Evaluating the Curriculum

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, instructors 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