that it pays insufficient attention to the
process of reflection and takes little account of different cultural experiences and conditions.
Also, empirical support for the model is weak and the relationship of learning processes to
knowledge is problematic. Despite the shortcomings, however, the model provides a sound
framework for planning teaching and learning activities and can be utilized as a guide for
understanding learning difficulties and academic advising.