1. Evaluating the Curriculum
Chapter 13

2. The Five Ps
Program
Provisions
Procedures
Products
Processes

3. Evaluation
The means for determining what needs improvement and for providing a basis for effecting that improvement
Measures achievement, instructor’s performance, effectiveness of a particular approach or methodology
Problems in evaluation
What should we be able to tell? P.439

4. The Curriculum Model Components: Curriculum goals
Curriculum objectives
Organization
Implementation
Evaluation:
Takes place before,beginning, end

5. Evaluation Models
The Saylor, Alexander, and Lewis model- seek evaluation of these components:
The goals
Subgoals
Objectives
The program of education a a totality
Specific segments of the education
Instruction and evaluation program

6. CIPP model Combines three major steps in the evaluation process
delineating
obtaining,
providing -three classes of change settings homeostasis, incrementalism, neomobilism

7. four types of evaluation:
context, input, process, and product
four types of decisions:
planning, structuring, implementing and recycling

8. Models can be used independently or in conjunction with each other.

9. Scope - select topics to be studied and specify the instructional objectives
Relevance - congruence between the entire school system and the social order
Balance - maintain certain sets of elements proportionately
Integration - unify subject matter

10. Problems in Curriculum Development
Chapter 14

11. What is the problem/solution?
Alternative schooling
Bilingual education
Censorship
Community service
Cultural literacy
Health education
National standards

12. Outcomes-based education
Privatization
Provision for expectionalities
Racial
Ethnic integration and cultural diversity
Religion in the schools
Schedule revisions

13. Sexism
Whole language
What are others???????

14. Impact of Professional Problems Upon Curriculum
The need to clarify the role of teacher organizations in respect to curriculum improvement
the need for better means of disseminating
the results of curriculum research
the need for improved training programs for curriculum developers

15. Curriculum Products
Chapter 15

16. Could you construct a curriculum guide?
What would it look like?
Could you construct a resource unit?
Identify sources for curriculum materials.

17. Sequence - subject matter will be made available to the students
Continuity - content may fruitfully be repeated at increased levels of complexity
Articulation - subject matter flows sequentially across grade level boundaries
Transferability - maximum transfer of learning