Group 5 phases_of_curriculum_development

CURRICU
LUMPLANNIPREPARED BY: DANIELLA ANDREA
R BUSTILLO
II-IV BACHELOR IN FILIPINO EDUCATION

DEFINITIONOF
TERMS
CURRICU
LUM:-is a set of learning content and
experiences that are selected,
organized, implemented and
evaluated by the school in
pursuit of its institutional
purpose.
PLANNI
NG:
-the process of making plans for
something.
CURRICUL
UM
PLANNING:
-Continuous process which involves activities
characterized by interrelationships among
individual and groups as they work together in
studying, planning, developing and improving
the curriculum, which is the total environment
planned by the school.

WHYPLAN IN
THEFIRST
PLACE?- Decide how and where to set
priorities in the use of limited
human and economic
resources.
- Decide how to accomplish to
accomplish not only your
short-range goals but also
your medium and long range
goals.
- Build on the strong and
successful parts of the
program. As well as to
identify and improve the weak
parts.
- Reach agreement in the

WHA
T
A
- It is organized thinking that
helps in developing what
needs to be done, how it will
happen, and who will do it
- It is the setting of priorities in
the use of resources: people,
time and materials.
- It is trying to anticipate the
future.
- It is adapting and modifying
steps or processes until they
work for you.
GOOD
PLANNING
IS?

WHA
T
A
- It should stimulate change and
improvement.
- It should help you to figure out
what will happen and how it
should happen.
- It should awareness about
what is being done and why.
- It should build a trail of
activities over time so you can
look at what has worked well
and what has not.
- It should decrease fear about
the process of change and its
result.
GOOD
PLANNING
SHOULD DO?

1.) NATIONAL OR
STATE AND LOCAL
CURRICULUM
CONTROL.
2.) RELATIONSHIP OF
LAYMEN, ACADEMIC
SCHOLARS,
ELEMENTARY TO
TERTIARY

ANDNATIONAL OR
STATELOCAL
CURRICULUM
CONTROL
- The existing uniformity and the national
influences in the curriculum are frequently
cited as an argument for stronger national
curriculum control.

RELATIONSHIP OF
LAYMEN….EDUCATORS.
LEANERS. PARENTS

CHARACTERISTICS O
GOOD CURRICULUM
PLANNEROPEN
MINDEDWILLING TO
LISTEN
READY TO
ADAPT

TWO FACTORS IN
CURRICULUM PLANNING
-Identify relevant substantive
decisions at increasing levels of
specificity and precision.
-Checking for consistency between and among
the ends and means decisions by a two way
process of derivation and evaluation at each
stage and by referring to data sources for basic
information .

SHARED
VISIONSHARED
UNDERSTANDINGS AND
A COMMON LANGUAGE
IN THE SCHOOL
COMMUNITY.
OPTIMUM COVERAGE OF
ALL DOMAINS WITHING
THE CURRICULUM.
CONTINUITY OF
LEARNING BETWEEN
DOMAINS ACROSS YEAR
LEVELS.
THE FULL RANGE OF
LEARNING NEEDS OF
STUDENTS ARE
ADDRESSED.

 Framework or plan of action for preparing a
course of study or a set of student’s experience. It
is a deliberate process of devising, planning and
selecting the elements, techniques and
procedures of curriculum design is a method of
thinking.

What is the importance of this ?

 Involves creation of the set of operating
principles or criteria based on theory that guide
the selection and organization of content.
 The methodology used to teach that content
with the accelerated rate of social change.
 Schools are preparing youth for adulthood in a
society.

 What educational purposes should the school seek to
attain?
 What educational experiences can be provided that are likely
to help attain these purposes?
 How can these educational experiences be effectively
organized?
 How can determine whether these purposes are being
attained?

1. Stating objectives
2. Selecting learning experiences
3. Organizing the experiences
4. Evaluating results

 Use logical, precise, effective and efficient educational
technology that currently available.
 Use teaching personnel in the most economical and efficient way,
energy, time, money)
 Enable utilization of cognitive teaching input.
 Provide for student testing of learned behaviour in real situation.
 Produce a graduate capable of delivering creative teaching care
for the next 15 to 20 years.
 Spend reasonable time accomplishing goals of the curricula.

 a rigid curriculum, based on specific courses which
mandates specific amounts of materials to be covered over
special .periods of time regardless of students abilities or
interest.
 Assigns the greatest importance to subject matter rather than
to the students.

