Integrated Curriculum

Evaluation of Learning and Performance

There are times when student learning and performance can be difficult to evaluate.  That is, a distinction between a students’ “acquiring” a behavior and actually “performing” a behavior may not immediately be apparent.  In the course of observation, the student can acquire the behavior without performing it. The student may then later, in a condition where there is an incentive to do so, demonstrate the behavior.  Sometimes, imitating the model’s actions may involve skills the student has not yet come by.   It is one thing to watch something being done, but completely another thing to go home and repeat those acts. Unobservable constructs sometimes need to be measured after allowing sufficient response time for students to process information and participate more readily.  Self-regulation can be assessed by self-report surveys, think-alouds, interviews, diaries, observations of classroom discussion, anecdotal notes, and teacher-student conferences (Gredler, 2009)    


Evaluation/Assessment of Students

The evaluation/assessment plan is very important for any lesson and should include but not be limited to some of the following strategies:
  • Reading/Grading student handouts
  • Physical demonstrations of problem solving
  • Review questions to check for understanding at the end of each lesson and at the beginning of next lesson for review and transfer introduction
  • Checks for Understanding which include:
    • Exit Cards
    • Think Pair Share
    • Thumbs Up/Thumbs Down
  • Reading student work samples
  • Problem solving strategies are read aloud.
  • Checklist of student participating in groups, partners, independent practice
  • Using graphic organizers and charts, students can identify, match, classify, compare and contrast conceptsusing informal scoring guides and rubrics on tasks assigned during the lesson
  • Review questions to check for understanding at the end of each activity and at the beginning of next lesson for review and transfer introduction
  • Independent practice (homework) that allows students to continue work on problem solving strategies.

Evaluation of Integrated Curriculum

     As teachers complete a technology-based project with students, they should review evidence on how successful the strategies and plans were in solving the problems they identified.  Teachers should use this information to decide what should be changed with respect to objectives, stragegies, and implementation tasks to ensure even more success the next time. 

Further Questions to Ask Yourself

Were the Objectives Achieved?

What do Students Say?

Could Improving Instructional Strategies improve Results?

Could Improving the Environment Improve Results?

Have I Integrated Technology Well?

Example of Teacher Reflection/Revision:
Teacher can use exit cards to record reflective thoughts by students and write special reminders for future teaching. At the conclusion of the lesson, questions to ask are: "Were lectures, activities, independent practice, cooperative groups/partnership, and simulations effective tools for assessment purposes? Was the use of appropriate pacing following? Was enough time allowed in lesson segments for practice and deepening of student understanding of content?" Teacher should determine the extent to which modeling examples, practice, technology enhanced activities, and content provided critical-input experiences for students and write special reminders for future lesson planning.


CIT 501: Curriculum and Instruction, Week 4 Lecturette, Nova Southeastern
. Retrieved from

 ETEC 602 Syllabus, Technology and the School Curriculum, Nova Southeastern  

Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed., pp
Upper Saddle River, NJ: Pearson Education, Inc.



Roblyer, M.D., Doering, A.H. (2010).  Integrating educational 
     technology into teaching
(5th ed.) Boston: Allyn & Bacon.