2. This course leads to the discussion of theories and
methods of curriculum evaluation. It discusses the
merits and demerits of various models of curriculum
and program evaluation. Students will be examining
these models in terms of their nature, key emphasis, the
role of evaluator, the relationship to educational
objectives, the relationship to curriculum decision
making, curriculum criteria, and curriculum design. The
course will also introduce on how curriculum can be
evaluated at various stages of determining aims,
planning, try-out, field trail, implementation and quality
control, and what criteria and procedures should be
followed during the process.
5. What is Curriculum?
What are its components?
How they should be organized?
Hence, What it ought to be?
CURRICULUM
6. Curriculum
Johnson (1968) a structured series of intended learning
outcomes or expected ends
Marsh & Willis
(1995)
a ‘set of plan and experiences that students
undertake under the guidance of the school’
(p. 10)
Posner (1995) ‘the set of instructional strategies which
teachers plan to use’ (p.5)
Tyler 1949;
Johnson, 1968;
Prat, 1980; Posner,
1998
a body of knowledge or contents and general
statements arranged according to certain
objectives
Denis Lawton
(1984, 1989)
a selection from the culture of a society
7. CURRICULUM is
•A course of study to be followed in schools?
•Written prescription of what is intended to
happen in school?
•All that happens in school?
The curriculum is the plans made for guiding
learning in the schools; usually represented in
retrievable documents of several levels of generality;
the actualization of those plans in the classroom; as
experienced by the learners; and as recorded by an
observer; those experiences take place in a learning
environment that also influences what is learned.
8. The curriculum is the plans made for guiding learning in the schools,
usually represented in retrievable documents of several levels of
generality, and the actualization of those plans in the classroom, as
experienced by the learners and as recorded by an observer; those
experiences take place in a learning environment that also influences
what is learned.
Key words?
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10. Curriculum
Above definitions cover every element involved in
the process of education, i.e.:
• Intents
• Contents
• Process v/s Praxis; Critical Pedagogy
• Product
11. Key words?
Actualized/enacte
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Plan
PURPOSE: Aims, Goals and objectives of the curriculum;
CONTENT: subject matter selected to convey specific
knowledge, skills, and attitudes
SEQUENCE: an arrangement of the subject matter and
experience intended to lead to specific outcomes for learners
LEARNERS: how plan will address a specifi group of
learners
INSTRUCTIONAL PROCESSES: the instructional activities
by which learning may be achieved;
INSTRUCTIONAL RESOURCES: the materials and setting to
be used in the learning process
EVALUATION: the strategies used to determine whether
decisions about the elements of the academic plan are
optimal
Plan:
8
Components
12. CURRICULUM EVALUATION:
Definition
Tyler (1950): the process of determining to what extend educational
objectives are being attained
Borg & Gall (1983): the process of making judgment about the merit,
value or worth of educational programmes, projects, materials and
techniques
Smith & Glass (1987): the process of establishing value judgments
based on evidence abt a program / product
Stufflebeam et al. (1971): the process of delineating, obtaining &
providing useful info for judging decision alternatives
13. CURRICULUM EVALUATION:
Definition
Norris (1998): Curriculum Evaluation is about
describing the meaning, values and impact of a
curriculum to inform curriculum decision making.
•The congruence between
•Objectives and performance
•Goals and outcomes
14. CURRICULUM EVALUATION:
Definition
•Joint Committee on Standards for Educational
Evaluation (2003) process of systematic and
focussed determination of a curriculum’s value.
“Evaluation is the systematic assessment of the
worth or merit of an object” (1994, p. 3)
15. Evaluate: value, making value
judgments
• Evaluations
• not value-free
• Grounded in some defensible set of guiding principles or
ideals
• Evaluand’s stand against these values
• Eg. Evaluating the US Public Service:
• Percepts of democratic society such as freedom, equity,
due process of law, the need for an enlightened population
16. EVALUATION & ASSESSMENT
Assessment: is used to refer to the process
of deciding, collecting and making judgments
about evidence relating to students'
achievement of particular goals of learning
Evaluation: is used for the process of
deciding, collecting and making judgments
about systems, programs, materials,
procedures and processes
Similarity: the processes
Differences: kind of evidence and the PURPOSE of
judgement
18. Study reports on KSSR
Why KSSR was introduced?
