CURRICULUM EVALUATION 1-19

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CURRICULUM EVALUATION:

CURRICULUM EVALUATION

According to wheeler (1967) curriculum means the planned experiences offered to the learners under the guidance of the school. Curriculum has been defined by tanner & tanner (1975) as the planned guided learning experience and intended learning out-comes formulated through a systematic reconstruction of knowledge and experiences under the auspices of the school for the learner’s continuous and wilful growth in academic, personal & social competence.:

According to wheeler (1967) curriculum means the planned experiences offered to the learners under the guidance of the school. Curriculum has been defined by tanner & tanner (1975) as the planned guided learning experience and intended learning out-comes formulated through a systematic reconstruction of knowledge and experiences under the auspices of the school for the learner’s continuous and wilful growth in academic, personal & social competence.

PLANNING CURRICULUM AND EVALUATION:

DEFINITION AND PURPOSES OF CURRICULUM Curriculum can be defined as the sum of all experiences, which are to be provided in an educational institution. PLANNING CURRICULUM AND EVALUATION

DEFINITION OF EVALUATION:

DEFINITION OF EVALUATION Evaluation is a word used in a variety of ways sometimes with imprecise and overlapping meanings ( Lawton,1973 ). It is much wider than that measurement. It is more fundamentally concerned with deciding on the value or worth wholeness of a learning process as well as the effectiveness with which it is being carried out.

EVALUATION DEFINITION BY ANOTHER SCHOOL OF THOUGHT:

EVALUATION DEFINITION BY ANOTHER SCHOOL OF THOUGHT 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?

CURRICULUM EVALUATION:

CURRICULUM EVALUATION Curriculum evaluation refers to the process of studying the merit or worth of some aspect, or the whole of a curriculum . Depending on the way in which the term curriculum is defined, the focus or objects of curriculum evaluation could include Curriculum design, Learning environment , Instruction Process, Resources and Materials used in instructional process It is also essential to find out about the adequacy as well as the provision of the required teaching resources such as teaching aids, laboratories, library books and instruments (Wiles & Bondi , 1989) Curriculum evaluation is clearly a process by which we attempt to gauge the value and effectiveness of any piece of educational activity which could be a rational project, or a piece of work under taken by or with pupils.

PURPOSE OF CURRICULUM EVALUATION 1. Course improvement : deciding what instructional material and methods are satisfactory and where changes are needed. 2. Decisions about individuals : identifying the needs of the pupil for the sale of planning of instruction and grouping, acquainting the pupil with his own deficiencies. 3. Administrative regulations : judging how good the school system is, how good individual teachers are. The goal of evaluation must be to answer questions of selection, adoption, support and worth of educational materials and activities. :

PURPOSE OF CURRICULUM EVALUATION 1. Course improvement : deciding what instructional material and methods are satisfactory and where changes are needed. 2. Decisions about individuals : identifying the needs of the pupil for the sale of planning of instruction and grouping, acquainting the pupil with his own deficiencies. 3. Administrative regulations : judging how good the school system is, how good individual teachers are. The goal of evaluation must be to answer questions of selection, adoption, support and worth of educational materials and activities.

Evaluation models are categorized:

Evaluation models are categorized Curriculum programme evaluation. Curriculum product evaluation : It focuses on products such as course of study, syllabi, text-book etc. This type of curriculum product evaluation employees specified external criteria. In this sense, curriculum evaluation is an examination of the adequacy of the curriculum product based on derived characteristics describing appropriateness. There are two models under this category

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1.Establishment of broader goals of the program. 2. Classification and definition of objectives is behavioral terms . 3.Identification of situations where the achievement of the objectives is indicated . 4.Development of measurement techniques. 5 . Collection of student performance date. 6. Comparison of data with behaviorally stated objectives. The steps in evaluation as recommended by Tayler (1949) were as follow:

(b) Provus’ Discrepancy Evaluation Model ::

