Curriculum, Instruction, and Assessment
What is tested
Planning, differentiation, instructional strategies, and the full assessment cycle.
Planning
Backward design (Wiggins and McTighe) has three stages: identify desired results, determine acceptable evidence, then plan learning experiences. Integrated thematic units and the project approach build coherence across domains. Objectives should use observable verbs. NAEYC's developmentally appropriate practice is the benchmark - not 'easier' work.
Instruction
Balance whole-group, small-group, and independent time. Use modeling and gradual release (I do, we do, you do), explicit instruction for constrained skills such as letter sounds, guided discovery for concepts, and ample play. Universal Design for Learning calls for multiple means of representation, engagement, and expression. Differentiate content, process, product, and environment.
Assessment
Formative assessment drives instruction: observation, running records, anecdotal notes, work samples, checklists, rubrics, portfolios, and conferencing. Summative assessment documents outcomes. Screening flags risk; progress monitoring tracks response to instruction. Multi-tiered systems (Tier 1 core, Tier 2 targeted small group, Tier 3 intensive) rely on data-based decisions. Watch validity and bias - a task loaded with English vocabulary may measure language, not the concept.
Worked example
A teacher wants to know whether children can compose 5. Reasoning: an equation worksheet measures symbol copying as much as understanding. Better evidence is a short interview: five counters and a ten-frame, with 'show me another way to make 5.' Record responses on a checklist. The evidence matches the objective and feeds tomorrow's small group.
Traps
Treating formative and summative as interchangeable; saying observation is not assessment; writing objectives like 'students will understand'; using one instrument for both grading and diagnosis.