 Subject Design
 Academic Disciplines Designs
 Broad Fields Design
Three Related Designs that emerged

 Oldest and most widely used form of curriculum organization
found in schools and educational systems. This based on the
classification and organization of subjects matter into
discrete groups, which we have called subject.
Subject Design

 Post second world war phenomena gaining greatest support
in the interest organization of content as is the subject
design, this emphasizes he role played by those distinct
entities called academic disciplines.
Academic Disciplines Design

 Developed to overcome a perceived weakness in the subject
design that was evident in the 19th and early 20th century.
This was deemed more suited to younger learners. This is
commonly found in primary and lower secondary.
Broad Fields Design

 Students like it, fits in their idea
they learn well.
 Efficient in which resources for
staff development are scant
 Teachers wouldn’t be able to
practice their teaching style to
help students learn in creative
way.
 Students memorize instead to
actually learn it.
 Teachers teach the students to
think inside the box.
Advantages Disadvantages

 Based on determining the genuine needs and interests of
learner, which in turn from the basis of the curriculum. An
important claim is that people only learn what they
experience. M. K. Gandhi , education is the development of
all the aspects _body, mind and spirit.
Activity/Experienced Based
Curriculum

 Physical Activities
Aim at physical development of the child. Includes physical training games and
sports.
• Environmental Activity
Include nature study, excursion, survey and social visit.
• Constructive
Love for dignity of labor, production efficiency maybe developed. Hard work
craft repairing of tools belongs to this category of activities.
Activities under Activity Based Curriculum

 Aesthetic
Music, arts creative crafts are included in this type of activities. Provides
opportunity for self-expressions and development of inborn creative faculties.
 Community
Aim of community development and include community projects, first aid
social service etc. Activities help in socialization.

 Learning by doing fulfil the natural urge of a growing child on one
hand also help them learn their lessons.
 Promote better understanding of a lesson among students as they
learn the lesson by practicing the task.
 Inspires students to apply their creative ideas.
 Helps learners psychologically .
 Require long term planning with details of the whole process
before engaging the learners .
 Can only be fulfilled if the plan is flawless.
Advantages Disadvantages

 Attaches too much importance on activities. Neglects
activities needed for intellectual development of the child
 Personal supervision is needed for every activity which is not
possible in school.
 Not applicable to all stages of education.
Limitations

 The notion behind this, is that there exits a set of common learnings
(Knowledge, skills, and values) that should be provided to all learners
in order to function effectiveness in a society.
 Vary considerately in interpretation and core writer has suggested that
is possible to distuingish no less than six forms of the core design. For
our purpose , it is sufficient to understand that a curriculum maybe
organized around the idea of a core as a set of learning essential for
all students.
 Emphasis to this approach was that all students would experience a
set of common and essential learnings that were necessary for
learners to function effectively in society.
Core Curriculum

 Focuses attention on goal
 Improves probability of success
 Improves economy of time, and efforts
 Facilities communication and coordination of projects
 Reduce stress
Benefits

 According to our research, curriculum is a systematic and a
packaging of competencies, knowledge, skills and attitudes and
are underpinned with values.
 Implementation will involve systematic change and thus
necessitate some organization development. Implementation will
always involve some transformation of the professional identities
of the persons involved.

 Requires resources.
 The community members and materials in the existing local
community can very well substitute for what are needed to implement
the curriculum.
 The whole community can serve as curriculum resource thus; each
member has a great stake in the curriculum implementation.

 Department of Education (DepED) for basic education curricula;
 Commission on Higher Education (CHED) for the tertiary and
graduate education curricula.
 The third government agency is the Professional Regulatory
Commission (PRC) that conducts examinations for some degrees
programs like the Licensure Examinations for Teachers,
Accountants, Dentists, Engineers, bar examination to certify
lawyers.

 It usually aims at directly transforming some organizational
structures and processes
 also indirectly puts pressure on other organizational structures
and processes (e.g. teachers work organization, time tabling,
decision making procedures).
 Thus, implementation must work towards a fit between the
culture of the organization and both the culture of the
innovation proposal and its implementation process.

