Evaluating the Curriculum Chapter 13

The Five Ps Program Provisions Procedures Products Processes

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

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

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

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

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

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

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

Problems in Curriculum Development Chapter 14

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

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

Sexism Whole language What are others???????

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

Curriculum Products Chapter 15

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

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