The document discusses criteria for curriculum assessment. It defines criteria as standards used to assess different elements of the curriculum. Effective goals and objectives must clearly state what students will learn and reflect the skills and content in the curriculum. Goals are formulated to focus instruction, meet standards, provide the best education for students, and monitor student progress. Objectives should include content, behavior, criteria, and conditions. Overall, a good curriculum is systematically planned, reflects the needs of students and society, promotes continuity of learning, and utilizes effective learning experiences and resources to maximize student development. The document also discusses evaluating instruction and the curriculum through formative and summative approaches.
The document discusses criteria for assessing curriculum goals and objectives. It outlines seven criteria that goals and objectives should meet: 1) syntactic correctness, 2) compliance with legal requirements, 3) addressing both knowledge and behavior, 4) passing the "stranger test", 5) passing the "so-what test", 6) alignment with student assessments and goals, and 7) making common sense. Meeting all seven criteria ensures the goals and objectives adequately represent important learning outcomes and can be used to plan and evaluate instructional programs.
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.
Here are the definitions in 1/2 sheet of paper:
1. Curriculum - refers to the lessons and academic content taught in a school or in a specific course or program. It includes the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.
2. Instruction - refers to the methods and techniques employed by the teacher in presenting subject matter to the learners. It involves explaining concepts, demonstrating skills, asking questions, giving assignments, and providing feedback.
3. Assessment - refers to the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment methods include tests, quizzes, assignments, projects, practical exams,
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.
Criteria are sets of standards used to assess elements of curriculum and determine if goals and objectives have been met. Objectives must be clearly stated and used by teachers and students to guide content selection, materials, and learning activities. Evaluation is the process of making a judgment about student learning based on established criteria, and determines if the curriculum and instruction align with the objectives and recommended approaches.
Criteria for Curriculum Assessment DefinedArjel Diongson
The document discusses different approaches to instruction - the generative approach and the supplantive approach. The generative approach positions the teacher as a facilitator and emphasizes student-directed learning through constructing their own understanding, while the supplantive approach involves direct, explicit instruction from the teacher with a focus on mastery of component skills. The document provides details on the underlying beliefs and common errors associated with each approach, and offers guidelines for selecting an instructional approach based on factors like the student, the task, and the setting.
This document discusses various tools that can be used to assess curriculum. It describes strategies such as paper-and-pencil tests, performance assessments, observations, interviews, oral questioning, presentations and self-reflection. Specific assessment types are defined, their purposes outlined, key characteristics provided and the teacher's role explained for each strategy. The document aims to guide teachers in selecting appropriate assessment methods to effectively evaluate student learning and curriculum goals.
This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
The document discusses criteria for assessing curriculum goals and objectives. It outlines seven criteria that goals and objectives should meet: 1) syntactic correctness, 2) compliance with legal requirements, 3) addressing both knowledge and behavior, 4) passing the "stranger test", 5) passing the "so-what test", 6) alignment with student assessments and goals, and 7) making common sense. Meeting all seven criteria ensures the goals and objectives adequately represent important learning outcomes and can be used to plan and evaluate instructional programs.
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.
Here are the definitions in 1/2 sheet of paper:
1. Curriculum - refers to the lessons and academic content taught in a school or in a specific course or program. It includes the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.
2. Instruction - refers to the methods and techniques employed by the teacher in presenting subject matter to the learners. It involves explaining concepts, demonstrating skills, asking questions, giving assignments, and providing feedback.
3. Assessment - refers to the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment methods include tests, quizzes, assignments, projects, practical exams,
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.
Criteria are sets of standards used to assess elements of curriculum and determine if goals and objectives have been met. Objectives must be clearly stated and used by teachers and students to guide content selection, materials, and learning activities. Evaluation is the process of making a judgment about student learning based on established criteria, and determines if the curriculum and instruction align with the objectives and recommended approaches.
Criteria for Curriculum Assessment DefinedArjel Diongson
The document discusses different approaches to instruction - the generative approach and the supplantive approach. The generative approach positions the teacher as a facilitator and emphasizes student-directed learning through constructing their own understanding, while the supplantive approach involves direct, explicit instruction from the teacher with a focus on mastery of component skills. The document provides details on the underlying beliefs and common errors associated with each approach, and offers guidelines for selecting an instructional approach based on factors like the student, the task, and the setting.
This document discusses various tools that can be used to assess curriculum. It describes strategies such as paper-and-pencil tests, performance assessments, observations, interviews, oral questioning, presentations and self-reflection. Specific assessment types are defined, their purposes outlined, key characteristics provided and the teacher's role explained for each strategy. The document aims to guide teachers in selecting appropriate assessment methods to effectively evaluate student learning and curriculum goals.
This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
Tests and assessments are used to measure constructs like abilities, traits, and behaviors. They can be classified in different ways, such as being maximum performance tests that assess upper limits, or typical response tests that measure average behaviors. Tests are also categorized as norm-referenced, comparing performance to others, or criterion-referenced, comparing performance to a specific level. While assessments are not perfect measures, they provide useful information to educators for decisions around students, instruction, placement, policy, and counseling.