•Giving an example, he said in KBSR, the
objective was stated in terms of learning
outcomes but in KSSR, it was the content
standards which pupils need to achieve.
http://www.teo-education.com/teo/?cat=115
Editor's Notes
USE THIS FOR MORE http://www.wmich.edu/evalctr/checklists/evaluation-checklists/
http://prezi.com/llzoix_ynzn4/curriculum-schemata/
Schema of curriculum: http://www.adprima.com/johnsonschema.htm
a ‘set of plan and experiences that students undertake under the guidance of the school’ (Marsh & Willis (1995)
p. 10)
‘the set of instructional strategies which teachers plan to use’ (Posner, 1995. p.5)
a body of knowledge or contents and general statements arranged according to certain objectives Tyler 1949; Johnson, 1968; Prat, 1980; Posner, 1998
a selection from the culture of a society Denis Lawton (1984, 1989)
Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis.Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and negotiation, recognizes them both as problematic... it allows, indeed encourages, students and teachers together to confront the real problems of their existence and relationships...When students confront the real problems of their existence they will soon also be faced with their own oppression. (Grundy 1987: 105)
CURRICULUM AS PRAXISTeachers enter particular schooling and situations with a personal, but shared idea of the good and a commitment to human emancipation, an ability to think critically, -in-action an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter.Guided by these, they encourage conversations between, and with, people in the situation out of which may come informed and committed action.They continually evaluate the process and what they can see of outcomes.
In the praxis approach, the curriculum itself develops through the dynamic interaction of action and reflection. “That is, the curriculum is not simply a set of plans to be implemented, but rather is constituted through an active process in which planning, acting and evaluating are all reciprocally related and integrated into the process” (Grundy 1987: 115). At its centre is praxis: informed, committed action.In a praxis model we should be looking for practice that does not focus exclusively on individuals, but pays careful attention to collective understandings and practices, and to structural questions. We could be looking for a commitment expressed in action to the exploration of educators' values and their practice. Are they, for example, able to say, in a coherent way, what they think makes for human well-being and link this with their practice? We could also be looking for certain values—especially an emphasis on human emancipation.
Practitioners committed to praxis would be able to say how their actions, with respect to particular interventions, reflect their ideas, and to say what theories were involved.
I think we should be looking for practice which does not focus exclusively on individuals, but pays careful attention to collective understandings and practices and to structural questions. For example, in sessions which seek to explore the experiences of different cultural and racial groups in society, we could be looking to see whether the direction of the work took people beyond a focus on individual attitudes.
We could be looking for a commitment expressed in action to the exploration of educators' values and their practice. Are they, for example, able to say in a coherent way what they think makes for human well-being and link this with their practice? We could also be looking for certain values - especially an emphasis on human emancipation.Third, we could expect practitioners committed to praxis to be exploring their practice with their peers. They would be able to say how their actions with respect to particular interventions reflected their ideas about what makes for the good, and to say what theories were involved.We talk all last time about curriculum as praxis and we found many opinions and many schools in this field So I as you see this topic need more fox from you to define how you will use curriculum formally and informally and to discuss about how we can use this information to overcome on problems we face sometimes
PURPOSE: knowledge, skills and attitudes to be learned
CONTENT: subject matter selected to convey specific knowledge, skills, and attitudes
SEQUENCE: an arrangement of the subject matter and experience intended to lead to specific outcomes for learners
LEARNERS: how plan will address a specifi group of learners
INSTRUCTIONAL PROCESSES: the instructional activities by which learning may be achieved.
INSTRUCTIONAL RESOURCES: the materials and setting to be used in the learning process
EVALUATION: the strategies used to determine whether decisions about the elements of the academic plan are optimal
ADJUSTMENT: enhancements to the plan based on experience and evaluation
Nigel Norris (1998). Curriculum Evaluation Revisited, Cambridge Journal of Education, 28: 2, 207-219. available at: http://dx.doi.org/10.1080/0305764980280206
Nigel Norris (1998). Curriculum Evaluation Revisited, Cambridge Journal of Education, 28: 2, 207-219. available at: http://dx.doi.org/10.1080/0305764980280206
Stufflebeam and Shinkfield, 2007, p. 4). Evaluation theory, Models & Applications. San Francisco: John Wiley & Sons, Inc. CHAPTER ONE, pp. 9.
Arieh Lewy (1978) Examinations and Other Procedure of Educational Evaluation, UNESCO
Quantification of mental aptitudes and educational achievement