CURRICULUM DESIGN, DEVELOPMENT, AND EVALUATION

1
CURRICULUM DESIGN, DEVELOPMENT, AND EVALUATION

• WEEK 5 - EDU 685

2
COMPONENTS OF DESIGN

• Objectives - What is to be done?
• Subject matter - What subject matter is to be
  included?
• Method organization - What instructional
  strategies, resources, and activities will be
  used?
• Evaluation - What methods and instruments will be
  used to assess results?

3
SOURCES OF DESIGN

• Science
• Society
• Eternal Divine
• Knowledge
• The Learner

4
KEY DIMENSIONS

• Scope
• Sequence
• Continuity
• Integration
• Articulation
• Balance

5
SUBJECT-CENTERED DESIGNS

• Subject
• Discipline
• Broad fields
• Correlation
• Process

6
LEARNER-CENTERED DESIGNS

• Child-centered
• Experience-centered

7
PROBLEM-CENTERED DESIGNS

• Life-situation
• Social problems

8
CURRICULUM DEVELOPMENT

• APPROACHES

9
TECHNICAL-SCIENTIFIC APPROACH

• Curriculum development is a plan or blueprint
• structuring the learning environment
• coordinating personnel, materials, and equipment
• Curriculum development has a high degree of
  objectivity, universality, and logic
• Reality can be defined and represented in
  symbolic form
• Believers prize optimum growth, maximum
  efficiency and effectiveness of the system
• The world is viewed as a machine that can be
  observed and manipulated

10
THE TYLER MODEL

• Purposes of school
• Educational experiences related to purposes
• Organization of these experiences
• Evaluation of the purposes

11
THE TABA MODEL

• Diagnosis of needs
• Formulation of objectives
• Selection of content
• Organization of content
• Selection of learning experiences
• Organization of learning activities
• Evaluation and means of evaluation

12
NONTECHNICAL-NONSCIENTIFIC APPROACH

• Stresses the subjective, personal, aesthetic,
  heuristic, transactional
• Stresses the learner through activity-oriented
  approaches to teaching and learning
• Curriculum evolves rather than being planned
• World is viewed as a living organism

13
CURRICULUM EVALUATION

• MODELS
• AND
• METHODS

14
EVALUATION

• A process or cluster of processes that people
  perform in order to gather data that will enable
  them to decide whether to accept change, or
  eliminate something -- the curriculum in general
  or an educational textbook in particular.

15
MEASUREMENT vs EVALUATION

• The assignment of numerals to objects or events
  according to rules

• The gathering and combining of data in relation
  to a weighted set of goals or scales so that
  people can make judgments about worth

16
EVALUATION MODELS

• The Eight Year Study
• The Provus Evaluation Model
• Stakes Congruence-Contingency Model
• The CIPP Model
• Eisners Educational Connoisseurship and
  Educational Criticism Model

17
THE EIGHT YEAR STUDY

• Oldest model
• Purpose was to determine whether secondary school
  curriculum could be freed from domination by
  colleges
• Seven-step format - Ralph Tyler

18
THE PROVUS MODEL

• Originally known as the Pittsburgh Evaluation
  Model
• Purpose was to evaluate projects funded under the
  Elementary-Secondary Education Act (ESEA)
• Five stages of evaluation
• Compares performance with standards

19
STAKES CONGRUENCE-CONTINGENCY MODEL

• Purports use of three categories of data
• Antecedents
• Transactions
• Outcomes
• Congruence
• The degree of agreement between goals and
  outcomes
• Contingency
• The relationship between one variable and another
• For example, time on task and the learning of
  skills

20
THE CIPP MODEL

• Context - pupil needs related problems
• Input - program development
• Process - quality-control monitoring
• Product - measurement of the effectiveness
• Considers evaluation to be a continuous process

21
EISNERS EDUCATIONAL CONNOISSEURSHIP MODEL

• Connoisseurship - the art of appreciating events
  that have educational significance
• Uses deeper, more wide-ranging observation, the
  results of which can be expressed in a written
  statement
• describes
• interprets
• appraises

22
ALTERNATIVE TRADITIONAL

• Based on observation and subjective judgment
• Student experiments
• Debates
• Portfolios
• Student products
• Student participates in assessment

• Based on objective recording and interpretation
  of scores
• Multiple-choice tests
• True-false tests
• Completion tests
• Matching tests
• Teacher controls assessment

23
MAJOR ISSUES

• What role should authentic assessment play in
  curriculum evaluation?
• Should teacher pay be tied to student test
  results?
• Should a schools performance assessment be tied
  to how students score on standardized tests?
• Should students have to pass competency exams in
  order to receive a diploma ?

24
SUMMARY

• Design decisions are complex
• Five major sources for design
• Three major types of designs
• Two approaches to development
• Evaluation assumes a variety of forms
• Evaluation designs should fit situation

25
PRINCIPLES OF DECISION MAKING AND PROCESS

• A SUMMARY OF WEEKS 2 - 5
• EDU 685

26
PRINCIPLE 1

• Curriculum decisions should be made for valid
  educational reasons, not for specious or
  noneducational reasons.

27
PRINCIPLE 2

• Curriculum decisions of a permanent nature should
  be made on the basis of the best available
  evidence.

28
PRINCIPLE 3

• Curriculum decisions should be made in a context
  of broadly conceived aims of education.

29
PRINCIPLE 4

• Curriculum decisions should be made within a
  context of previously made decisions and of needs
  for additional decision making so that balance
  and other important curriculum considerations may
  be safeguarded.

30
PRINCIPLE 5

• Curriculum decisions should be made by achieving
  a resolution of forces originating in the nature
  and development of learners, the nature of
  learning processes, demands of the society at
  large, requirements of the local community, and
  the nature and structure of subject matter to be
  learned.

31
PRINCIPLE 6

• Curriculum decisions should be reached
  cooperatively by persons who are legitimately
  involved in the effects of the decisions, with
  full participation being accorded those persons
  who are most concerned with the effects.

32
PRINCIPLE 7

• Curriculum decisions should take into account new
  facts of human life such as the proliferation of
  knowledge and a need for a new sense of unity
  within our diversity.

33
PRINCIPLE 8

• Curriculum decisions should take into account the
  many differences among learners, especially with
  reference to learners potential for development,
  their intellectual powers, their styles of
  thinking, their ability to withstand peer
  pressures, and their need for education in values
  and appreciations.

34
PRINCIPLE 9

• Curriculum decisions should be made with a
  realistic view of certain organizational or
  engineering matters that can affect the quality
  of the decisions themselves correlation versus
  separation of subjects, the distinction between
  curriculum content and pupils experiences, and
  the uses of time, for instance.

35
PRINCIPLE 10

• Curriculum decisions should be made with some
  forethought about ways in which they may be
  communicated and shared.

36
PRINCIPLE 11

• Curriculum decisions should be made only with
  reference to subject matter and pupil experiences
  that cannot be offered as satisfactorily outside
  the school.