This document discusses criteria for curriculum assessment. It defines criteria as standards used to assess different elements of the curriculum. Criteria determine competency levels and are used to formulate goals and objectives, which indicate what students will learn. Goals and objectives are formulated to focus instruction, meet standards, provide the best education, monitor progress, and motivate students and teachers. Effective goals and objectives include specific content, behaviors, performance levels, and learning conditions. The document also discusses approaches to instruction and criteria for evaluating instruction methods. Overall, it provides guidelines for developing and assessing curriculum using defined criteria.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
This document discusses different grading systems used in education. It describes norm-referenced and criterion-referenced grading systems. A norm-referenced system evaluates students relative to other students' performance, while a criterion-referenced system evaluates students based on an absolute standard or criteria. The document also provides examples of reporting grades using percentages, numbers, letters, and descriptions for tertiary education. It outlines the grading system used in Philippine public elementary and secondary schools according to DepEd Order 33, including features such as minimum performance standards, assessment categories, and promotion policies.
The document discusses the importance of establishing clear learning targets to guide effective instruction, assessment, and student learning. It emphasizes that learning targets should be broken down into specific statements of intended learning that are understandable to students. When teachers identify precise learning targets and student outcomes, they can better plan intentional lessons, select appropriate assessments, and help students understand what is expected of them.
Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
The document discusses several types of assessment strategies including pencil-and-paper tests, essays, selected response questions, performances, exhibitions, demonstrations, and observations. Pencil-and-paper tests can assess large numbers of students quickly while essays allow students to construct their own answers. Selected response questions have a single correct answer and clear language. Performances, exhibitions, and demonstrations require students to create, produce or perform skills and provide realistic and ongoing assessments.
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
The document discusses modular curriculum and its implementation, monitoring, and evaluation. It defines a modular curriculum as made up of self-contained learning modules with specific objectives and assessments. Modular approaches offer flexibility and help learners progress at their own pace. The document outlines two models for modular design within a subject area and across subjects. It emphasizes the importance of pilot testing curriculum to ensure relevance and effectiveness, as well as ongoing monitoring and evaluation for improvement and informed decision-making.
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
1. The document discusses the importance of teachers understanding students' personal, social, and academic needs in order to effectively manage instruction and prevent behaviors that hamper learning.
2. Key principles for managing instruction include enhancing a teacher's own instructional competence, addressing the underlying causes of misbehaviors, and recognizing students' basic needs.
3. The teaching process is described as a cycle that involves diagnosing students, setting objectives, planning lessons, implementing strategies, evaluating performance, and following through.
Nature, Concepts and Purposes of CurriculumRandy Dacuro
This document discusses the key components and approaches of curriculum development. It identifies the main components as: aims/goals/objectives, subject matter/content, learning experiences, and evaluation approaches. For each component, it provides examples from the Philippine education system and discusses criteria for determining them. The main curriculum approaches covered are behavioral, which aims for efficiency, and conceptual/cognitive, which focuses on conceptual understanding. It emphasizes that curriculum components should be interrelated and feedback from evaluation should inform improvement.
Field Study 4, Learning episode 1, meaning of curriculum, limited and broad definitions, learning episode 2, types of curricula in schools, recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, hidden or implicit curriculum, learning episode 3, teacher as a curricularist, initiator, writer, planner, evaluator, knower, innovator, implementer, learning episode 4, teacher as knower of curriculum, traditional, progressive, learning episode 5, approaches about school curriculum, BASIC principles of curriculum content, learning episode 6, curriculum development processes and models, ralph tyler model, hilda taba model, grassroots approach, galen saylor and william alexander curriculum model
components of curriculum and curricular approachesgaestimos
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
The document discusses the characteristics of outcomes-based assessment. It outlines that outcomes-based assessment focuses on measuring what learners know and can do rather than content coverage. Key characteristics include integrating assessment with teaching, using varied assessment strategies like portfolios and performances, and focusing on mastery learning and criterion-referenced assessment. The purposes of assessment in an outcomes-based curriculum are to identify learner needs, track progress, diagnose problems, and judge the effectiveness of learning programs. Recording and reporting of assessment should describe learner progress, strengths, and weaknesses.
This document discusses the history and gender issues within sneaker culture and the sneaker industry. It notes that sneaker culture originated in the 1970s with hip hop culture and brands like Run DMC and Air Jordans mainstreaming sneakers. However, the industry has traditionally catered more to men and hypersexualized or marginalized women. More recently, female sneakerheads have utilized social media to assert their place in sneaker culture and advocate for greater women's sizes and products through campaigns like #pleasejustdoit. While progress has been made, men still tend to discredit women's interest and expertise in sneakers.
This document outlines the process of curriculum evaluation and the differences between process and outcome evaluation. It discusses the six basic steps to conduct an evaluation, which are to assemble a team, prepare, develop a plan, collect information, analyze the information, and prepare a report. Process evaluation helps answer why outcomes were or weren't achieved, while outcome evaluation is both qualitative and quantitative in nature.
