1. Daniel L. Ashworth February 10, 2014
Oral Reflection
SAFE 808
Curriculum Evaluation in Safety Education
Daniel L. Ashworth February 10, 2014

2. Articles: The Role of Assessment in the Revised Taxonomy
Peter W. Airasian and Helena Miranda
Definitions and Models in Curriculum Theory
Mauritz Johnson Jr.

3. The Role of Assessment in the Revised Taxonomy
The original Taxonomy consisted of 1 dimension
The Revised Taxonomy places a dual perspective on LEARNING and COGNITION
The 2 dimensions aid in stating the objectives and in planning/guiding instruction, leading to more clearly defined assessments
It provides a connection of the assessment to both the objectives and instruction
The Revised Taxonomy emphasizes the need for assessment practices to extend beyond simply regurgitating knowledge and focuses on more complex aspects or learning and thinking
Out with the Multiple Choice and in with Essay!

4. The Role of Assessment in the Revised Taxonomy
Different types of objectives require different assessments
Objective: “Recognize WWII Battle Dates….” Assessment: Quiz
Objective: “Understand Conflicts Leading to WWII” Assessment: Essay
Writing objectives – ambiguous verbs such as “state,” “list,” “demonstrate,” etc. should not be used because these are more applicable to assessment techniques than to learning
The information obtained during the assessment process is influenced a great deal by the instructional process
Misaligning assessments, objectives, and instruction causes difficulties
If instruction is not aligned with assessment, even the highest quality instruction will not lead to high performance on assessment

5. The Role of Assessment in the Revised Taxonomy
(Discussion of Figure 3)
The Taxonomy Table focuses on student learning rather than performance and highlights the need to focus on the cognitive knowledge required to achieve, not general items included on state- mandates assessments
Using a Taxonomy Table to align the curriculum and instruction with state-mandated standards and state-mandated assessments will enable teachers to focus on the standards without “teaching to the test”

6. Definitions and Models in Curriculum Theory
Educational researchers are more concerned with improving education than understanding it
Scholars are more concerned with improving school programs than with gaining insight and understanding of the nature or curriculum
Educational practitioners while interested in improving curriculum are not concerned with curriculum theory
The focus is on improvement, action, and results – not understanding and inquiry
Today, curriculum projects are focused on instructional planning in an effort to make curriculum “teacher-proof”

7. Definitions and Models in Curriculum Theory
1924 – 1926, Bagley Bobbitt, Bonser, Charters, Counts, Courtis, Horn, Judd, Kelly, Kilpatrick, Rugg, & Works prepared “The Foundations of Curriculum-Making”
The report contained 58 “principles” – a consensual position, not theory
Not until the 28th item was a mention or definition of Curriculum provided
“Experiences and Enterprises” were considered to be essential – a blurred distinction between curriculum and instruction
Vocabulary was an issue and still is:
The 1926 Committee admitted the problem of terminology and they did not understand each other
1962 ASCD pamphlet: “Curriculum” is confused with “Curriculum Development” and “Source” is confused with “Determinant”

8. Definitions and Models in Curriculum Theory
The Concept of Curriculum
“Curriculum” is to be distinguished from “Instruction”
Curriculum indicates what is to be learned, not why
Curriculum involves what it is intended students learn, not what it is intended they do
Curriculum Structure
Curriculum indicates relationships – concepts and generalizations do not occur
Curriculum does not specify activities/methods to be used during instruction, but it does indicate relationships among the intended outcomes

9. Definitions and Models in Curriculum Theory
Source of Curriculum
The needs and interest of the learners
The values and problems of society
Organized subject matter
Selection of Curriculum Items
“Only that which is teachable and available is eligible for inclusion”
Training vs. Education – Learning for predictable and unpredictable situations

10. Definitions and Models in Curriculum Theory
Curriculum is not a system, but can be viewed as the output of development and the input of instruction
Curriculum (structured series of intended learning outcomes)
Instructional System
Curriculum Development System
Selection Criteria
Learning Outcome
Structuring Criteria
Teaching Behavior Repertoire
Instrumental Content
Source (Available, teachable Cultural Content)

11. Definitions and Models in Curriculum Theory
Curriculum Evaluation and Research
Curriculum evaluation is too often conducted at the output point of instruction rather than at the input position – Confusing curriculum evaluation with instructional evaluation
Feedback from instruction only provides evidence of the structural validity of a curriculum
Curriculum provides a framework for observation and analysis – curriculum must be put to use and then evaluated for results in terms of overall achievement.

12. Definitions and Models in Curriculum Theory
A Schema
Curriculum is a structured series of intended learning outcomes
Selection is an essential aspect of curriculum origination
Structure is an essential characteristic
Curriculum guides instruction
Curriculum evaluation involves validation of selection and structure
Curriculum is the criterion for instructional evaluation

13. Question
When reviewing the “course classes/topics” included in the Safety Science’s Ph.D. program, can you identify another source of curriculum that you would have included? Defend your response by justifying its further need (Is it an interest of the learners or a problem in society?, Is truly teachable and available?). or
Knowing that curriculum evaluation is not just evaluating the learning outcomes, how would you assess or evaluate the curriculum that comprises the Safety Science’s Ph.D. program? What judgment would you make in regards to the curriculum being successful?