 Innovation also involves or necessitates an innovation of school as
an organization, i.e. a process of system change or organizational
learning (Euler and Sloane1998). Organizational learning is – as
has been frequently described (Altrichter et al,1998) – not a
straightforward process because it deals with transforming
structures which have been and are continuously partially self-
produced and reinforced by the actors in the organization to be
changed (Giddens 1988).

 Programmed Approached
Implementation is evaluated through the correspondence between the actual use of
innovation and the developers’ intentions. An evaluation must provide a comprehensive
understanding of the complex reality surrounding the “programme” in order to
“illuminate’ the state of the innovation and the options for its further development for the
different constituencies involved.
 The programmed approach has certain strengths. It takes care to communicate its
intention and ways of implementation as clear as possible, and, thus its evaluation
criteria are unambiguous.
 However, it has also some weaknesses; it is only suitable for such innovations which
are actually programmable. Many researchers claim that curricula for more complex
educational goals are not easily programmable because our knowledge about the
conditions of applications is not sufficient. Secondly, the needs and characteristics of
persons and organizations in different regions may vary so much.

 The adaptive-evolutionary approach is strong in adapting an
innovation for situational characteristics. It invites the participants
to participate actively in the process of implementation which is
seen as a prime opportunity for internalizing the main
characteristics of the innovation. Its weakness: problems may
arise because of ambiguous objection, variation of ways of
implementation and shifting evaluation criteria.

 How to deal with the "implementation problem"
 Following Fullan (1983) two different general approaches may be contrasted: The
programmed approach (or "fidelity approach") aims to solve the implementation
problem by concentrating on flaws in the specification of the "product",
 e.g. (a) gaps in the existing specification of innovations practices;
 (b) failure to articulate the innovations implication for teachers behavior, and
 (c) theoretical inadequacies with respect to identified means for achieving the
intended outcomes of an innovation.
 (Leithwood and Montgomery 1980) In other words, the specification of the
curriculum and of the implementation process is the problem; had they been
clearer, problems of implementation would be fewer.

 Include teachers, principals, parents, students and external
facilitators--all the people who for personal or professional
reasons ordinarily have the strongest interests in planning.
 Stakeholders are individuals or institutions that are interested in
the school curriculum. Their interests vary in degree and
complexity. They get involved in many different ways in the
implementation because the curriculum affects them directly or
indirectly.

 The learners are the very reason a curriculum is developed.
They are the ones who directly influenced by it.
 Learners in all levels make or unmake the curriculum by their
active and direct involvement.
 Learners are also the primary stakeholders in the curriculum.

 Teachers who are trainees can play an effective role in defining
and implementing the curriculum. This entails understanding and
participating in the curriculum development process, taking on
new roles as advisors, facilitators and curriculum development.
 As a curriculum developer, teachers are part of textbook
committees, faculty selection boards, school evaluation committee
or textbook writer themselves. On the other hand, a developed
curriculum remains inactive, if it is not implemented. At this point,
teachers’ role shifts from a developer to an implementer.

 Play an important role in shaping the school curriculum because they are the
people who are responsible in the formulation of schools’ vision, philosophy,
mission and objectives.
 They provide necessary leadership in evaluating teaching personnel and school
program. Keeping records of curriculum and reporting learning outcomes are also
the managers’ responsibilities.
 The school administrators have the responsibility of running the school effectively.
They have to see the over transition of the child from one grade level to another

In our country, it is a general fact that even in college the parents are
responsible for their child’s education. The power of the parents to
influence curricula to include instructional materials and school
activities is great, such that the success of curricula would somehow
depend on their support. The parents’ involvement extends from the
confine of the school to the homes.

“ADDIE” stands for Analyze, Design, Develop, Implement, and
Evaluate.
 This sequence, however, does not impose a strict linear
progression between each step. Rather, each stage is a clear
instruction on its own.
 Educators find this approach very useful having stages clearly
defined which makes implementation of instructions effectively.