Tests and assessments are used to measure constructs like abilities, traits, and behaviors. They can be classified in different ways, such as being maximum performance tests that assess upper limits, or typical response tests that measure average behaviors. Tests are also categorized as norm-referenced, comparing performance to others, or criterion-referenced, comparing performance to a specific level. While assessments are not perfect measures, they provide useful information to educators for decisions around students, instruction, placement, policy, and counseling.
This document discusses criteria for curriculum assessment. It defines criteria as standards used to assess different elements of the curriculum. Criteria determine competency levels and are used to formulate goals and objectives, which indicate what students will learn. Goals and objectives are formulated to focus instruction, meet standards, provide the best education, monitor progress, and motivate students and teachers. Effective goals and objectives include specific content, behaviors, performance levels, and learning conditions. The document also discusses approaches to instruction and criteria for evaluating instruction methods. Overall, it provides guidelines for developing and assessing curriculum using defined criteria.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
This document discusses different grading systems used in education. It describes norm-referenced and criterion-referenced grading systems. A norm-referenced system evaluates students relative to other students' performance, while a criterion-referenced system evaluates students based on an absolute standard or criteria. The document also provides examples of reporting grades using percentages, numbers, letters, and descriptions for tertiary education. It outlines the grading system used in Philippine public elementary and secondary schools according to DepEd Order 33, including features such as minimum performance standards, assessment categories, and promotion policies.
The document discusses the importance of establishing clear learning targets to guide effective instruction, assessment, and student learning. It emphasizes that learning targets should be broken down into specific statements of intended learning that are understandable to students. When teachers identify precise learning targets and student outcomes, they can better plan intentional lessons, select appropriate assessments, and help students understand what is expected of them.
Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
The document discusses several types of assessment strategies including pencil-and-paper tests, essays, selected response questions, performances, exhibitions, demonstrations, and observations. Pencil-and-paper tests can assess large numbers of students quickly while essays allow students to construct their own answers. Selected response questions have a single correct answer and clear language. Performances, exhibitions, and demonstrations require students to create, produce or perform skills and provide realistic and ongoing assessments.
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
The document discusses modular curriculum and its implementation, monitoring, and evaluation. It defines a modular curriculum as made up of self-contained learning modules with specific objectives and assessments. Modular approaches offer flexibility and help learners progress at their own pace. The document outlines two models for modular design within a subject area and across subjects. It emphasizes the importance of pilot testing curriculum to ensure relevance and effectiveness, as well as ongoing monitoring and evaluation for improvement and informed decision-making.
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
1. The document discusses the importance of teachers understanding students' personal, social, and academic needs in order to effectively manage instruction and prevent behaviors that hamper learning.
2. Key principles for managing instruction include enhancing a teacher's own instructional competence, addressing the underlying causes of misbehaviors, and recognizing students' basic needs.
3. The teaching process is described as a cycle that involves diagnosing students, setting objectives, planning lessons, implementing strategies, evaluating performance, and following through.
Nature, Concepts and Purposes of CurriculumRandy Dacuro
This document discusses the key components and approaches of curriculum development. It identifies the main components as: aims/goals/objectives, subject matter/content, learning experiences, and evaluation approaches. For each component, it provides examples from the Philippine education system and discusses criteria for determining them. The main curriculum approaches covered are behavioral, which aims for efficiency, and conceptual/cognitive, which focuses on conceptual understanding. It emphasizes that curriculum components should be interrelated and feedback from evaluation should inform improvement.
Field Study 4, Learning episode 1, meaning of curriculum, limited and broad definitions, learning episode 2, types of curricula in schools, recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, hidden or implicit curriculum, learning episode 3, teacher as a curricularist, initiator, writer, planner, evaluator, knower, innovator, implementer, learning episode 4, teacher as knower of curriculum, traditional, progressive, learning episode 5, approaches about school curriculum, BASIC principles of curriculum content, learning episode 6, curriculum development processes and models, ralph tyler model, hilda taba model, grassroots approach, galen saylor and william alexander curriculum model
components of curriculum and curricular approachesgaestimos
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
The document discusses the characteristics of outcomes-based assessment. It outlines that outcomes-based assessment focuses on measuring what learners know and can do rather than content coverage. Key characteristics include integrating assessment with teaching, using varied assessment strategies like portfolios and performances, and focusing on mastery learning and criterion-referenced assessment. The purposes of assessment in an outcomes-based curriculum are to identify learner needs, track progress, diagnose problems, and judge the effectiveness of learning programs. Recording and reporting of assessment should describe learner progress, strengths, and weaknesses.
This document discusses the history and gender issues within sneaker culture and the sneaker industry. It notes that sneaker culture originated in the 1970s with hip hop culture and brands like Run DMC and Air Jordans mainstreaming sneakers. However, the industry has traditionally catered more to men and hypersexualized or marginalized women. More recently, female sneakerheads have utilized social media to assert their place in sneaker culture and advocate for greater women's sizes and products through campaigns like #pleasejustdoit. While progress has been made, men still tend to discredit women's interest and expertise in sneakers.
