Stake's Model of curriculum Evaluation
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Robert E. Stake developed the responsive evaluation model in 1967 which is based on the concerns of stakeholders being paramount. The evaluator meets with stakeholders to understand their perspectives and the program's purposes. They identify issues to evaluate and design evaluations to collect needed data, often using human observers. The evaluator then organizes the data into themes and portrays the findings in ways that communicate to stakeholders. A key advantage is sensitivity to stakeholder values and involving them, while a potential downside is clients manipulating concerns to avoid exposing weaknesses.
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Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
Curriculum Evaluation
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
Curriculum models
This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
Taba model of curriculum development
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
Goal free model
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
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Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
Curriculum Evaluation
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
Curriculum models
This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
Taba model of curriculum development
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
Goal free model
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
Curriculum criteria
Curriculum criteria are guidelines that establish standards for curriculum decision making. The objectives of a curriculum or teaching plan are the most important criteria, as they should be used to select learning experiences and evaluate student achievement. Criteria are stated as questions regarding whether goals are clearly defined and used by teachers and students, relate to society/community or individual learners, and guide the selection of learning materials and evaluation of achievement. A good curriculum is systematically planned and evaluated, reflects school aims, maintains a balance among all aims, promotes continuous learning, and arranges flexible opportunities that utilize effective experiences and resources to maximize student development.
integrated curriculum
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
Chapter 7 evaluation eisner model
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
Wheeler model of curriculum development
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
Tyler model of curriculum development
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Factors influencing changes in curriculum
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
Taba model of curriculum development
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Curriculum models
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.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Curriculum Approaches
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
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The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
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The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
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Major Types of Curriculum Change
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The curriculum framework provides guidance for curriculum development committees on how to address state standards. It summarizes key educational issues, discusses how state goals relate to those issues, and provides a structure to help address student standards. The framework also guides professional development and recommends instructional and assessment strategies. It is not a detailed set of lesson plans, scope and sequence, or mandate for specific methodologies. The framework serves to outline meaningful curriculum experiences and activities, as well as constraints, in order to clarify what will and will not be covered.
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Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
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Curriculum criteria
Curriculum criteria are guidelines that establish standards for curriculum decision making. The objectives of a curriculum or teaching plan are the most important criteria, as they should be used to select learning experiences and evaluate student achievement. Criteria are stated as questions regarding whether goals are clearly defined and used by teachers and students, relate to society/community or individual learners, and guide the selection of learning materials and evaluation of achievement. A good curriculum is systematically planned and evaluated, reflects school aims, maintains a balance among all aims, promotes continuous learning, and arranges flexible opportunities that utilize effective experiences and resources to maximize student development.
integrated curriculum
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
Chapter 7 evaluation eisner model
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
Wheeler model of curriculum development
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
Tyler model of curriculum development
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Factors influencing changes in curriculum
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
Taba model of curriculum development
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Curriculum models
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.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Curriculum Approaches
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
Ralph Tyler Objective Centered Model
I hope that this presentation can help you to understand Ralph Tyler Objective Centered Model. Thank you!
Curriculum Design
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Concept of curriculum
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
The curriculum framework
The curriculum framework provides guidance for curriculum development committees on how to address state standards. It summarizes key educational issues, discusses how state goals relate to those issues, and provides a structure to help address student standards. The framework also guides professional development and recommends instructional and assessment strategies. It is not a detailed set of lesson plans, scope and sequence, or mandate for specific methodologies. The framework serves to outline meaningful curriculum experiences and activities, as well as constraints, in order to clarify what will and will not be covered.
Curriculum design
The document discusses the definition and components of curriculum design, including the types of curriculum designs, elements such as objectives, content, and learning experiences. It also examines different philosophies that influence curriculum as well as domains and taxonomies for defining objectives and evaluating learning outcomes.
Hidden curriculum
The document discusses the concept of the hidden curriculum. It begins by tracing the origin of the term to Phillip Jackson in 1968. It then provides several definitions of the hidden curriculum from various scholars that describe it as the unwritten and unintended lessons learned in school beyond the formal curriculum. The document also discusses theories around the hidden curriculum and implications, such as its role in socializing students and transmitting norms and values both intentionally and unintentionally. It concludes by stating that the hidden curriculum can be identified through social interactions in the school environment.
Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
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Student Name: Akhtiar Ali
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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Stake's Model of curriculum Evaluation
- 1. Stake’s Model of Curriculum Evaluation Dr.M.Deivam Assistant Professor Department of Education The Gandhigram Rural Institute (Deemed to be University) Gandhigram, Dindigul District, Tamil Nadu – 624 302
- 2. • This model was created in 1967 by Robert E. Stake, for the Center for Instructional Research and Curriculum Evaluation at the University of Illinois.
- 3. Introduction • Robert E Stake (1975) made a major contribution to curriculum evaluation in his development of the responsive model, because the responsive model is based explicitly on the assumption that the concerns of the stakeholders - those for whom the evaluation is done - should be paramount in determining the evaluation issues.
- 4. Interactive and recursive evaluation process - Steps • The evaluator meets with clients, staff, and audiences to gain a sense of their perspectives on and intentions regarding the evaluation. • The evaluator draws on such discussions and the analysis of any documents to determine the scope of the evaluation project. • The evaluator observes the program closely to get a sense of its operation and to note any unintended deviations from announced intents
- 5. Cont., • The evaluator discovers the stated and real purposes of the project and the concerns that various audiences have about it and the evaluation. • The evaluator identifies the issues and problems with which the evaluation should be concerned. For each issue and problem, the evaluator develops an evaluation design, specifying the kinds of data needed. • The evaluator selects the means needed to acquire the data desired. Most often, the means will be human observers.
- 6. Cont., • The evaluator implements the data-collection procedures. • The evaluator organizes the information into themes and prepares “portrayals” that communicate in natural ways the thematic reports. The portrayals may involve videotapes, artifacts, case studies, or other “faithful representations.”
- 7. Cont., • Stake proposed a model for curriculum evaluation Congruence - Contingency model (1969) is also known as Countenance model. The principal ways of processing the descriptive evaluate data: finding the contingencies among antecedents, transactions and outcomes and findings the congruence between events and observations.
- 8. Cont., • Antecedents are conations existing before the treatment beings i.e., student attitudes, achievement levels, attendance, etc. and teacher attitudes, years of experience, tec. • Transactions are interactions among students, teachers, materials, and environment in the teaching learning process. • Outcomes are the consequences of the programme – cognitive, affective, personal community- wide, immediate, and long-term
- 9. Stake’s Matrix for Processing Descriptive Data
- 10. Cont., • Intent (intended students’ outcome objective) and observations are congruence if what was intended actually happens, to be fully congruent the intended antecedents, transactions, outcomes must be identical with the observed antecedents, transactions, and outcomes. • Some evaluation studies concentrate only on the congruence between intended and observed outcomes. If our purpose is to continue a good curriculum or revise a poor one, we should know about congruence of antecedents and transactions as well.
- 11. Cont., • By again being sensitive to the concerns of the stakeholders, the evaluator decides which audiences require which reports and chooses formats most appropriate for given audiences. (As cited by Glatthorn, 1987, pp. 275–276).
- 12. Advantages • the responsive model is its sensitivity to clients. By identifying their concerns and being sensitive to their values, by involving them closely throughout the evaluation, and by adapting the form of reports to meet their needs, the model, if effectively used, should result in evaluations of high utility to clients
- 13. Down’s • Its chief weakness would seem to be its susceptibility to manipulation by clients, who in expressing their concerns might attempt to draw attention away from weaknesses they did not want exposed.