1 / 17

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

velma
Download Presentation

Evaluating the Curriculum

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related