This document outlines the process of curriculum evaluation and the differences between process and outcome evaluation. It discusses the six basic steps to conduct an evaluation, which are to assemble a team, prepare, develop a plan, collect information, analyze the information, and prepare a report. Process evaluation helps answer why outcomes were or weren't achieved, while outcome evaluation is both qualitative and quantitative in nature.
Gender identity and sexual orientation chapter 9tmbouvier
This document discusses gender identity and sexual orientation. It defines key terms like gender identity, sexual orientation, transgender, cisgender, and more. It explores how gender identity may differ from biological sex and can be shaped by both nature and nurture. It also addresses obstacles faced by transgender individuals like access to healthcare and discrimination. The document aims to increase understanding of diverse identities and lifestyles.
This document discusses key aspects of pedagogy, curriculum, and assessment. It emphasizes that curriculum is a form of pedagogy, as teachers design engaging classroom activities to help students achieve desired learning outcomes. It also stresses the importance of defining the big ideas and skills students should master by the end of their education, then working backwards to design a coherent program of study from year to year. Additionally, the document notes that a school's culture conveys its values through both explicit statements and the everyday examples set by teachers in classrooms.
This document discusses gender identity disorders and provides information on their diagnosis and treatment. It defines gender identity as one's sense of being male or female, and gender dysphoria as discomfort with one's birth sex. The diagnostic criteria include a strong cross-gender identification and discomfort with one's gender role. Treatment for children focuses on social skills, for adolescents on slowing puberty, and for adults on hormonal therapy and potential sex reassignment surgery.
This document discusses gender identity and sexuality. It defines key terms like gender, sex, transgender, transsexual, and sexual orientation. It notes that gender refers to whether one identifies as male or female, while sex is defined biologically. It also discusses the struggles that LGBTQ individuals face with discrimination, religious conflicts, and fear of coming out. The document advocates for greater acceptance of all people regardless of their gender or sexuality.
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
This document provides an introduction to concepts related to gender identity, gender expression, and biological sex. It defines these terms and discusses their differences. It also addresses the prevalence of intersex individuals, myths and misconceptions, and theoretical considerations for counselors. Gender identity refers to one's internal gender, gender expression is one's outward presentation, and biological sex refers to physical characteristics. These do not always align. The document aims to educate on this topic which is important for multicultural counseling.
The document discusses the relationships between curriculum, instruction, and assessment. It defines curriculum as the structured set of learning outcomes and objectives that make up the "what" of teaching. Several criteria for selecting curriculum content are described, including significance, utility, validity, learnability, and feasibility. Assessment is defined as collecting information on student achievement related to curriculum expectations. Instruction refers to teaching methods and styles used to deliver the curriculum. The quality of instruction depends on several factors, and a close link is needed between curriculum, instruction, and assessment for effective teaching and learning.
Sex, gender identity, and gender expression can exist on spectrums that are different than traditional norms. Gender identity refers to one's internal sense of self as male, female, both, or neither, which may or may not correspond to their sex assigned at birth. There are many terms used to describe various gender identities including transgender, transsexual, genderqueer, and more which challenge societal expectations of gender roles and expressions.
This document discusses gender identity and its development. It defines sex as biological and refers to physical differences, while gender is psychological and relates to one's sense of masculinity or femininity. It explores several theories on how gender roles and identities form, including:
- Biological factors like evolutionary mating strategies
- Kohlberg's cognitive theory of gender constancy in childhood
- Social cognitive theory of learning gender roles through observation and reinforcement
- Gender schema theory of organizing information according to masculine/feminine concepts
- Psychoanalytic theories like Freud's identification theory of gender development through the Oedipus complex.
Este documento contiene la resolución de 20 ejercicios de estadística. Los ejercicios abordan temas como clasificación de variables, tablas y diagramas de frecuencias, intervalos de agrupación de datos y representación gráfica de distribuciones. Las soluciones muestran los pasos para completar cada ejercicio de manera correcta.
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 document also discusses principles of sequencing content, such as world-related, concept-related, inquiry-related, learning-related, and utilization-related sequences. Finally, it covers the relationship between objectives and evaluation in curriculum development.
A good curriculum has several key characteristics: it is continuously evolving to meet the changing needs of students and society; it is based on assessing the needs of both individuals and communities; and it is developed through a collaborative process involving various stakeholders. Additionally, developing a high-quality curriculum requires a long-term effort, attention to sequencing and details, and flexibility to adapt over time. The curriculum also aims to complement other community programs.
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
Este documento presenta una serie de ejercicios resueltos sobre estadística. Introduce conceptos básicos como población, muestra, variable e individuo. Explica cómo clasificar variables y construir tablas estadísticas para representar datos cuantitativos discretos y continuos mediante frecuencias e intervalos. Finalmente, proporciona ejemplos prácticos de elaboración de tablas a partir de conjuntos de datos.
