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NCPQ STANDARDS AND INDICATORS
Developed to help practitioners, curriculum developers, and teacher educators
enhance the quality of school-to-work curriculum, the NCPQ Standards and
Indicators provide an essential tool for evaluating curriculum materials for
content, instructional strategies, student assessment, and equity/diversity
considerations. A comprehensive curriculum evaluation provides practitioners
with a host of information: it guides educators who are considering a
curriculum for adoption, it assists curriculum developers in making specific
revisions and enhancements, and it guides future curriculum development efforts
designed to expand or supplement quality curriculum content. A comprehensive
evaluation assists not only the curriculum developer, but also the curriculum
implementor--whether classroom instructor, administrator, or curriculum
committee--in making informed choices about curriculum materials to guide the
teaching-learning process.
The NCPQ Standards and Indicators encourage curriculum practitioners to
evaluate materials for content, instructional strategies, assessment, and
equity and diversity considerations. The Standards are broad, qualitative
ideals stating what is valued in curriculum materials. The Indicators represent
tangible attributes that support the Standards. The Standards are listed in a
statement format, while the Indicators appear in a question format. For a
complete listing of the Standards and Indicators, turn to Appendix C.
For example, within the Content Standard, one Indicator asks, "To what
extent has the content incorporated appropriately validated skills, tasks,
and/or competencies?" Although this Indicator statement evokes a direct
question, it leaves the potential answer of "how" to be determined by
curriculum practitioners. In this section, the NCPQ offers tangible examples of
"how" to implement the Standards and their associated Indicators. Note,
however, that these examples are only suggestions or existing models. They
are by no means the exclusive recommendations or solutions. In determining
"how," curriculum practitioners must consider a spectrum of issues facing
curriculum and education. Some of these issues are unique to each educational
situation, while others are more common and applicable to most learning
environments. Either way, the examples offered here are a basic gauge by which
to measure a particular Indicator's presence in a curriculum.
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