 Considered as the “Goal-Setting Stage”. The focus of the
designer in the analysis phase is on the target audience.
 In this phase, instructors distinguish between what the students
already know and what they have to know after completing
the course. Several key components are to be utilized to make
sure analysis is thorough.
 With the help of online materials such as web courses, a
structure can be determined as primary guide for the syllabus. At
the end of the program, instructional analysis will be conducted
to determine what subjects or topics are to be included.

 In the design phase focus is on the learning objectives, content,
subject matter analysis, exercise, lesson planning, assessment
instruments used and media selection. The design phase needs to
be specific. It should be systematic with a logical, orderly process
of identification, development and evaluation of planned
strategies which target the attainment of project’s goals

 The Development stage starts the production and testing of the
methodology being used in the project.
 In this stage, designers make use of the data collected from the
two previous stages and use this information to create a program
that will relay what needs to be taught to participants. If the two
previous stages required planning and brainstorming, the
Development stage is all about putting it into action. This phase
includes three tasks namely drafting, production and evaluation.

 The implementation stage reflects the continuous modification of
the program to make sure maximum efficiency and positive results
are obtained.
 Procedure is the key word here. Much of the “actual” work proper
is done here as IDs and students work hand in hand to train on
new tools and make sure the design is continuously being
evaluated for further improvement. No project should run its
course by itself and on the absence of proper evaluation from the
IDs. Since this stage gains much feedback both from IDs and
participants alike, much can be learned from and addressed.

Examples of what can be determined in implementation
stage
 1. Advise on your preferred method of record keeping as well as the
actual data you would like to mine from the experience of students
interfacing with the project.
 2. What is the emotional feedback given to you by teachers and
students during initial demonstration of the project? Are they
genuinely interested, eager, critical or resistant?
 3. As the project proceeds, do you see that IDs are able to grasp the
topic immediately or do they need help?
 4. Explain how you are going to deal with any possible errors during
testing. What will be your reaction when after presenting activities to
students things do not go as planned?

Main steps to have a greater or lesser degree
1.Training the instructors.
It is not unusual for a person who was engaged with the development
of an electronic course to be involved in its implementation and the
delivery of knowledge to learners. In this event, it is necessary to
adequately train the instructor and make sure that he or she has all
the necessary information about the course before the learning
process begins.

2. The next step of the implementation process is to prepare the
learners for the upcoming education process.
 First and foremost that means making sure that they are familiar
with the tools and have the knowledge required for completing
the course. Are the learners proficient in the use of programs they
will use during the course? Are they aware of the course’s goals,
and its schedule?

3. Depending on the chosen format, the preparation may include the
following:
•Setting up a projector and a screen of adequate size.
•Setting up the audio in the room/auditorium where the learning will
take place.
•Making sure that the computers that will be used for teaching have
sound cards installed, connecting and testing the
speakers/headphones.

 This is the part where the project is being subjected to
meticulous final testing of the what, how, why, when of the
things accomplished (or were not accomplished) of the entire
project.
 The evaluation stage main goal is to determine if the goals
have been met and know what will be required moving
forward in order to further the efficiency and success rate of
the project.

Keep in mind that implementation is a key stage of the ADDIE
process, because it is during this stage the information contained
in the course you created is transferred to the target audience.
This makes it imperative that you pay attention to the feedback
received from the learners taking the course, and address it.

Reporter: Leonor, Hannah Shayne B.
Section: II- 4 B.F.E.

II. Importance, Purposes and Objectives:
Purpose:
-Determining a learners' accomplishments and confirming competence which leads to a grade, or certification.
- Measuring improvement in the learners, instruction (faculty) and program.
- Meeting accreditation standards by measuring student and program performance.
- Determining the worth of the curriculum to the institution
Importance/ Significance:
-Well-run organizations and effective programs are those that can demonstrate the
achievement of results.
-Results are derived from good management. Good management is based on
good decision making.
-Good decision making depends on good information. Good information requires
good data and careful analysis of the data.
- an important component of the curriculum design process for the learner,
the faculty and the overall program.

III. The Potential
audiences include:

- Curriculum evaluation often depends its audience and purpose.
 Policy makers and other stakeholders (administrators,
teachers, students, parents, communities) – to inform
future action.
 Donors – to attract funding or to report on the utilization
of funds.
 Researchers – for international comparison and
identification of effective practices.

