Title: Syllabus design
Headings: 
A. Synthetic vs. Analytic syllabus types
B. Conceptual syllabus vs. conventional curriculum
C. Pedagogical values
D. Competence, proficiency, and performance
Assignment 1:

Content: Operationalized in this way, the conceptual syllabus becomes the inner layer between students and the curriculum. Curriculum doesn't have to include meaningless, unrealistic, irrelevant, and unobservable teaching goals for the course. It can be operationalized in sheer numbers representing the score of a standardized proficiency test. More specifically, the interval scale of a standardized proficiency test can be used to project expected progress of students who sit the test twice: in the beginning of the semester and in the end. Thus, each student can take pre-test at the beginning of a semester to benchmark her proficiency level. Later, at the end of the semester, upon completion of a number of process-oriented performance tasks, this student is offered to sit another version of the same test. The post-test produces the score which reflects this student's progress during the semester. A conceptual syllabus neatly captures the balance between a student's current proficiency level and her effort during the semester. It also frees teachers' time for assessment practices: