The document outlines the basic components in developing a curriculum: aims, goals, objectives, content, experiences, and assessment. Aims are general statements that provide direction, while goals are more specific statements of purpose with outcomes in mind. Objectives are the most specific and outline observable and measurable behaviors. Together, aims, goals and objectives guide what is included in the curriculum content and designed learning experiences to help students achieve the outcomes. Assessment evaluates how well the objectives are being met through the curriculum.
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
The document discusses aims, goals, and objectives in curriculum development. It defines aims as the most general level of educational outcomes, goals as reflecting purpose with outcomes in mind, and objectives as the most specific levels. Aims provide direction to educational action and inspire an ideal vision. Goals are statements of intent to be accomplished and have some outcomes in mind. Objectives delineate expected changes in students and intended behaviors. The document also outlines examples of aims, goals, and objectives for different levels of education.
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) selection of learning experiences, and 5) evaluation. It describes each phase in detail, explaining concepts like horizontal and vertical organization of content and learning experiences. The key aspects of organization are scope, integration, continuity and sequence. Different principles for sequencing curriculum are also outlined, such as world-related, concept-related, inquiry-related, learning-related and utilization-related sequences. Finally, the relationship between objectives and evaluation is discussed for both student and curriculum evaluation.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Historical prospective of curriculum developmentGolnaz Azami
The document discusses the historical perspectives of curriculum development. It defines curriculum as what is taught in school, a sequence of courses, a set of subjects, performance objectives, and content. Curriculum development has been motivated by religion, politics, utilitarianism, mass education, and excellence. Traditional curriculum viewed it as rigid body of subjects prepared by teachers for students to learn from. It aimed to fit learners into the existing social order. Modern curriculum considers the total experiences of the learner and is learner-centered and flexible based on interests. It uses life experiences to prepare students for social life and values constant revision and experimental techniques.
The document discusses the key components of a curriculum system: objectives, learning materials, strategies, and evaluation. Objectives define the expected results and are aligned with societal values and the school's mission. Learning materials include the knowledge and activities students need to achieve the objectives. Strategies are plans and methods used to achieve the objectives through resources and a learning process. Evaluation assesses whether the objectives were achieved and provides feedback to improve strategies. All components must be well planned for the curriculum system to be effective in accomplishing its goals.
This document outlines criteria for assessing curriculum. It defines criteria, curriculum, and assessment. Criteria for curriculum assessment are standards used to evaluate the curriculum. Goals are broad statements of expected learning while objectives are more specific expectations. The purpose of developing goals and objectives is to provide focus and direction for curriculum and instruction, meet standards, provide the best education for students, monitor student progress, and motivate students and teachers. Elements for writing goals and objectives include content, behavior, criteria, and conditions. General criteria for effective goals and objectives are syntactic correctness, legal compliance, clarity for strangers, addressing knowledge and behavior, individualization, and common sense.
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
The document discusses aims, goals, and objectives in curriculum development. It defines aims as the most general level of educational outcomes, goals as reflecting purpose with outcomes in mind, and objectives as the most specific levels. Aims provide direction to educational action and inspire an ideal vision. Goals are statements of intent to be accomplished and have some outcomes in mind. Objectives delineate expected changes in students and intended behaviors. The document also outlines examples of aims, goals, and objectives for different levels of education.
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) selection of learning experiences, and 5) evaluation. It describes each phase in detail, explaining concepts like horizontal and vertical organization of content and learning experiences. The key aspects of organization are scope, integration, continuity and sequence. Different principles for sequencing curriculum are also outlined, such as world-related, concept-related, inquiry-related, learning-related and utilization-related sequences. Finally, the relationship between objectives and evaluation is discussed for both student and curriculum evaluation.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Historical prospective of curriculum developmentGolnaz Azami
The document discusses the historical perspectives of curriculum development. It defines curriculum as what is taught in school, a sequence of courses, a set of subjects, performance objectives, and content. Curriculum development has been motivated by religion, politics, utilitarianism, mass education, and excellence. Traditional curriculum viewed it as rigid body of subjects prepared by teachers for students to learn from. It aimed to fit learners into the existing social order. Modern curriculum considers the total experiences of the learner and is learner-centered and flexible based on interests. It uses life experiences to prepare students for social life and values constant revision and experimental techniques.
The document discusses the key components of a curriculum system: objectives, learning materials, strategies, and evaluation. Objectives define the expected results and are aligned with societal values and the school's mission. Learning materials include the knowledge and activities students need to achieve the objectives. Strategies are plans and methods used to achieve the objectives through resources and a learning process. Evaluation assesses whether the objectives were achieved and provides feedback to improve strategies. All components must be well planned for the curriculum system to be effective in accomplishing its goals.
This document outlines criteria for assessing curriculum. It defines criteria, curriculum, and assessment. Criteria for curriculum assessment are standards used to evaluate the curriculum. Goals are broad statements of expected learning while objectives are more specific expectations. The purpose of developing goals and objectives is to provide focus and direction for curriculum and instruction, meet standards, provide the best education for students, monitor student progress, and motivate students and teachers. Elements for writing goals and objectives include content, behavior, criteria, and conditions. General criteria for effective goals and objectives are syntactic correctness, legal compliance, clarity for strangers, addressing knowledge and behavior, individualization, and common sense.
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
Curriculum Development: Criteria for Curriculum Assessment_Hand-outAlyssa Denise Valino
This document discusses criteria for assessing curriculum. It defines criteria as standards used to evaluate different elements of a curriculum. It outlines several criteria for evaluating curriculum goals and objectives, including that they are syntactically correct, comply with legal requirements, can pass the "stranger test" and "so what test," address both knowledge and behavior, and are aligned. It also discusses two approaches to instruction - supplantive and generative. Finally, it lists characteristics of a good curriculum, such as being continuously evolving, based on community needs, and providing logical sequencing of subject matter.
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
The document discusses different aspects of curriculum development including definitions, types, and characteristics of curriculum. It defines curriculum as the totality of a student's learning experiences, and distinguishes it from syllabus which refers to a plan of content. The main types of curriculum discussed are subject-centered, learner-centered, task-centered, objective-centered, and experience-centered. It also outlines the aims, scope, and characteristics of curriculum development.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
Curriculum development involves systematic planning with the following key steps:
1. Assessing educational needs through analyzing student feedback and existing data to determine priority areas.
2. Formulating measurable objectives by considering factors like relevance, appropriateness, and logical grouping.
3. Selecting organized content that contributes to students' knowledge and matches objectives, considering criteria like significance, validity, and learnability.
4. Choosing learning experiences and sequencing content in a way that facilitates continuous and integrated understanding.
5. Evaluating the curriculum implementation and whether objectives are achieved.
This document provides definitions and concepts related to curriculum. It discusses curriculum from different points of view including traditional, progressive, and various models of curriculum development. Specifically, it defines curriculum as the total learning experiences for students, discusses Ralph Tyler's 4 basic principles for curriculum development and Hilda Taba's grassroots approach. It also outlines Allan Glatthorn's 7 types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums.
The document discusses curriculum assessment, which involves collecting information to evaluate the intended, implemented, and achieved curriculum. The intended curriculum refers to the objectives and goals set at the beginning. The implemented curriculum consists of the learning activities and experiences provided to students. The achieved curriculum measures the actual learning outcomes and whether students have achieved the intended objectives. Regular assessment of all three areas is important to ensure the curriculum is effective and meeting its desired goals.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
The document outlines several key characteristics of a good curriculum: it is continuously evolving, based on community needs, developed through a long-term collaborative effort, logically sequences subject matter, complements other community programs, and has educational quality and administrative flexibility. A good curriculum is also systematically planned and evaluated, reflects school aims, maintains curricular balance, promotes continuous learning experiences, and utilizes effective teaching methods to maximize student development. Curriculum evaluation determines if objectives and content are being addressed as planned in the classroom, and gathers student feedback. Formative evaluation informs ongoing instruction, while summative evaluation assesses learning outcomes at the end.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
The document discusses various definitions and perspectives on the concept of curriculum. It provides over a dozen definitions of curriculum from different scholars, such as John Delnay defining curriculum as all planned learning for which the school is responsible. It also discusses different models of curriculum development, such as Ralph Tyler's four questions model from 1949 and Hilda Taba's grass-roots approach from 1962 involving teacher participation. The document examines curriculum from philosophical, historical, political, cultural and other dimensions and frames it as a dynamic concept that changes with society.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Components of Curriculum and Curriculum ApproachesJovs Azuelo
This document discusses the major components of curriculum, including aims and objectives, subject matter/content, learning experiences, and evaluation approaches. It provides details on each component for different levels of education in the Philippine system. Various approaches to curriculum are also outlined, such as behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on specified goals and objectives, while the managerial approach emphasizes organization and implementation. A systems approach examines how parts relate to each other, and a humanistic approach places the learner at the center.
