2. CURRICULUM DEVELOPMENT
That which is taught in schools
A set of subjects
Content
A program of studies.
A set of materials
A sequence of courses.
A course of study
A set of performance objectives
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3. CONT.…
Everything that goes on within the school, including extra-class
activities, guidance, and interpersonal relationships.
Everything that is planned by school personnel.
A series of experiences undergone by learners
A series of experiences undergone by learners in a school.
That which an individual learner experiences as a result of schooling.
An aggregate of courses of study in a school system.
An aggregate of courses of study in a school system.
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5. Overt, explicit, or written curriculum
Societal curriculum (or social curricula)
The hidden or covert curriculum
The null curriculum
The electronic curriculum
TYPES OF CURRICULUM
DEVELOPMENT
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6. CURRICULUM & INSTRUCTION:
The Partnership for 21st Century Skills has issued five brief,
user-friendly guides, one for each of support systems:
Standards
Assessment
Professional Development
Curriculum & Instruction
Learning Environments
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7. CONT.…
Curriculum and Instruction (C&I) is a field
within education which seeks to research,
develop, and
implement curriculum changes that
increase student achievement within and
outside schools. The field focuses on how
students learn and the best ways to
educate. It is also interested in new trends
in teaching and learning process. It tries to
find answers to questions such as "why to
teach", "what to teach", "how to teach" and
"how to evaluate" in instructional 7
8. ASSESSMENT:
Assessment is the process of documenting,
usually in measurable
terms, knowledge, skill, attitudes, and beliefs.
It is a tool or method of obtaining information
from tests or other sources about the
achievement or abilities of individuals. Often
used interchangeably with test. Assessment
can focus on the individual learner, the
learning community (class, workshop, or other
organized group of learners), the institution,
or the educational system as a whole (also
known as granularity). 8
9. TYPES OF ASSESSMENT:
Assessment can be divided for the sake of convenience using
the following categorizations:
Initial, formative, summative and diagnostic assessment
Objective and subjective
Referencing (criterion-referenced, norm-referenced, and impassive)
Informal and formal
Internal and external
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10. Assessment is often divided into initial, formative, and
summative categories for the purpose of considering
different objectives for assessment practices.
Placement assessment
Formative assessment
Summative assessment
Diagnostic assessment
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11. OBJECTIVE AND SUBJECTIVE:
Assessment (either summative or formative) is
often categorized as either objective or
subjective. Objective assessment is a form of
questioning which has a single correct answer.
Subjective assessment is a form of questioning
which may have more than one correct answer
(or more than one way of expressing the correct
answer). There are various types of objective and
subjective questions. Objective question types
include true/false answers, multiple choice, and
multiple-response and matching questions.
Subjective questions include extended-response
questions and essays. Objective assessment is
well suited to the increasingly popular
computerized or online assessment format.
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12. INFORMAL AND FORMAL:
Assessment can be
either formal or informal. Formal
assessment usually implies a
written document, such as a test,
quiz, or paper. A formal
assessment is given a numerical
score or grade based on student
performance, whereas an informal
assessment does not contribute to
a student's final grade. An informal
assessment usually occurs in a
more casual manner and may
include observation, inventories,
checklists, rating scales, rubrics,
performance and portfolio 12
13. INTERNAL AND EXTERNAL:
Internal assessment is set and marked by
the school (i.e. teachers). Students get
the mark and feedback regarding the
assessment. External assessment is set
by the governing body, and is marked by
non-biased personnel. Some external
assessments give much more limited
feedback in their marking. However, in
tests such as Australia's NAPLAN, the
criterion addressed by students is given
detailed feedback in order for their
teachers to address and compare the
student's learning achievements and also
to plan for the future.
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14. EDUCATION SYSTEM OF PAKISTAN:
The education system of
Pakistan is comprised of
260,903 institutions and is
facilitating 41,018,384 students
with the help of 1,535,461
teachers. The system includes
180,846 public institutions and
80,057 private institutions.
Hence 31% educational institutes
are run by private sector while
69% are public institutes.
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15. ANALYSIS OF EDUCATION SYSTEM IN
PAKISTAN:
Pakistan has expressed its commitment to
promote education and literacy in the
country by education policies at domestic
level and getting involved into international
commitments on education. In this regard
national education policies are the visions
which suggest strategies to increase
literacy rate, capacity building, and
enhance facilities in the schools and
educational institutes. MDGs and EFA
programs are global commitments of
Pakistan for the promotion of literacy.
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16. PROBLEMS:
Lack of Proper Planning:
Social constraints:
Gender gap:
Cost of education:
War on Terror:
Funds for Education:
Technical Education:
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