Chapter 7 of M. Shahzad's work discusses curriculum design and evaluation, emphasizing the systematic organization of instructional content and the necessity of curriculum change in education. It covers various approaches to curriculum change, factors influencing it, and the evaluation processes that assess learner accomplishments, instructional quality, and program effectiveness. Additionally, the chapter outlines types of curriculum design, including subject-centered, learner-centered, and problem-centered approaches, each catering to different educational needs.

1. CURRICULUM
DESIGN &
INSTRUCTION -
CHAPTER #7
By
M. SHAHZAD

2. Chapter Contents
•Curriculum Change and
Evaluation
•Curriculum Change
•Curriculum Evaluation

3. Curriculum Design
• Curriculum design is a term used to describe the
purposeful, deliberate, and systematic organization
of curriculum (instructional blocks) within a class or
course.
• In other words, it is a way for teachers to plan
instruction. When teachers design curriculum, they
identify what will be done, who will do it, and what
schedule to follow

4. Meaning of Curriculum Change
• Change is the law of nature.
• Change always makes things better.
• Curriculum change is a regular phenomena in any system
of education.
• It is very important for the members, who involved in the
process of curriculum change, to keep in mind the target
group for whom it is designed.

5. Approaches to Curriculum
Change
•Three approaches are popularly used for
changing the Curriculum
•Administrative Approach
•Grass-root Approach
•Demonstration Approach

6. Approaches to Curriculum Change
• Administrative Approach
• Adopts top to down policy
• Not democratic in nature
• Appointment of Steering Committee
• Formulate Plans
• Develop guiding Principles
• Prepare a statement of general objectives

7. Approaches to Curriculum
Change
• Grass-root Approach
• Involve all stakeholders (teachers, students,
parents and other community members)
• Demonstration Approach
• In this approach changes are planned at a small
scale on an experimental basis.

8. Factors Affecting Curriculum
Change
• School factors as symptoms of the need for change
• Knowledge Explosion as a factor in curriculum
change
• Changes in Society as a factor in the need for change
• Socio-Political factor
• Economic factor
• Technological factor

9. Evaluating Curriculum Design
• “If we wish to discover the truth about an
educational system, we must look into its
assessment procedures.
• The spirit and style of student assessment defines
the de-facto curriculum.

10. Basic Components of Curriculum
• Aims and objectives (i.e., why education should be provided and towards
what direction).
• Content or subject-matter selection of what is to be taught and learnt,
scope of the subject-matter and Its sequence.
• Methods of transaction which deals with the process of teaching-learning
and includes methodology of teaching, learning experiences both within
the institution and outside, learning environments, teachers’ material as
well as students’ material.
• Evaluation methods and techniques for students: Curricula differ from
each other on the basis of the extent of emphasis given to each of these
elements, the extent and manner of linking these elements with each
other and the style of decision-making pertaining to each of these
elements.

11. Purpose of Evaluation
• Kern, Thomas, Howard and Bass, Curriculum Development for Medical
Education: A Six-step Approach. Kern, et al, points out further that
evaluation has the following purposes
• 1. Determining a learners' accomplishments and confirming competence
which leads to a grade, or certification.
• 2. Measuring improvement in the learners, instruction (faculty) and program.
• 3. Meeting accreditation standards by measuring student and program
performance.
• 4. Determining the worth of the curriculum to the institution. In essence,
evaluation is an important component of the curriculum design process for
the learner, the faculty and the overall program.

12. Purpose of Evaluation
• Six-step Approach
• Step 1: Problem Identification and General Needs Assessment
• Step 2: Need Assessment of Targeted Learners
• Step 3: Goals and Objectives
• Step 4: Educational Strategies
• Step 5: Implementation
• Step 6: Evaluation and Feedback

13. Three Major Levels of Curriculum
Evaluation
• Three Major Levels of Curriculum Evaluation As noted earlier, there are
three levels of evaluation in a curriculum:
• The learner
• The instruction (faculty)
• The program
• While these are the main levels of evaluation, keep in mind that you can
use the formative, summative, and follow-up evaluation processes with
each. It is possible to use all three evaluation processes with the same
educational curriculum.

14. Types of Evaluation
• Formative Evaluation
• This type of evaluation occurs during the educational process with the intent
or improving performance, often referred to as "feedback."
• Formative Evaluation means to assess the educational process while it is still
being used or developed.
• It can provide reassurance and reinforcement to the individual, faculty
member, or program.
• Its intent is to improve performance

15. Types of Evaluation
• Summative Evaluation
• This type of evaluation occurs at the conclusion of an educational activity
with the intent of documenting achievement or competence.
• For the purposes of this module, the term "evaluation" will refer to this type.
• Summative Evaluation means to make a judgment, or decision, at the
conclusion of the educational curriculum.
• It is a capstone assessment, the final outcome or a certification of
competency at completion.
• Summative evaluation can be used for an individual learner, faculty member,
or program

16. Types of Evaluation
• Follow-up Evaluation
• This type of evaluation occurs sometime after an educational
activity, with the intent of determining whether the learner has
applied the knowledge/skill in practice.
• Follow-up Evaluation means to measure the result/application of
the educational intervention at a future time.
• It is a type of evaluation that determines whether the learner has
applied the knowledge/skill in practice.
• Most often this is self-report and may reflect long-term
satisfaction.

17. What do you Evaluate?
• Evaluation can focus on different aspects of the educational
program.
• Process
• The instructional method/s used by the educational program or
curriculum could be assessed for its effectiveness. During, or at
the conclusion of educational program, the student and/or
faculty could review how the method of instruction or
administration was implemented.
• Outcome
• The results of the educational program can be assessed for its
effectiveness. How effective is the program in achieving its
educational objectives?

18. Outcomes
• The main focus of this module is on the measurement of outcomes. For
example, if the curriculum objectives expect the learner to be able to
conduct CPR at the end of the course, you would assess the student's skill
in performing CPR on a mannequin.
• There are a number of outcomes from an educational intervention that
could be measured. Kirkpatrick describes a continuum of four different
outcome levels from an educational process:
• Satisfaction,
• Learning (also referred to as competence)
• Behavior
• Societal outcomes

19. Types of curriculum design
• Subject-centered Curriculum Design
• Used for courses like Maths, Biology, etc. The curriculum is designed as per
the subject being taught. Each topic in the subject is taught as per the
examples. This design model doesn’t take into the picture the capabilities of
the students taking up the course and hence may not be suitable for all.
• Learner-centered Curriculum Design
• This design aims to customize the curriculum as per the needs of the
student. Its core philosophy is that each student is unique and there is no
standard curriculum which can fit all of them. Differentiated instruction plans
can be prepared to suit each student as per their requirement. But since
there is a constraint of time and also to figure out what each student needs
uniquely this method also has its disadvantages.

20. Types of curriculum design
• Problem-centered Curriculum Design
• This method aims at exposing the students to practical
situations and problems so that they can apply their
knowledge to solve them. This method helps the students
to remember what they learned and the knowledge sticks
with them for a long time. The disadvantage is that this
method doesn’t suit all the student.