SOUTH HOUSTON CBA

South Houston CBA's Data



South Houston CBA's Data

Introduction

Integrated skills approach is a methodology for the development of curriculum according to the logic skills based on strategic and integrative learning objectives, aims and means in terms of outcomes and processes. The competence approach widely promote in the educational system of South Houston CBA. It aims at making students able to mobilize their knowledge and know-how to solve problem situations. Assessment of student learning requires a new dimension. The development of assessment tools can no longer be limited to sample the content and operational objectives in terms of content or objectives of the school.

The South Houston CBA has a duty to make all students for undertaking and successfully completing a course of study or to integrate into society by mastering skills. To fill this mission, the CBA must define the basic education curriculum and must provide educational pathways based on differentiated interests and abilities of each student. This requires giving more attention to the orientation of students and rehabilitate vocational training as normal route to education performance of students in class (Harden, 2001).

South Houston CBA

The school has an irreplaceable role in regard to the transmission of knowledge. Main objective of this mission is to give importance to the development of intellectual activities and control of knowledge. In the current context of the knowledge society, training of the mind must be a priority for each institution (Kern et al, 2009).

Curriculum Based Assessment Evaluation

The PDSA will be to continue the programs and strategies detailed in this writing to work on some of the weaknesses shown by data, and to continue developing the successes. South Houston CBA plan developed after assessing the student performance in the fields of science, mathematics, reading, and writing.

8th Grade Science Trend

This section elaborates the assessment of passing and failure trend of the 8th Grade student for science course. Comparison made for the curriculum year 2008/09 and 2009/10. Table presented shows the passing and failure scale percentages of the students in the academic tenure of 2008/09 and 2009/10 respectively.

8th Grade Science

 

2008/09

2009/10

Passed

10

20

Fail

80

70

Results show that passing percentages of 8th grade students for science domain increased remarkably from 10 percent to 20 percent. Similar but negative impact has been observed on the failure rate of students. Assessment showed that implementation of PDSA plan in the South Houston CBA resulted in decreasing the failure rate of students in science subject field. In 2009/10 year, 10 percent decline has been observed in the failure rate of students; whereas, 10% incline has been observed in the passing rate of students for the same tenure. Graph presented below shows the comparison of pass and failure rate of 8th grade science scores for 2008/09 and 2009/10.

8th Grade Reading Trend

This section elaborates the assessment of passing and failure trend of the 8th Grade student for reading course. Comparison has been made for the curriculum year 2008/09 and 2009/10. Table presented shows the passing and failure scale percentages of the students in the academic tenure of 2008/09 ...