Scheduling should include large blocks of unstructured time for child-initiated activities, small teacher-led group activities, outdoor time for learning and play, and routines to build relationships. Curriculum is everything that happens during the day and should be emergent, focusing on children's interests and development. It is important for curriculum to be culturally appropriate, developmentally appropriate, and involve written planning to guide activities and evaluate learning.
Curriculum Development: Criteria for Curriculum Assessment_Hand-outAlyssa Denise Valino
This document discusses criteria for assessing curriculum. It defines criteria as standards used to evaluate different elements of a curriculum. It outlines several criteria for evaluating curriculum goals and objectives, including that they are syntactically correct, comply with legal requirements, can pass the "stranger test" and "so what test," address both knowledge and behavior, and are aligned. It also discusses two approaches to instruction - supplantive and generative. Finally, it lists characteristics of a good curriculum, such as being continuously evolving, based on community needs, and providing logical sequencing of subject matter.
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
The document discusses different aspects of curriculum development including definitions, types, and characteristics of curriculum. It defines curriculum as the totality of a student's learning experiences, and distinguishes it from syllabus which refers to a plan of content. The main types of curriculum discussed are subject-centered, learner-centered, task-centered, objective-centered, and experience-centered. It also outlines the aims, scope, and characteristics of curriculum development.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
Curriculum development involves systematic planning with the following key steps:
1. Assessing educational needs through analyzing student feedback and existing data to determine priority areas.
2. Formulating measurable objectives by considering factors like relevance, appropriateness, and logical grouping.
3. Selecting organized content that contributes to students' knowledge and matches objectives, considering criteria like significance, validity, and learnability.
4. Choosing learning experiences and sequencing content in a way that facilitates continuous and integrated understanding.
5. Evaluating the curriculum implementation and whether objectives are achieved.
This document provides definitions and concepts related to curriculum. It discusses curriculum from different points of view including traditional, progressive, and various models of curriculum development. Specifically, it defines curriculum as the total learning experiences for students, discusses Ralph Tyler's 4 basic principles for curriculum development and Hilda Taba's grassroots approach. It also outlines Allan Glatthorn's 7 types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums.
The document discusses curriculum assessment, which involves collecting information to evaluate the intended, implemented, and achieved curriculum. The intended curriculum refers to the objectives and goals set at the beginning. The implemented curriculum consists of the learning activities and experiences provided to students. The achieved curriculum measures the actual learning outcomes and whether students have achieved the intended objectives. Regular assessment of all three areas is important to ensure the curriculum is effective and meeting its desired goals.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
The document outlines several key characteristics of a good curriculum: it is continuously evolving, based on community needs, developed through a long-term collaborative effort, logically sequences subject matter, complements other community programs, and has educational quality and administrative flexibility. A good curriculum is also systematically planned and evaluated, reflects school aims, maintains curricular balance, promotes continuous learning experiences, and utilizes effective teaching methods to maximize student development. Curriculum evaluation determines if objectives and content are being addressed as planned in the classroom, and gathers student feedback. Formative evaluation informs ongoing instruction, while summative evaluation assesses learning outcomes at the end.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
The document discusses various definitions and perspectives on the concept of curriculum. It provides over a dozen definitions of curriculum from different scholars, such as John Delnay defining curriculum as all planned learning for which the school is responsible. It also discusses different models of curriculum development, such as Ralph Tyler's four questions model from 1949 and Hilda Taba's grass-roots approach from 1962 involving teacher participation. The document examines curriculum from philosophical, historical, political, cultural and other dimensions and frames it as a dynamic concept that changes with society.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Components of Curriculum and Curriculum ApproachesJovs Azuelo
This document discusses the major components of curriculum, including aims and objectives, subject matter/content, learning experiences, and evaluation approaches. It provides details on each component for different levels of education in the Philippine system. Various approaches to curriculum are also outlined, such as behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on specified goals and objectives, while the managerial approach emphasizes organization and implementation. A systems approach examines how parts relate to each other, and a humanistic approach places the learner at the center.
Scheduling should include large blocks of unstructured time for child-initiated activities, small teacher-led group activities, outdoor time for learning and play, and routines to build relationships. Curriculum is everything that happens during the day and should be emergent, focusing on children's interests and development. It is important for curriculum to be culturally appropriate, developmentally appropriate, and involve written planning to guide activities and evaluate learning.
The document outlines the curriculum planning process in the Philippines. It discusses defining curriculum planning as arranging learning opportunities for learners. It also covers the need for curriculum planning to address learner needs exactly and develop coordinated programs. Key factors in planning include history, philosophy, psychology, and contemporary issues. Stakeholders like learners, teachers, administrators, and parents shape the curriculum. Effective planning requires being open-minded, listening to feedback, and adapting to change based on research. The lack of planning can result in an unfocused, vague program developed by chance rather than design.
Curriculum planning is an important continuous process that involves collaboration between individuals and groups to develop, improve, and maintain the curriculum. It is organized and helps set priorities for resources while anticipating future needs. A good planning process should stimulate improvement, provide guidance for implementation, increase awareness of goals and activities, and allow evaluation of successes and failures to inform future plans. The importance of curriculum planning is that it develops coordinated, quality teaching and learning programs and ensures shared vision, continuity, coverage of student needs, and improved learning outcomes.
The document discusses six dimensions of curriculum design:
1. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. The curriculum can be divided into chunks like units or chapters.
2. Sequence involves arranging the content and experiences in a logical order, either based on the subject matter or patterns of cognitive, affective, and psychomotor development.
3. Continuity provides vertical repetition of content to strengthen learning and develop skills over time, similar to a spiral curriculum described by Bruner.
4. Integration erases boundaries between subjects and disciplines, instead organizing around real-world themes.
5. Articulation sequences content either vertically from one grade
Dimensions and principles of curriculum designnelledonia
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
Here are some potential responses to the activity:
a. Goals and Objectives, Curriculum Content, Curriculum Experiences
b. The goals and objectives were not clearly communicated. Some of the content was not relevant or engaging. The teaching methods relied too heavily on lectures and memorization.
c. To address these issues, the goals and objectives could be made more specific and measurable. The content could be updated and tied more directly to real-world applications. A variety of active learning strategies could be incorporated, such as projects, discussions, simulations and field work, to improve engagement and better develop skills. The curriculum and instruction could also be regularly evaluated by students for feedback.
Curriculum, history and elements of curriculumUmair Ashraf
The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
The document discusses the key concepts of curriculum. It defines curriculum as the totality of learning experiences students are exposed to in school. Curriculum includes the content, intended outcomes, cultural aspects, and experiences planned for students. It also discusses different perspectives on curriculum from the point of view of teachers, principals, parents and others. The document outlines the principles and factors that influence curriculum planning and design, as well as the processes of implementation, evaluation, development and transaction of curriculum. It also defines and explains the concepts of hidden curriculum and curriculum evaluation.
The document discusses the concept of curriculum. It provides several definitions of curriculum from different perspectives. Curriculum is defined as the total learning experience provided by a school, including courses, teaching methods, and values. It encompasses all experiences learners have under school guidance, both planned and unplanned. Curriculum has evolved over time in Nigeria from a narrow focus during colonial times to a broader scope today related to science and technology. The key aspects that make up the curriculum include the programme of studies, activities, and guidance.
The document discusses curriculum development and evaluation. It begins by defining curriculum and explaining its meaning and concepts. It then covers the basic tasks and process of curriculum development, which includes determining needs, objectives, content, organization, and evaluation. The document outlines several approaches to curriculum design, implementation, and evaluation. It emphasizes that curriculum evaluation is important for assessing effectiveness and facilitating continuous improvement. Overall, the document provides a comprehensive overview of curriculum from conceptualization to implementation and assessment.
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...Leen Venti
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
This document discusses the basic components involved in developing a curriculum, including aims, goals, objectives, content, experiences, and assessment. It defines each component and provides examples. Aims are the most general statements, goals are more specific intended outcomes, and objectives are very specific statements of expected learning. Content must account for learner needs and environment. Experiences encompass both in-school and out-of-school activities. Assessment involves evaluating if objectives are achieved and can be formative or summative in nature.
8 a. educ aims, goals and objectives.pptxAnthonyMatu1
The document discusses educational aims, goals, and objectives. It defines aims as general statements that provide direction for educational actions. Goals are more specific than aims and reflect intended outcomes. Objectives are the most specific and describe observable and measurable student behaviors. The document differentiates between the three terms and provides examples for each. It also discusses frameworks for writing objectives, such as Bloom's Taxonomy, and sources that inform the development of objectives.
