Curriculum Audit Checklist

Curriculum Audit Checklist

Curriculum auditing is an important role of a school district. It is the systematic examination of a curriculum to assess a school system’s success. It focuses on the institution’s capacity to successfully instruct and motivate pupils to learn (Mika, 2019). Curriculum audits are based on five fundamental curriculum standards, program, resources, staff implementation plan, assessment instruments, quality control, and productivity. Auditors build checklists that include various indications to assess how well a program fits all five requirements (Hians et al., 2010). The learner-centered approach is an educational style in which students may provide feedback on preferred teaching techniques and resources. Relevant evaluation indicators should be included in a curriculum audit checklist for the student-centered education approach. The key standards included in a curriculum audit are the control, the objectives, the connectivity and Equity, the assessment, and the productivity standard (Hians et al., 2010). The following checklist emphasizes on districts’ and schools’ respective levels of responsibility. A resource called a curriculum audit checklist is used to assist schools in working toward positive improvements within the school and the educational system.

Standard 1: Control of resources, programs, and personnel

	Yes	No	N/A	Description
Is the district offering and establishing the necessary resources for teachers to properly teach the required curriculum being implemented?
Is training provided by the district when new resources and initiatives are implemented?
Is the district using a curriculum that promotes academic growth?
Is the district providing all teachers with the assistance they need to feel comfortable teaching the curriculum?
Does the district offer resources/programs that include input from teachers and students to ensure that all kids’ needs are met?

Standard 1: Establishment of clear and valid objectives for students

	Yes	No	N/A	Description
Does the instructor diversify lessons in order for pupils to be objective?
Do instructors describe each item to learners to make sure that all education objectives are apparent and attainable?
Does the district allow instructors to distinguish learning to suit the requirements of all learners?
Does the district offer advice on how to create learner-centered classrooms for students?
Is there a district-wide evaluation in place to gauge and determine student’s growth?
Does the district make sure that instructors are utilizing all valuation data to enhance and expand their teaching?

 

Standard 3: Internal consistency and rational equity in program development and

Implementation

Is the district requiring all instructors to adhere to the same standards across the board?	Yes	No	N/A	Description
Is the instructor displaying and demonstrating diversity in the classroom?
Is the district ensuring that teachers have help to ensure that the program is taught fidelity?
Is the district making sure that there are observations in place to guarantee that children are receiving the same information throughout the district?
Is the district providing instructors with the necessary assistance as they implement the new program?
Is the district ensuring each new program strategy is fair for all learners?

Standard 4: Use of the results from district-designed or adopted assessments to adjust, improve, or terminate ineffective practices of programs

	Yes	No	N/A	Description
Is the district ensuring that instructors use all instructional assessments to improve learning?
Are instructors cooperating with administrators and colleagues to promote approaches to enhance data outcomes?
Are different exams intended to assess all subject areas?
Were there assessments created to assess all learners at all levels?
Assessments are used to divide pupils into small groups?

Standard 5: Improve productivity (Curriculum Management Systems Incorporated, 2012)

	Yes	No	N/A	Description
Is funding offered by the district to pay all new implementations, resources, and other materials to enhance learner centre learning?
Does the district equip instructors with the resources needed to successfully educate and do learners have the resources required to facilitate actual learning?
Is the administration working with employees and instructors to enhance both existing and new curriculum?
Are districts undertaking yearly assessments to make sure that the program is functioning smoothly and effectively?
Is the district assessing learning goals and outcomes to ensure that children are studying essential themes that build on their real-life experiences and environment?

References

Hians, A., A., Bates, B., Ferrell, J., & Hunt, L., (2010). A Curriculum Management Audit of        the Fayetteville Public Schools Fayetteville, Arkansas.

Mika, C. (2019). Curriculum Audit Review. Little Elm ISD, Engage Equip Empower.