(b) Provus ’ Discrepancy Evaluation Model : Determining program standards 2 . Determining program performance 3 . Comparing the performance with standards. 4 . Determining whether a discrepancy exists between performance and standards. In this model the program, in operation, is constantly judged in terms of fixed standard criteria already established

Program Provisions Procedures Products Processes :

Program Provisions Procedures Products Processes CURRICULUM EVALUATION METHODS

A variety of techniques are employed. Questionnaire, checklist, interview , group discussions evaluation workshops and delphi techniques are the major one. A) OBSERVATION : it is related to curriculum transaction. Observation schedule helps the evaluator to focus his attention on the aspects of the process that are most relevant to his investigation. This method gains credibility when it contains both subjectives and objective methods. Interviews and feed-back and other documentary evidences may supplement observations.   :

A variety of techniques are employed. Questionnaire, checklist, interview , group discussions evaluation workshops and delphi techniques are the major one. A) OBSERVATION : it is related to curriculum transaction. Observation schedule helps the evaluator to focus his attention on the aspects of the process that are most relevant to his investigation. This method gains credibility when it contains both subjectives and objective methods. Interviews and feed-back and other documentary evidences may supplement observations.   TECHNIQUES OF EVALUATION :

B) QUESTIONNAIRE : it is used to obtain reaction of curriculum users namely pupils, teachers, administrators, parents and other educational workers concerning various aspects of prescribed curriculum are to be ascertained. C) CHECK LIST it can be used as a part of questionnaire and interview. It provides numbers of responses out of which most appropriate responses are to be checked by the respondent. :

B) QUESTIONNAIRE : it is used to obtain reaction of curriculum users namely pupils, teachers, administrators, parents and other educational workers concerning various aspects of prescribed curriculum are to be ascertained . C) CHECK LIST it can be used as a part of questionnaire and interview. It provides numbers of responses out of which most appropriate responses are to be checked by the respondent. .

D) INTERVIEW : it is a basic technique of evaluation and for gathering information. It may be formal or informal in nature. The information required should be suitably defined and the presentation of questions should in no case betray and sort of bias the part of the interviewer E) WORKSHOPS & GROUP DISCUSSION : in this technique, experts are invited at one place to deliberate upon syllabi, materials etc; and to arrive at a consensus regarding the quality of the same. The materials may be evaluated against a set of criteria that might have been prepared by the evaluator :

D) INTERVIEW : it is a basic technique of evaluation and for gathering information. It may be formal or informal in nature. The information required should be suitably defined and the presentation of questions should in no case betray and sort of bias the part of the interviewer E ) WORKSHOPS & GROUP DISCUSSION : in this technique, experts are invited at one place to deliberate upon syllabi, materials etc ; and to arrive at a consensus regarding the quality of the same. The materials may be evaluated against a set of criteria that might have been prepared by the evaluator

f)Delphi Technique ::

f)Delphi Technique : A“Remote Conferencing” is employed instead of work-shop technique. It can be used at various stages of curriculum development. This technique is cost effective and provides an equal opportunity to all members of the group to express their individual views.  

Components: Curriculum Goals Curriculum Objectives Organization Implementation Evaluation: takes place before,beginning, end :

Components: Curriculum Goals Curriculum Objectives Organization Implementation Evaluation: takes place before,beginning , end The Curriculum Model

PLANNING CURRICULUM EVALUATION:

Citizens’ curriculum advisory council Curriculum planning council Curriculum task forces Curriculum writers School curriculum council Instructional planning teams PLANNING CURRICULUM EVALUATION

CONCLUSIONS:

CONCLUSIONS Curriculum is the sum of total of all experiences to be provided to the learners and transected by teachers. It can also defined as the planned & guided learning experiences formulated through a systematic reconstruction of knowledge. The developed curriculum should be filtered through evaluation techniques. For this different models are to be employees and ultimately finalized . A good curriculum is the important one for the development of a child, system and finally for national development.

source:

source International Research Journal , September 2010 ISSN- 0975-3486 RNI: RAJBIL 2009/30097 VOL I * ISSUE 12

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