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
This document discusses theories of gender identity development. It notes that while biology and heredity play a role, environmental factors are also important. Gender identity generally forms early in childhood through social learning from caregivers. The document examines multiple theories for the development of sexual orientation, such as prenatal hormone exposure, the fraternal birth order effect, and genetic influences. However, none of the theories fully explain gender identity and sexuality remains complex with biological and social influences.
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.
Alyssamoduleiv copy-120823032932-phpapp01 (1)Ching Nemis
This document discusses criteria for curriculum assessment. It defines criteria as standards used to evaluate curriculum elements. Criteria determine competency levels. Goals and objectives provide direction for curriculum and instruction. They should be specific, measurable, and related to student performance levels, content, behaviors, and conditions. Effective goals meet syntactic, legal, knowledge-behavior, stranger, and validity tests. Curriculum evaluation assesses if objectives are addressed, content is sequenced properly, and students are engaged as intended. Formative evaluation occurs during instruction while summative evaluation happens after to determine outcomes. The document provides detailed guidelines for developing high-quality curriculum, goals, objectives, instructional approaches, and evaluation.
Alyssamoduleiv copy-120823032932-phpapp01Ching Nemis
This document discusses criteria for assessing curriculum. It defines criteria as standards used to evaluate different elements of the curriculum. Goals and objectives are important criteria as they indicate what students should learn. Effective goals and objectives are specific, measurable, aligned with student performance, and address both knowledge and behaviors. There are also criteria for assessing instruction, such as whether it uses a direct "supplantive" approach or constructivist "generative" approach. A good curriculum is continuously evolving, based on student needs, has logical sequencing, and educational quality.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
This document discusses outcomes-based education (OBE) and its application in English second language (ESL) classrooms in South Africa. It begins by outlining the problem statement and research questions regarding the implementation of the communicative approach in Grade 8 ESL classrooms. It then describes the qualitative research methods used, including classroom observations and educator interviews across five schools. Key points covered include defining OBE principles like clarity of outcomes and designing instruction backwards from goals. The document also examines characteristics of OBE curricula and assessment, different delivery approaches, and references challenges in applying OBE in multilingual ESL contexts.
Curriculum is one of the most important things that an aspiring teacher needs to know. This will help teacher identify different types of curriculum to be able to give a quality education to learners.
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
1. Assessment and evaluation play an important role in social science education by helping teachers understand student learning and determine if educational objectives have been achieved.
2. There are various methods of assessment in social sciences, including continuous and comprehensive evaluation, term end examinations, self-assessment, peer assessment, and portfolio assessments.
3. For assessment methods to be effective, they should demonstrate validity, reliability, fairness, and practicality. Validity means an assessment actually measures what it is intended to measure. Reliability means an assessment produces consistent results. Fairness means students understand what is being assessed. Practicality means an assessment is efficient and feasible for teachers and students.
This document discusses the formulation and functions of objectives in teaching physical science education. It defines educational objectives and instructional objectives, and their key differences. Educational objectives are broad aims related to the education system, while instructional objectives clearly describe anticipated learning outcomes. Well-written objectives should be student-oriented, observable, attainable, developmentally appropriate, and help guide instruction. The document also provides examples of objectives and discusses the importance of objectives in teaching.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. The key steps in curriculum development are then outlined, including:
1) Formulating educational objectives based on the needs of learners, society, and experts.
2) Selecting learning experiences according to criteria like consistency with objectives and allowing students to learn by doing.
3) Organizing learning experiences vertically and horizontally with continuity, sequence and integration.
4) Evaluating the curriculum, including assessment of the philosophy, goals, content, methods, and relationship between courses.
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and discussion of new curriculum types including legitimate, illegitimate, hidden, and null curriculums.
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and new types of curriculums including child-centered, activity-based, and experience-based models.
Linking Curriculum,Instruction and Assessment (CIA): Making aFitJane Berte
1) Curriculum refers to the structured set of learning outcomes and goals that outline what students are expected to learn. Instruction is the implementation of teaching methods to deliver the curriculum content. Assessment evaluates how well students have achieved the learning outcomes in the curriculum.
2) Curriculum, instruction, and assessment are interlinked. The curriculum determines what content is taught and assessed. Effective instruction delivers the curriculum content and provides learning experiences. Assessment measures how well students have achieved the curriculum learning outcomes through the instruction.
3) For the curriculum, instruction, and assessment to be aligned and effective, the curriculum content and objectives must match the instructional methods. Assessment must also be aligned to the curriculum in evaluating what students have learned from
The document outlines key principles for professional learning and effective classroom practice at The Cherwell School. It discusses 5 core elements of classroom practice: 1) setting clear learning objectives, 2) designing purposeful tasks and activities, 3) using success criteria and models, 4) providing feedback, and 5) teaching inclusively. The school aims to continuously improve teaching quality through reflection, sharing practices, and using research-based strategies that maximize student achievement.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. CRITERIA FOR CURRICULUM
ASSESSMENT DEFINED
CRITERIA
• Are set of standards to be
followed in assessment ,
• Set of standards upon diff.
elements of the curriculum are
being tested,
• Will determine the diff. levels of
competencies or proficiency of
acceptable task performance.
