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Evaluating the Curriculum

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Title: Evaluating the Curriculum


1
Evaluating the Curriculum
  • Chapter 13 Presentation
  • J. Bradshaw and A. Hamrick
  • GFC

2
Evaluating The Curriculum
  • Describe several processes for evaluating the
    curriculum
  • Explain the major features of curriculum
    evaluation models
  • Describe how these models can be used
  • Describe how these models can be applied
  • Describe 8 principles of curriculum construction
    and significance to planners

3
The Process2. What is curriculum evaluation?
  • Instructional evaluation
  • Assessment of the program and related areas
  • Evaluation is the means for determining what
    needs improvement and for providing a basis for
    effecting that improvement

4
Problems in EvaluationAlbert I. Oliver The 5 Ps
  • Program
  • Provisions
  • Procedures
  • Products
  • Processes

5
Evaluation Models
  • Limited Models and Comprehensive Models
  • Limited Models
  • Evaluation of curriculum objectives
  • Specify performance or behavior to be
    demonstrated
  • Include a degree of mastery
  • State conditions under which the performance will
    take place, if not readily understood
  • Refer to programs, not specific content and
    accomplishments of groups of students rather than
    individual students

6
Limited Models
  • Curriculum evaluation is the assessment of
    achievement of the specified curriculum
    objectives
  • Observation surveys
  • Portfolios
  • Test results
  • If the curriculum objectives have not been met,
    planners must determine whether the objectives
    still merit pursuing and if so, what measures
    must be taken to achieve them

7
8 perennial problems of curriculum construction
and organization
  • Scope
  • Relevance
  • Balance
  • Integration
  • Sequence
  • Continuity
  • Articulation
  • Transferability

8
Scope
  • The breadth of the curriculum
  • content
  • topics
  • learning experiences
  • activities
  • organizing threads and centers focal points
    for learning through which the schools
    objectives are to be attained
  • Explosion of knowledge limiting subject matter

9
Scope Continued
  • Aims Procedure a selection of skills,
    concepts, and knowledge to be incorporated into
    the curriculum Caswell and Campbell aim of
    education is stated, specific objectives
    indicated the scope of the curriculum
  • Necessary Decisions
    What do young people need in
    order to succeed in our society?

    What are the needs of our locality, state,
    nation, and world?
    What are
    the essentials of each discipline?

10
Relevance
  • Varying interpretations What is relevant in the
    suburbs may not be relevant in the inner city.
  • B. Othanel Smith What is most assuredly useful?
  • Uses of knowledge
  • the ability of the learner to relate
    freely, bringing about solutions to problems.
    Abstract knowledge helps individuals to interpret
    their environment which they cannot do without
    fundamental knowledge

11
Balance
  • Something that schools may not have, but,
    apparently should
  • Halverson a balanced curriculum implies
    structure and order in its scope and sequence
    leading to the achievement of educational
    objectives
  • Goodlad what kind and how much attention to
    give learners and subject matter
  • Ronald C. Doll a balanced curriculum for a
    given learner at a given time would completely
    fit the learner in terms of his or her particular
    educational needs at that time

12
Integration
  • The blending, fusion, or unification of
    disciplines
  • Optional and controversial
  • Hinges on the philosophy of the nature of
    knowledge
  • Traditionally schools have felt that integration
    of subject matter was not too important or
    detrimental to student achievement
  • Progressives feel that understanding is improved
    when barriers between disciplines are removed

13
Correlation
  • Relating of subjects to one another while still
    maintaining their separateness
  • Relationships between subjects taught at a
    particular school level are shown to students as
    in history and literature
  • Correlation becomes integration when the subjects
    lose their identities
  • Regardless of how the material is presented , the
    learner must integrate the knowledge into his or
    her own behavior

14
Sequence
  • The order in which the organizing elements are
    arranged by the curriculum planners
  • Problems of Sequencing
  • the maturity of the learners
  • the interest of the learners
  • the readiness of the learner
  • the difficulty of the items to be
    learned
  • the relationship between items
  • the prerequisite skills needed in each
    case

15
Continuity
  • The planned repetition of content at successive
    levels, each time at an increased level of
    complexity
  • Spiral Curriculum concepts, skills, and
    knowledge are introduced and reintroduced
  • Expertise Needed demands both knowledge of the
    subject field and of the learners

16
Articulation
  • The meshing of organizing elements across school
    levels
  • Horizontal and Vertical correlation and
    continuity
  • Gaps between levels - become a problem with
    articulation
  • Personal articulation students personal
    articulation, schools look for ways to respond to
    students varied capabilities
  • Improved articulation eases the movement of
    students from one level to the next

17
Comprehensive Models
  • The Saylor, Alexander and Lewis Model
  • The CIPP Model

18
Transferability
  • Learning in school should have applicability in
    either a broad or narrow sense outside of school
    and after school years
  • Education in some way should enrich the life of
    the individual

19
Saylor Model
  • 1. The goals, subgoals, and objectives
  • 2. The program of education as a totality
  • 3. The specific segments of the education program
  • 4. Instruction
  • 5. Evaluation program

20
The Saylor Model
21
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22
Evaluation of Goals, Subgoals and Objectives
  • Analysis of the needs of society
  • Analysis of the needs of the individual
  • Referring the goals, subgoals and objectives to
    various groups
  • referring the goals, subgoals and objectives to
    subject matter specialists
  • Use of summative data

23
Authors version of Saylor model
  • Evaluation of instruction
  • Evaluation of specific segments
  • Evaluative instruments
  • Evaluation of total program
  • Evaluation of the evaluation program

24
The CIPP Model
  • Context
  • Input
  • Process
  • Product
  • Definition - Evaluation is the process of
    delineating, obtaining, and providing useful
    information for judging decision alternatives

25
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26
Four types of decisions and change
  • Large change low information - Neomobilistic
    change
  • Small change low information - Incremental change
  • Small change high information - Homeostatic
    change
  • Large change high information - Metamorphic change

27
Authors Model
28
Standards for Evaluation
  • Needs to be some agreed upon standards.

29
Works Cited
  • Oliva, Peter F. Evaluating the Curriculum.
    Developing the Curriculum, 5th ed. New York
    Longman, 2001, 438-486.
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