The document provides an introduction to key concepts of curriculum. It defines curriculum and discusses its major components. Curriculum is defined as including permanent subjects, those useful for contemporary society, and all planned learning. The major components are aims/goals/objectives, subject matter/content, learning experiences, and evaluation approaches. Goals are more general outcomes while objectives refer to specific classroom outcomes and are assessable. Objectives are further classified by Bloom's taxonomy as cognitive, affective, and psychomotor. The philosophy of education and curriculum in Malaysia is also outlined, with the goal of developing students intellectually, spiritually, emotionally, physically, and as responsible contributors to society.
1) The document discusses concepts related to curriculum including definitions, nature, purposes and types of curriculum.
2) It explores different perspectives on the nature of curriculum including traditional versus progressive views. It also examines models of curriculum development from theorists like Ralph Tyler and Hilda Taba.
3) The purposes of curriculum are outlined as well as different types including recommended, written, implemented, achieved, tested, entitlement, supported and hidden curriculum.
Planning goals and learning outcome (aims, goals, and Objectives)Didik Harianto
The document discusses 5 curriculum ideologies that shape language teaching: 1) Academic rationalism, 2) Social and economic efficiency, 3) Learner-centeredness, 4) Social reconstructionism, and 5) Cultural pluralism. It also discusses the differences between goals/aims and objectives in curriculum planning. Goals describe the general purposes of a curriculum, aims describe changes a program seeks to bring about, and objectives provide more specific descriptions of purposes in terms of observable and measurable learning outcomes. The document cautions that objectives can trivialize teaching and be product-oriented. It suggests competencies as an alternative, describing observable behaviors needed for real-world activities.
This document discusses finding balance between subject matter and factors that affect learners, educators, and the learning environment. It provides definitions of subject matter from educational theorists like William Bagley and John Dewey. It also discusses the current status of basic education and higher education in the Philippines based on policies from RA 10533 and CHED. The workshop objectives are to differentiate concepts of subject matter, discuss how various factors affect learning and teaching, understand the relationship between subject matter and these influencing factors, and develop a conceptual framework summarizing this relationship.
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
This document discusses key concepts related to curriculum design for teaching English as a foreign language. It defines curriculum as a general plan for a course of study including goals, learning outcomes, and evaluation. A syllabus provides more specific details for teaching a particular course, including content selection and sequencing. Methodology refers to the underlying teaching approaches used, while methods are specific classroom techniques. Effective curriculum design involves defining objectives, selecting content, organizing content and learning experiences, and determining evaluation. Curriculum ideologies influence design and include academic rationalism, social efficiency, learner-centeredness, and social reconstructionism.
Chapter 1 principles and theories in curriculum developmentJesullyna Manuel
The document discusses key concepts in curriculum development including:
1. The need for a curriculum framework to avoid confusion and maximize effectiveness.
2. The role of curriculum in the teaching-learning process, including both prescriptive and comprehensive definitions.
3. Factors to consider in curriculum development like cultural values, knowledge of learners and their needs, teaching-learning theories, and bodies of knowledge.
4. Models of curriculum development including phases of design, implementation, and evaluation as well as areas of decision making.
1. Aims, objectives, and goals are related terms used in education but have distinct meanings.
2. Aims are broad, long-term statements of general outcomes expected of learners. Objectives are more specific and measurable descriptions of expected learner behaviors and skills.
3. Goals are similar to general objectives and refer to intended ends or results within a specific time period, such as at a particular level of schooling. They are more time-bound than aims.
The document discusses definitions and concepts related to curriculum. It provides 10 definitions of curriculum from different education experts that focus on curriculum as the totality of a student's activities and experiences, a means to achieve educational goals, and the sum of what is taught in schools. It then lists 11 characteristics of curriculum, such as it being a totality of activities, a means to an end, reflecting educational trends, and helping achieve goals. The document explores these concepts in more depth.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
This document discusses curriculum integration and thematic teaching in basic education. It defines an integrated curriculum as combining multiple disciplines into a single course of study. Thematic teaching uses themes to organize learning across disciplines. Makabayan, the fifth learning area in the Philippine basic education curriculum, lends itself well to integration due to its interdisciplinary nature. The document outlines various approaches to integrated and thematic instruction, including content-based instruction, inquiry-based learning, and multidisciplinary and interdisciplinary thematic units.