3. CRITERIA FOR GOALS AND OBJECTIVES
GOALS AND OBJECTIVES
• Statements of curricular expectations.
• Sets of learning outcomes specifically
designed for students.
• Indicates clearly what the students will learn.
• Must reflect the tasks ,skills , content
behavior and thought processes that make
up curricular domains.
• Must match the students needs.
4. GOALS AND OBJECTIVES ARE FORMULATED AND
SPECIFIED FOR THE FF. PURPOSES:
to have focus on curriculum and instruction which give
direction to where students need to go.
To meet the requirements specified in the policies and
standards of curriculum instruction.
To provide the students the best possible education
and describe their level of performance.
To monitor the progress of students based on the goals
set.
To motivate students to learn and the teachers to be
able to feel a sense of competence when goals are
attained.
5. CRITERIA FOR GOALS AND OBJECTIVES
-BY HOWELL AND NOLET (2000)
oCONTENT
oBEHAVIOR
oCRITERION
oCONDITION
6. GENERAL CRITERIA FOR EFFECTIVE
AND OBJECTIVES:
SYNTACTIC CORRECTNESS
-includes the elements: CONTENT
, BEHAVIOR , CRITERIA AND
CONDITIONS.
COMPLIANCE WITH LEGAL
REQUIREMENTS
-there should be a direct
relationship between the annual goals
and the student’s present level of
performance.
7. THE ANNUAL GOALS SHOULD DESCRIBE WHAT THE
LEARNERS SHOULD REASONABLYBE EXPECTED TO
ACCOMPLISH WITHIN A GIVEN PERIOD AND
APPROPRIATE INSTRUCTIONAL RESOURSES.
SHORT TERM INSTRUCTIONAL OBJECTIVES SHOULDBE
STATED SO CLEARLYSO THAT IT IS OBVIOUS HOW WE
WOULD MEASURE TO SEE IF THE OBJECTIVES ARE MET.
THE OBJECTIVES SHOULD DESCRIBE A SEQUENCE OF
INTERMIDIATE STEPS BETWEEN A CHILD’S PRESENT
LEVEL OF EDUCATIONAL PERFORMENCEAND THE
ANNUAL GOALS THAT ARE ESTABLISHED.
8. THE STRANGER TEST-reliability!
-should write appropriate instructional
plans and evaluate student’s progress.
-the goals and objectives should be
written in a sufficiently observable and
specific form.
The secret to stating something in
observable form is using behaviors .
(knowing the answer is hard to measure ,
because it is not directly observable but
writing the answer is easy to measure
because it is a behavior.)
9. BOTH KNOWLEDGE AND BEHAVIOR
ARE ADDRESSED.
-although it is knowledge ,that we are
most trying to transmit, we need to see
behaviors to know if we succeeded.
-the statement of behavior must be in an
objective to provide a measurable
indicator of learning. (To tell the students
to write the correct spelling of the science
vocabulary not to teach how to write but to
increase the knowledge in spelling.)
-it is also a mistake to focus only to the
behavior. (e.g. it would be a mistake to
require writing to a student who can’t write ,
10. THE SO-WHAT TEST
-speaks of validity
-because education is to prepare people to
be socially competent, this test asks
whether the goals and instructional
objectives are important.
-it involves value judgements and
curriculum speculation on about the child’s
long term needs.
-an objective should act to develop , rather
than to suppress , behavior.
Perhaps if necessary , goals or objectives
should include alternate positive behaviors.
11. INDIVIDUALIZATION
GOALS AND OBJECTIVES ARE
DERIVED FROM ASSESSMENT DATA.
MUST BE ALIGNED WITH THE
STUDENT’S LEVEL OF EDUCATIONAL
PERFORMANCE AND GOALS.
12. COMMON SENSE
OBJECTIVES TELL WHAT THE
STUDENT WILL LEARN,NOT
DESCRIPTIONS OF WHAT THE
TEACHERS WILL DO OR WHAT THE
STUDENTS WILL FOLLOW.
INSTRUCTIONAL OBJECTIVES
DON’T HAVE TO FIT IN ONE
SENTENCE,AND DOING SO CAN BE
CONFUSING.
13. GUIDELINES IN FORM OF QUESTIONAIRE;
• Do the goals/objectives represent an important
learning outcome that is a priority for this
student?
• Is there a goal written for each area of need
stated in the present level of performance?
• Are the goals realistic in a sense that they can be
accomplished in one year?
• Are the goals and objectives easily measured?
• Are there multiple objectives representing
intermediate steps to each goal ?
• Are the goals and objectives appropriately
calibrated?(too broad , or too narrow)
• Are the goals and instructional objectives useful
for planning and evaluating instructional programs?
14. CRITERIA FOR ASSESSMENT OF
INSTRUCTION
INSTRUCTION
-ANOTHER ELEMENT OF CURRICULUM
WHICH NEEDS CRITERIA FOR
ASSESSMENT.
