Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

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Conceptual framework of current school curriculum monitoring
(CEP USM, 2024) Guțu, Vladimir
The issue of monitoring the school curriculum according to the curriculum taught/curriculum learned is part of the issue of educational curriculum management. As a rule, this issue is addressed alongside the issues of conceptualization, design and implementation of the school curriculum. In other words, monitoring occurs at all stages of designing and implementing the school curriculum. In the given article, a concept of monitoring the school curriculum is proposed from the perspective of curricular/scientific research, but also from the perspective of continuity in the development of school curriculum. Continuity of curriculum development implies continuity of curriculum monitoring. Monitoring is a process of tracking, observing and supervising the functioning of school curriculum, in which information and data on the quality of taught curriculum are collected, analyzed and interpreted and decisions are made to realize the reverse connection and perspectives of continuous development of the school curriculum. The process of continuous monitoring of the school curriculum in function is carried out in stages and by means of specific tools: indicators, descriptors, methods. The emphasis is on the self-monitoring of taught-learned curriculum by the teacher in the classroom, being an active participant in the continuous development of the discipline taught curriculum.