1. The document discusses the aims, goals, and objectives of curriculum design. It defines aims as long-term outcomes, goals as intermediate school-level outcomes, and objectives as immediate classroom-level outcomes.
2. Aims, goals, and objectives can be derived from empirical studies of society and learners, as well as philosophical and subject matter sources. They are classified in various ways, including by central values, social roles, and cognitive/affective domains.
3. Maintaining congruence between broad aims and specific objectives is important but challenging in curriculum design. Both training and education models are discussed, along with considerations for determining curriculum purposes and evaluating intended and unintended outcomes.
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMMina Badiei
The document outlines the stages of curriculum development and evaluation involved in updating an entire curriculum. It discusses 1) establishing general aims from educational policies, 2) the tasks of curriculum developers in determining subject balance and time allocation, 3) defining major educational objectives, 4) important concepts like critical changes in society and minimum learning requirements, and 5) constraints like political, socio-cultural and psychological factors. It emphasizes evaluating objectives, content scope and sequence, teaching strategies, and instructional materials using expert reviews and trials to ensure the curriculum achieves its aims.
This document discusses curriculum integration and thematic teaching in basic education. It covers several key points:
1. It defines integrated curriculum and discusses its significance, including linking multiple disciplines around a central theme.
2. It outlines the learning components of Makabayan, the social science subject area in the Philippines, which lends itself well to integration.
3. It discusses thematic teaching and how it can be implemented through multidisciplinary or interdisciplinary thematic units organized around a common theme.
4. It provides guidance on developing thematic units, including choosing themes, writing instructional objectives, organizing content, and selecting teaching approaches and assessment strategies.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. AIMS, GOALS AND
OBJECTIVES
Education is purposeful. It is
concerned with outcomes that are
expressed at several levels:
AIMS – the most general level
GOALS – reflect the purpose with some
outcomes in mind
OBJECTIVES – reflect the most specific
level of educational
outcomes
2
3. AIMS
Definition of AIMS
Wilson (2004) defines AIMS as ―general
statements that provide directions or intent of
educational action‖
Ornstein & Hunkins (2004) concluded that
AIMS serve to:
a) Be general statements that provide shape
and directions to the more specific actions
designed to achieve future product and
behaviour.
b) Be starting points for ideal/inspirational
vision of the good/future.
c) Reflect value judgements and value-laden
3
statements, and they furnish educators with
4. Doll (1979) proposes 3 main dimensions
of Aims:
a) Dealing with intellectual dimensions
b) Social-Personal dimension –
concerned with person-to society,
person-to-person, and person-to-self
interactions.
c) Relating to the productive dimension
of schooling – focus on aspects of
education that allow individuals to
function in the home, on the job, and as
4
members of society/country’s citizen.
5. Ornstein & Hunkins (2004) added 4 other
dimensions:
a) Physical aims – dealing with
development and maintenance of
strong, healthy bodies (and minds).
b) Aesthetic aims – dealing with values and
appreciation of the arts.
c) Moral aims – dealing with values and
behaviour that reflect appropriate moral
values.
d) Spiritual aims – dealing with recognition
5 and belief in the divine and view of
6. Groups involved in formulating Aims
Basically, it involves 3 groups of people:
i) Boards of education, administrators, and
professional staff members. May also
include views of selected members of
society, parents, students etc.
ii) Opinions of community’s members after a
polling has been conducted. So, the aims
will be based on consensus of public
opinion.
iii) Professional educational organizations in
charge of preparing aims upon request
6
7. Examples of Aims
Our KBSR English syllabus aims to
―equip learners with basic skills and
knowledge of the English language so
as to enable them to communicate, both
orally and in writing, in and out of
school‖.
Our KBSM English syllabus aims to
―extend learners’ English language
proficiency in order to meet their needs
to use English in certain situations in
7
everyday life, for knowledge
acquisition, and for future workplace
8. GOALS
Definition of GOALS
Goals are statements of purpose with some
outcome in mind.
According to Wilson (2005), goals are
―statements of educational intention which are
more specific than aims‖
Oliva (2001) distinguishes between curriculum
goals and instructional goals:
i) Curriculum goals - a purpose or end stated
in general terms without criteria of
achievement‖.