 Impact of the curriculum:
= on individual students, their needs, their level of engagement and their
performance;
on society, including the appropriateness of values communicated and
attitudes fostered, and the level of public satisfaction;
on the economy including labour markets as an indicator of economic
development;
 process through which the curriculum was developed;

content and design of the curriculum
compared with:
recent social, technological, economic or scientific changes;
recent advances in educational research and educational
paradigms;
possible future directions for curriculum change

V. Three Types and Classification of Evaluation:

1.FORMATIVE EVALUATION:
 is generally any evaluation that takes place
before or during a project’s implementation with the
aim of improving the project’s design and
performance.
It is an ongoing classroom process that keeps
students and educators informed of students’
progress toward program learning objectives.
The main purpose of formative evaluation is to
improve instruction and student learning.
Formative evaluation does require time and
money and this may be a barrier to undertaking it,
but it should be viewed as a valuable investment
that improves the likelihood of achieving a
successful outcome through better program design.
 This type of evaluation occurs during the
educational process with the intent or improving
performance, often referred to as "feedback."
BENEFITS:
 It identifies problems in teaching and learning and
helps to correct it.
keeps pupils on toes the track of progress gives
immediate feedback which is motivating.
 Formative is also ideal for future planning in terms
of changing teaching methods and pupils activities
through resetting objectives, use of effective media,
regrouping and assessment methods as it helps to
plan also extension work for the excelling students.

FORMATIVE EVALUATION:
Types of Data
 Judgemental data
-In that experts, teachers, supervisors, as well as student (how have made use of the curriculum materials
and method) provide opinions, judgement, and reaction of the curriculum materials: This type of evidence is
gathered by rating, questionnaires, interviews.
Observational data
trained or untrained observers systematically gather during teaching –learning situations in the classroom
or elsewhere. This type of evidence is obtained by direct observations in a free manner.
Student Learning
- This type of evaluation approaches the central problems of curriculum development. What kind of student
learning take place when the curriculum materials and method are used properly. Here the main evidence
has to do with student learning that takes place in relation curriculum.
- The best source of evidences for formative evaluation curriculum seems to be a sort of combined use of
all of them to arrive at valid conclusions. It is better to use one source for corresponding the finding of the
other two then depending upon just one source of evidences.

2.SUMMATIVE EVALUATION:
 can take place during the project implementation,
but is most often undertaken at the end of a project.
As such, summative evaluation can also be referred
to as ex-post evaluation.
The teacher uses summative evaluation to
determine what has been learned over a period of
time, to summarize student progress, and to report
to students, parents and educators on progress
relative to curriculum objectives.
It occurs most often at the end of a unit.
 This type of evaluation occurs at
the conclusionof 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
BENEFITS:
It can be used for decision making so
that the learners can easily selected into
placement streams such as pupils are
put into classes according to their test
results.
It is a useful tool for guidance and
counselling. Above all it is done to
evaluate the effectiveness of teachers

3.DIAGNOSTIC/ FOLLOW-UP
EVALUATION:
BENEFITS:It usually occurs at the beginning of the school
year or before a new unit.
 It identifies students who lack prerequisite
knowledge, understanding or skills.
Diagnostic testing also identifies student
interests.
Diagnostic evaluation provides information
essential to teachers in designing appropriate
programs for all students.
 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.
 Usually analysis of this evaluation occurs
when:
1. content of curriculum is updated
2. something is added
3. something is taken out Teachers take evaluation
by these methods
It is helper in solving problems of
students.
 it is helper in make teacher’s
performance better.
It is helper in encourage students
and teachers.
It is helper in educational plans.

Steps in Curriculum Evaluation :
1. Focus on one particular component of the
curriculum.
2.Collect or gather the information.
3. Organize the information
4. Analyze information.
5. Report the information.
6. Recycle the information for continuous
feedback, modification and adjustments to
be made.

VI. Models of
Curriculum Evaluation:

Tyler’s Objectives-Centered Model
- One of the earliest curriculum evaluation models, which continue to
influence many
assessment projects, was that proposed by Ralph Tyler (1950) in his
monograph Basic Principles of Curriculum and Instruction.
-Tyler’s model gave greater emphasis to the behavioural objectives
expected by acurriculum implemented.