-REFERS TO THE IMPLEMENTATION OF
THE OBJECTIVES.
-CONCERNED WITH THE
METHODOLOGIES OF THE STRATEGIES
OF TEACHING.
15. 2 APPROACHES TO INSTRUCTION
SUPPLANTIVE APPROACH
-referred to as “DIRECT” instruction (ADAMS &
ENGLEMANN , 1996).
-the teacher attempts to promote learning by
providing explicit directions and explanations
regarding how to do a tank.
-the teachers assume primary responsibility for
linking new information with the student’s prior
knowledge and ultimately whatever the student’s
learn.
Information is presented in an ordered sequence in
w/c component subskills are thought directly or a
foundation for later tasks.
-this approach is highly teacher-directed.
16. GENERATIVE APPROACH
-referred to as “constructivist” or “developmental”.
-in here the teachers function as facilitators who takes a
less central role in a learning process that is student
directed (esminger & dangel,1992).
-the teachers provide opportunities for the students to
make own linkages to prior knowledge and to devise her
own strategies for work.
-CONSTRUCTIVIST because much of its emphasis is on
helping students to construct their goals , experiences
and knowledge.
17. -information is presented on a schedule determined by
the students’ interest and goals.
-sub-skilled could not be thought explicitly.
-Pre-requisites are expected to be learned as a
consequence of the larger understanding students would
be guided to construct.
-learning is assumed to be socially constructed out of the
interaction between the student’s innate tendencies and
predispositions and the social context in w/c the student
lives(STONE,1996).
-it’s advocates sometimes take a restrictive view of
social context. They see teachers as unnatural or
meaningless until Stone,1996 puts Developmentalism.
18. WHAT ARE CURRICULUM CRITERIA?
-GUIDELINES ON STANDARD FOR CURRICULUM
DECISION MAKING.
-OBJECTIVES OF A CURRICULUM OR TEACHING
PLAN ARE THE MOST IMPORTANT CURRICULUM
CRITERIA,SINCE THEY SHOULD BE USED IN
SELECTING LEARNING EXPERIENCES AND IN
EVALUATING LEARNING ACHIEVEMENT.
19. CRITERIAS;
• Have the goals of the curriculum or teaching
plan been clearly stated; and are they used by
teachers and students in choosing content ,
materials and activities for learning?
• Have teachers and students engaged in
student-teacher planning in defining the goals
and determining how will they be
implemented?
• Do some of the planned goals relate to the
society or the community in w/c the
curriculum will be implemented or the teaching
will be done?
20. • Do some of the planned goals relate to
the individual learner and his/her needs,
purposes, interests and liabilities?
• Are planned goals used as criteria in
selecting and developing learning
materials for instruction?
• Are the planned goals used as criteria in
evaluating learning achievement and in
the further planning of learning and sub
goals and activities?
21. HASS AND PARAKAY(1993)
-’Individual differences , flexibility and systematic planning are
criteria that depend in part on knowledge of the different approaches
of learning.
-The CRITERION are as follows:
Does the curriculum include alternative approaches and activities
for learning?
Have the different learning theories been considered in planning
alternative learning approaches and activities?
Has the significance of rewarded responses , transfer
,generalization ,advance organizers , self-concept ,
meaningfulness of the whole ,personal meaning ,imitation,
identification &socialization been considered in the planning?
22. CHARACTERISTICS OF A GOOD
CURRICULUM
-Must posses a specific characteristics in the
pursuit of the aims of education the schools
are to pursue.
-a GOOD CURRICULUM includes the ff.:
The curriculum is continuously evolving.
-must have a continuous monitoring and
evaluation.
-must adapt its educational activities and
services to meet the needs of a modern and
dynamic community.
-a good curriculum is a Progressive
23. THE CURRICULUM IS BASED ON
THE NEEDS OF THE PEOPLE.
-developing begins with those that concern
the people themselves.
-reflects the needs of the individual and the
society as a whole.
-in proper shape in order to meet the
challenges of times and make education more
responsive to the client it serves.
24. The curriculum is
democratically conceived.
-developed through the efforts of a group
of individuals from diff. sectors in the
society.
-a product of many minds and energies.
The curriculum is a result
of a long term effort
-is a product of long and tedious project.
The curriculum is a
complex detail.
25. The curriculum or the logical
sequence of subject matter.
-Learning is DEVELOPMENTAL.
-must be planned in order according to the
development of the subject matter and the progress of
the learner.
-Must provide a continuity of experience.
The curriculum complements and
cooperates with other programs in the
community.
-must be responsive to the need of the community.
-the school offers its assistance in the improvement
and realization of on going programs of the
community.
-SCHOOL+COMMUNITY= GREATER
PRODUCTIVITY
26. THE CURRICULUM HAS EDUCATIONAL QUALITY.
“Quality Education comes through the situation of the individual’s
intellectual and creative capacities for social welfare and
development.”
-helps the learner to become the best he could possibly be.
-its support system is secured to augment existing sources for its
sufficient and effective implementation.
The curriculum has administrative flexibility.