8
ii) Instructional goals - a statement of
performance expected of each student in a
9. Goals can be written broadly or specifically.
Example:
a) To develop skills in reading, writing,
speaking, and listening.
b) To be able to verbally and visually express a
point of view.
There are various ways of writing down goals.
In complete sentences, phrases or even
single words.
9
10. OBJECTIVES
Definition of OBJECTIVES
usually specific statements of
educational intention which delineate
either general or specific outcomes.
stated more specifically than goals, are
designed to communicate to involved
parties-students, teachers and etc-the
intents of particular actions.
10
11. TWO TYPES OF EDUCATIONAL OBJECTIVES
(Taba, 1962):
i) General Objectives, i.e. those that describe
school-wide outcomes (curricular goals).
E.g. Improving students’ skills in information
processing when dealing with science
materials.
i) Specific Objectives – more specific and
describe behaviours to be attained in a
particular unit, a subject/course, or a
particular grade-level programme (curricular
objectives).
Seek to show what students should achieve in
relation to identifiable kinds of objectives, i.e.
cognitive, the affective and the psychomotor
11
domains.
12. Also describe the conditions under
which the behaviour must be
demonstrated, and proficiency level
at which the behaviour must be
performed
E.g. Able to write in a neat and
legible handwriting
12
13. Beane et al. (2004) point out that:
…‖objectives are specific statements
reflecting the purposes of a particular
unit or level of the school programme‖.
13
14. Objectives can be written in a
number of ways.
Currently, most objectives are
written in behavioral terms.
Behavioral objectives usually
employ observable behaviour and
can be divided into specific
domains—cognitive, affective, and
psychomotor.
14
15. Examples
Cognitive: Students will identify and list
5 slang terms they have heard from their
peers.
Affective: Students will choose 3 of the
most offensive slang terms from a list
developed by the entire class.
Psychomotor: Students will create
expressive gestures to go with their
favorite slang terms.
15
16. Sources of objectives
Tyler (1949) identified 5 sources of objectives:
i) the learners themselves
ii) The needs of contemporary society
iii) The nature of subject matter
iv) The philosophy (set of values)
v) Psychology (the way learners learn)
Tyler also included other factors such as
financial resources available, the nature of
teaching force etc.
16
17. Kerr (1972) regards these sources in his
model:
i) The pupils
ii) Society
iii) The disciplines
Consequently, the objectives are
linked & interrelated to knowledge, the
learning experiences (school) and
evaluation.
17
18. Ornstein (2004) identifies objectives as the
level for which they are written. Thus, there
are 3 levels of objectives:
i) Program Objectives – addressing subjects
at particular grades
ii) Course Objectives – relating to particular
courses within a grade level
iii) Classroom Objectives – further divided
into unit objectives and lesson plan
objectives.
18
19. CURRICULUM CONTENT
―Content must take account of the
environment in which the course
will be used, the needs of the
learners, and principles of teaching
and learning‖
Nation (1996)
19
21. CURRICULUM EXPERIENCES
Curriculum experience simply means the
extension of the normal activities of daily
life into directed instructional situations.
(Johnson, 1938)
Curriculum encompasses the entire
scope of formative deed and experience
occurring in and out of school, and not
only experiences occurring in school;
experiences that are unplanned and
undirected, and experiences intentionally
directed for the purposeful formation of
21 adult members of society. (Bobbit, 1918)
22. Quality and nature of the learning experience in
developing attributes and capabilities and in
achieving active engagement, motivation and
depth of learning.
The totality of experiences which are planned for
children and young people, including the ethos
and life of the school and interdisciplinary studies
as well as learning within curriculum areas and
subjects. This means that they apply beyond
timetabled classes and into, for example,
enterprise and health activities and special
events.
22
(www.curriculumforexcellencescotland.gov.uk)
23. Curriculum encompasses the entire scope of
formative deed and experience occurring in and
out of school, and not only experiences occurring
in school; experiences that are unplanned and
undirected, and experiences intentionally directed
for the purposeful formation of adult members of
society.
(Bobbit, 1918)
23
24. CURRICULUM ASSESSMENT
Tyler (1949) defines assessment as ―essentially the
process of determining to what extent of educational
objectives are actually being realized by the program
of curriculum and instruction.‖
Tyler suggested 4 fundamental questions in
connection with any curriculum:
1. What educational purposes should the school seek to
obtain?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can these educational experiences be effectively
organized?
24 4. How can we determine whether these purposes are
25. These 4 principal questions can be
translated into a simpler model:
Objectives – content – organization –
evaluation
Therefore, if evaluation shows that
specified objectives have not been
attained, it must mean that the content
chosen or methods of teaching and
organization used were not appropriate.
25
26. Assessment:
sets to ascertain students’ achievement
sets to identify the quality and quantity of the
curriculum/syllabus.
is concerned with deciding on the value or
―worthwhileness‖ of a learning process and
the effectiveness with which it is being carried
out.
is concerned with preparing adequate and
efficient measuring devices for evaluating
purposes.
―Evaluation is the process in which we decide
how well we have done whatever it is we were
26
trying to do‖ (Beane, 2004)
27. Implications
i) Assessment cannot occur unless
we know what we are trying to
accomplish.
ii) The goals of a program, or
objectives of a specific lesson,
must be clear and understood.
iii) Then a decision is required, one
which has to be made based on
some criterion or normal
27
judgment.
28. Herrick (1962) identifies four roles that can
be assumed by persons involved in
curriculum assessment:
1. The ―doer‖ – the child, teacher, or person
whose behavior is being evaluated.
2. The ―observer‖ – the person who is
looking at what the learner is doing.
3. The ―judger‖ – the person who is taking
the results of the observations and
judging their value and adequacy.
4. The ―actor‖ – the individual who acts on
the results of the evaluation.
28
29. Measuring Devices in Assessment
Various measuring
devices/instruments in assessment:
i) Paper-and Pencil Tests
ii) Observation
iii) Self-Evaluation
iv) Analysis of Projects
v) Unobtrusive Measures
29
30. There are two types of
assessment (Scrivens, 1967).
They are:
a) Formative Evaluation
b) Summative Evaluation
30
31. Formative Evaluation
Purpose – to provide the developer with useful
information for on-going adjustments during the
programme.
Characteristics:
- conducted during the planning and
implementation phases of a program.
- Formal/informal – used during period of
instruction.
- Embedded tests – as part of instructional
strategies.
Use of data:
- diagnose and remedial actions
31 - by teachers to monitor their instruction
32. Summative Evaluation
Purpose – making the summary or judgement on
the quality or adequacy of a course (Nation,
1996)
Characteristics:
- takes place at the end of a course.
- Presented in a report
Use of data:
- to determine if students have mastered the
preceding instruction.
- to reveal whether or not pre-specified learning
outcomes have been achieved.
- to revise program and methods for subsequent
32 groups
33. Alkin (1969) identified five types of
program evaluations:
The three formative evaluation types
are:
1.Systems assessment – during pre-
planning phase of a programme’s
development, or needs assessment.
2.Programme design – looking at internal
―fit‖ among various components of the
program.
3.Programme implementation –
33
concerned with process of carrying out
34. The two summative evaluation types
are:
1. Program improvement – focus of
evaluation is on programme effects.
2. Programme certification – includes
programme comparison, compliance
review, and audit studies.
34
35. References
Alkin, M. C. (1969). Evaluation theory development. Evaluation Comment, 2(1),
2-7.
Bean, R.M. (2004). Promoting effective literacy instruction: The challenge for
literacy coaches. The California Reader, 37(3), 58-63
Doll, W. (1979). A Structural View of Curriculum. Theory into Practice, 18(5),
Retrieved from http://www.jstor.org/pss/1476751
Kerr, C. (1972). 'Foreword', Higher Education 1, 1-2.
Nation, I.S.P. (1996). Language curriculum design. Wellington: English Language
Institute Occasional Publication No.16
Oliva, P. (2001). Developing the curriculum. New York: Longman.
Ornstein, A.C. & Hunkins, F.P. (2004). Curriculum foundations: Principles and
issues (4th ed.). Boston, MA: Allyn and Bacon.
Robertson, F., Peterson, D., & Bean, J. C. (2004). Using federal reserve
publications in institutions and markets courses: An approach to teaching
critical thinking. Advances in Financial Education, 2(Fall), 15-25.
Taba, H. (1962). Curriculum development: Theory and practice. New York, NY:
Harcourt, Brace, & World.
Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago:
University of Chicago Press
Wilson, L. O. (2005). Wilson’s curriculum pages – writing aims, goals and
objectives. Retrieved from
35 http://www4.uwsp.edu/education/lwilson/curric/practice.htm