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Evaluating the Curriculum

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

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Evaluating the Curriculum

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  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? • What would it look like? • 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

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