Stufflebeam’s Context, Input, Process, Product Model
- These obvious weaknesses in the Tyler model led several evaluation experts in the late 1960sand early 1970s to attack
the Tyler model and to offer their own alternatives.
- Had the greatest impact was that developed by a Phi Delta Kappa committeechaired by Daniel Stufflebeam (1971).
- This model seemed to appeal to educational leaders because it emphasized the importance of producing evaluative
data for decision making; in fact,decision making was the sole justification for evaluation, in the view of the Phi Delta
Kappacommittee.To service the needs of decision makers, the Stufflebeam model provides a means for generatingdata
relating to four stages of program operation:
Context evaluation
- which continuouslyassesses needs and problems in the context to help decision makers determine goals andobject
ives;
Input evaluation
,which assesses alternative means for achieving those goals to helpdecision makers choose optimal means;
Process evaluation
- which monitors the processes bothto ensure that the means are actually being implemented and to make the
necessarymodifications; and
Product evaluation
- which compares actual ends with intended ends and leads to a series of recycling
- alternative means available can be used to make modifications necessary to attain the expected objectives and goals.

Eisner’s Connoisseurship Model
-an approach to evaluation that emphasizes qualitative appreciation.
-The Eisner model is built on two closely related constructs: connoisseurship and criticism.
Connoisseurship, in Eisner’s terms, is the art of appreciation—
recognizing and appreciatingthrough perceptual memory, drawing from experience to appreciate
what is significant.
Nondiscursive— a language that is metaphorical, connotative, andsymbolic. It uses linguistic
forms to present, rather than represent, conception or feeling.
Educational criticism, in Eisner’s formulation, has three aspects. The descriptive aspect is an
attempt to characterize and portray the relevant qualities of educational life: the rules,
theregularities, the underlying architecture. The interpretive aspect uses ideas from the
socialsciences to explore meanings and develop alternative explanations— to explicate
social phenomena.

Scriven’s Goal-Free Model
-first to question the assumption that goals or objectives are crucial in the evaluation
process.
- began to question arbitrary distinction between intended and unintended effects.
-His goal-free model was the outcome of this dissatisfaction.In conducting a goal-free
evaluation, the evaluator functions as an unbiased observer who begins by generating
a profile of needs for the group served by a given program Then, by using methods that are
primarily qualitative in nature, the evaluator assesses the actual effects of the program.
- If a program has an effect that is responsive to one of the identified needs, then the
program is perceived as useful.

Stake’s Responsive Model
-Robert Stake (1975) made a ,responsive model is based explicitly on the assumption that
the concerns of the stakeholders
- those for whom the evaluation is done
-To emphasize evaluation issues that are important for each particular programme, I
recommend the responsive evaluation approach. It is an approach that trades off some
measurement precision in order to increase the usefulness of the findings to persons in and
around the programme.
- educational evaluation is a responsive evaluation ,orients more directly to program
activities than to program intents; responds to audience requirements for information; and if
the different value perspectives present are referred to in reporting the success and failure
of the.

VII. ASPECTS:
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?
Learning Outcomes Definition
Selected Examples of
Evaluation Tools
Satisfaction Was the learner satisfied
with elements of the
curriculum including
content, instruction, and
learning support?
•Questionnaires
•Individual Meetings
•Group Meetings/focus groups
Learning/Competence Did the learner gain, or
improve, any knowledge,
skill, or attitude during the
educational process?
•Pre-Post tests
•Oral Examinations
•Direct Observation-OSCE
•Self-assessment forms
Behavior Did the learner apply what
they learned in practice?
(Performance in Practice)
•Learning contracts
•Performance audits
•Self-assessment follow-ups
Societal Outcomes Did the learner make a
difference applying what
they gained from the
educational experience?
(Usually long term
measurement)
•Data monitoring such as
grades in subsequent
classes/performance on
national examination
•Results of project developed
in the educational process
•Questionnaires to graduates
of the program

VIII. Two ways of Collecting Evaluation Data:

IX. Three Parts of Curriculum Evaluation Plan:
A. Evaluation of Learner’s Performance –
International and regional trends and rationales for curriculum evaluation and
student learning assessment;
B. Evaluation of Faculty and / Instructor
- Types and methods of curriculum evaluation and student assessment;
C. Program Evaluation
- Approaches to the restructuring of evaluation and assessment systems.

