The influence of culture in CBC curriculum
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
The influence of culture in CBC curriculum
Culture plays a significant role in shaping the curriculum and the assessment methods used in CBC (Curriculum-Based Measurement) approach. Culture refers to the shared beliefs, values, customs, behaviors, and artifacts that characterize a group or society. It encompasses both traditional and contemporary elements and can influence how individuals perceive and engage with the world around them.
When designing and implementing a CBC curriculum, it is essential to consider the cultural backgrounds and experiences of the students being served. This includes understanding how cultural factors may influence the way students learn, the strategies they use to process information, and the ways in which they express their understanding. For example, some cultures may place a greater emphasis on group work and collaboration, while others may value individual achievement. Understanding these cultural differences can help educators to design instruction that is more responsive to the needs of diverse students.
Culture also plays a role in the assessment methods used in CBC. For example, some cultures may place a greater emphasis on oral communication, while others may value written expression. Therefore, it is essential to use a variety of assessment methods that are appropriate for different cultural backgrounds and learning styles. This can include using a mix of written tests, oral presentations, and performance-based assessments.
Furthermore, it is also important to consider the cultural sensitivity of the assessment materials used in CBC. This includes being aware of any potential biases or stereotypes that may be present in the materials and taking steps to eliminate or reduce these biases. For example, assessment materials that depict only one cultural group may be seen as insensitive or exclusionary to students from other cultural backgrounds.
In conclusion, culture plays a significant role in shaping the curriculum and assessment methods used in CBC. When designing and implementing a CBC curriculum, it is essential to consider the cultural backgrounds and experiences of the students being served, using a variety of assessment methods that are appropriate for different cultural backgrounds and learning styles, and being aware of potential biases or stereotypes present in the materials. This can help ensure that the CBC curriculum is responsive to the needs of diverse students and promotes cultural sensitivity and inclusivity.
The influence of culture in CBC curriculum
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow