FYI – the NSW curriculum debate over 'crowded curriculum' versus 'where students are' pertains to two educational assessment models (domain sampling & continuum), described by Reckase here. Masters is a proponent of the continuum model (Rasch).https://t.co/7bwHrTw823
Thank you Marten for the link to this, it is intriguing to think how the models we build upon can morph into the natural way of being as if there are no other alternatives.
3 responses on “💬 Marten Koomen on Assessment Models”
IMV the difference is profound. Domain sampling requires agreement among curriculum and exam panels on what constitutes a domain which can be messy (eg. VCE). The continuum model is simpler, can be built by experts, and is preferred by proprietary test suppliers (eg NAPLAN).
It is interesting to consider the proposed changes in the NSW Curriculum Review Interim Report against other curriculum frameworks, like New Zealand. It also reminds me of a comment someone once made to me that curriculum is the best guess for tomorrow. I was also intrigued by Marten Koomen’s take, especially highlighting Masters’ Rasch over Reckase. It makes me rethink the use of ‘crowded curriculum‘.
IMV the difference is profound. Domain sampling requires agreement among curriculum and exam panels on what constitutes a domain which can be messy (eg. VCE). The continuum model is simpler, can be built by experts, and is preferred by proprietary test suppliers (eg NAPLAN).
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It is interesting to consider the proposed changes in the NSW Curriculum Review Interim Report against other curriculum frameworks, like New Zealand. It also reminds me of a comment someone once made to me that curriculum is the best guess for tomorrow. I was also intrigued by Marten Koomen’s take, especially highlighting Masters’ Rasch over Reckase. It makes me rethink the use of ‘crowded curriculum‘.