-must be ready to incorporate changes whenever
necessary.
-open to revision and development to meet the demands
of globalization and the digital age.
27. MARKS OF GOOD CURRICULUM ( by:
J. Galen Saylor )
1. A good curriculum is systematically
planned and evaluated.
• A definite organization is responsible
for coordinating , planning and
evaluating.
• Steps in planning and evaluation are
logically defined and taken.
• Ways or workings utilize the
contributions of all concerned.
28. 2. A good curriculum reflects adequately
the aims of the school.
• The faculty has defined comprehensive
educational aim.
• The scope of the curriculum includes areas
related to all stated aims.
• Each curriculum opportunity is planned with
reference to one or more aims.
• In planning opportunities from year to year and
in each area teachers consider the total scope
of aims.
29. 3. A good curriculum maintains a balance
among all aims of the school.
• the curriculum pays attention to each aim
commensurate with its importance.
• The total plan of curriculum opportunities in
basic areas, school activities and social interests
reflects careful planning w/ respect to all aims.
• Guidance of each individuals helps provide him
with a program w/c is well-balanced I terms of
his needs and capacities.
• The school organization , schedule and facilities
help in giving appropriate attention to each aim.
• Classroom activities and schedules are arranged
so as to provide a balanced program of varied
learning activities
30. 4.A good curriculum promotes continuity of
experience.
• Provisions are made for the smooth transition and
continuing achievement of pupils from one
classroom ,grade or school to the other.
• Curriculum plan in areas w/c extend in over several
years are developed vertically
• Classroom practices give attention to the maturity
and learning problems of each student.
• Cooperative planning and teaching provide for
exchange of info. About pupil’s learning
experiences.
31. 5.A good curriculum arranges learning
opportunities flexibly for adaptation to
particular situations and individuals.
• Curriculum guides encourage teachers to make
their own plans for specific learning situations.
• Cooperative teaching and planning utilize many
opportunities as they arise to share learning
resources and special talents.
• Time allotments and schedule s are modified as
need justified.
• In accordance with their maturity , pupils
participate in the planning of learning experiences.
• The selection of learning experiences reflects
careful attention to the demands of the learning
situation.
32. 6.A good curriculum utilizes the most effective
learning experiences and resources available.
• Learning experiences are developed so that pupils
see purpose , meaning and significance in each
activity.
• Needed available resources are utilized at the
time they are relevant and helpful.
• Use of the right learning resource for each pupil is
encouraged.
• Teachers discriminate wisely between activities
w/c pupils carryon independently and those w/in
teacher-pupil interaction is desirable.
33. 7.A good curriculum makes maximum
provision for the development of each
learner.
• The program provides a wide range of opportunities for
individuals of varying activities ,needs, and interests.
• Extensive arrangements are made for the educational
diagnosis of individual learners.
• Self-directed independent study is encouraged wherever
possible and advisable.
• Self-motivation and self-evaluation are stimulated and
emphasized throughout the learning activities of the school
• The curriculum promotes individual development rather than
conformity to some hypothetical standards
• The school attempts to follow up its former students both at
service to them and for evaluative data.
34. EVALUATION
The process of determining the value of
something or the extent to w/c goals are
being achieved.
A process of making decision or reading a
conclusion.
Involves decision making about student
performance based on information
obtained from an assessment process.
ASSESSMENT-THE PROCESS OF COLLECTING
INFORMATION BY REVIEWING THE PRODUCTS
OF STUDENT
WORK,INTERVIEWING,OBSERVING AND
TESTING
35. The process of using information
that is collected through
assessment.
Its purpose is to improve student
learning.
Entails a reasoning process that is
based on influence.
It is a thoughtful process.
Core- the idea of
comparison.(drawing conclusions
summarize the findings,note the
diffrences)
36. INFERENCE is the process of arriving
at a logical conclusion from a body of
elements.
-refers to the process of developing a
conclusion on the basis of some
phenomenon that is not experienced or
observed directly by the person drawing
the inference.
37. EVALUATION
Is the judgement we make bout
assessments of the student learning
based on a established criteria.
Involves a process of integrating
assessment information from various
sources and using this information to
make inferences and judgements about
how well students have achieved
curriculum expectations.
38. Involves placing a value on and determining
the worth of a student assessment.
Usually made so that progress can be
communicated to students and parents.
Evaluation provides information;
a) Directly to the learner
b) Directly to the teacher for information of
the next instruction activities.
c) Directly to external agencies for their
assessment of schools functioning in the
light of national purpose.
39. CURRICULUM EVALUATION
• Is the process of obtaining info
for judging the worth of an
educational program , product
, procedure ,educational
objectives or the potential
utility of alternative
approaches designed to attain
specified objectives.
• Focuses in determining whether
the curriculum as recorded in
40. SUMMATIVE EVALUATION
• Takes place at the end of the unit or section of
instruction
• Sums up the learning.
FORMATIVE EVALUATION
• Takes place during the lesson and tells the
evaluator what is happening.
• On-going and yields information that can be
used to modify the program prior to
termination.