SOURCES:
http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/TTCD
/sitemap/Module_8/Module_8_1_concept.html
http://cfmmodules.mc.duke.edu/Curriculum/eval/value2.html
http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/TTCD
/sitemap/Module_8/Module_8.html
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1143&context=ajte
http://www.academia.edu/9846526/CURRICULUM_EVALUATION_MODELS

Changing the way teachers teach and students learn requires
specific approaches. In-service training of teachers is not
enough, if curriculum reform aims at changing the ways
students learn and teachers teach, more sophisticated
implementation strategies are required. Therefore, helping
teachers to create professional learning communities and
schools to learn from each other are recommended approaches.

Re-conceptualizing curriculum. Many curriculum reforms are
based on how the curriculum has traditionally been organized. As
a consequence many curricula have become overloaded, confusing
and inappropriate for teachers and students. Therefore,
curriculum orientation should shift from a curriculum as product
model to a curriculum as process model. This would also
transform the role of the curriculum from a purely technical
document into a more comprehensive idea that also serves as
guideline for school improvement.

 Continuous improvement
 Foundation for accreditation
 4 Courses (LET Units) to support ALL new Program Outcomes
every year
 Courses support Leadership Effectiveness Training and NOT
the current Unit Textbook
 Supports a developmental learning approach
 New relevant content
 Focus on core competencies and allows for time to enhance
learning through flexibility – whether for time and for
additional lessons.

Changing people
Making decisions
Co-operative action on abroad base
Developing a functional educational philosophy
Studying pupils and their environment
Keeping up to date with knowledge
Studying ways to improve instruction
Carrying on evaluation

1.Importance
 The organization of a school system must indicate that curriculum
improvement is an important phase of the school program. If this is not
done, other activities which are placed importantly in such an
organization will receive the major part of the attention of school
personnel.
 Importance depends upon administrative provision for curriculum
improvement. As things are administratively made important, they also
tend to become important to people who work in our schools.

2. Involvement
For people really to recognize the importance of curriculum work,
however, it is necessary that they become involved.
For complete involvement, of course, all members of the staff should
have their share of responsibility for the decisions made, the materials
produced, and changed procedures.

Characteristicsof ImprovementChange
3. Opportunity
Curriculum improvement should provide many opportunities for the entire
staff.
One of these is the opportunity to be heard and to have one’s ideas
considered. The opportunity to be heard does not, of course, grant license
to indulge in personalities or bouts of name calling. But it does mean that
every sincere objection, point of view, idea and proposal should be heard
and carefully considered.
Another opportunity that the plan of organization should provide is the
chance for every individual to be treated as a person of significance.

Characteristicsof ImprovementChange
4. Flexibility
Curriculum improvement needs to be extremely flexible. Times change,
problems change, opportunities change, leadership changes, and even
philosophies of education and philosophies of learning change.
A high degree of flexibility is not only desirable but extremely necessary.

CurriculumContinuousImprovement Process
The purpose of the Curriculum Continuous Improvement
Process is to facilitate high achievement for all learners by
continuously improving the quality and articulation of the
learning experiences deliver.
Through ongoing study and evaluation of system align classroom
assessment, instruction, and response practices towards the
successful student achievement of Essential Learning Outcomes.

CurriculumContinuousImprovement Process
There are two components of the Curriculum Continuous
Improvement Process: Ongoing Refinement and Formal Review
And Development.

Ongoing RefinementProcess
Led by curriculum leads at each level. Using the curriculum improvement
innovation configuration curriculum leads identify district and/or school-
level projects on an annual basis for just-in-time improvements.
When the ongoing refinement process, using the innovation configuration,
indicates a need for a Formal Review and Development Process, learning
coordinators, curriculum leads, and teacher teams follow three phases:
Phase 1: Research best practices and study current practices
Phase 2: Development of intended curriculum
Phase 3: Professional learning and implementation

Group 5 phases_of_curriculum_development

Group 5 phases_of_curriculum_development

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