stage of curriculum development and evaluation in updating the entire curriculum

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STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

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Page 1: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

STAGE OF CURRICULUM DEVELOPMENT AND

EVALUATIONIN UPDATING THE ENTIRE

CURRICULUM

Page 2: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

1. General Aims Emanating From The Policy

2. The Task of The Curriculum Developer

3. Major Educational Objectives

4. Important Concepts (Identified Aims & Objective)

5. Constrain In Curriculum Development

DETERMINATION OF GENERAL EDUCATIONAL AIMS & SPECIFICATION OF MAJOR OBJECTIVES

Page 3: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

1. General Aims Emanating From Policy

The aims of education are very broad and give general direction to education throughout the country

General educational aims are formally stated by government or legislative act;

Value system of the society and in its educational tradition (countries where such format acts do not exist)

DETERMINATION OF GENERAL EDUCATIONAL AIMS & SPECIFICATION OF MAJOR OBJECTIVES

Page 4: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

The general aims of education are political significance.

Serve as basis for making decisions on how the school life be organized and on what should be taught but they do not constitute or directly determine the practical details of school life.

Page 5: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Example of political aims of education statements.

• Allow equal opportunity for all children• Be a preparation for life• Increase the mean level of achievement• Encourage social integration• Make school life more enjoyable and friendly

experience• Develop more complex thinking in the children

Page 6: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

In Tanzania-in book entitled Education for self Reliance by President Julius K.Nyerere state general education aims is for the country.

In New Zealand (New Zealand Educational Development Conference 1974) – attempted to canvass opinions on education from many people within the society.

Global Aims

Page 7: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Barnes committee (1951) enunciated such general aims as;

• A common Malayan culture should be developed• equal opportunity for free primary education• Malay and English should become the media of

instruction

Local Aims

Page 8: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Malaysia Education Review Committee (1960)

• Increasing the relevance of school experiences to national identity

• good citizenship in the fullest sense of the world• The inculcation of high standards of moral and

social behaviour

Local Aims

Page 9: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

The country’s educational goals are manifested in the The National Philosophy of Malaysian Education (NPME) as stated by Curriculum Development Centre (CDC), 1988 

Malaysia Education Goal & Objective

"Education in Malaysia is an on-going efforts towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced

and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to

produce Malaysian citizens who are knowledgeable and competent, who possess high

moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the

harmony and betterment of the family, the society and the nation at large"

Page 10: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

To make decision concerning the organization of the educational program in school

Relying on the general education aims, they have to answer questions as;

1) What subject should be taught and what balance (term of time) among subject.

2) What criteria should be used to determine this balance?3) How often should the balance be reviewed?4) What should be the length of the school year vary?5) Should the length of the school year vary from one level of

education to another?

2.The Task Of Curriculum Developer

Page 11: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

6) At what age should different subjects begin to be learned?7) Should social studies be an integrated subjects?8) Which educational objective are best learned in school and

which in other setting?9) Are the differences in the needs of rural and urban

children?10) Should the objective be the difference for boys and girls?11) What are normal taught in the school?12) What should be the length of the school year?13) Are there areas of learning not taught anywhere that

should be introduce in school?14) What are the mechanism and criteria used to review the

problem?

Cont..

Page 12: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

MEOs covered in the domain of each area of studies.

In history its’ covered the following 6 point to the pupils;

3. Major Educational Objectives (MEOs)

Page 13: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

1) acquired knowledge (information) of terms, concepts, facts, event, symbols, idea, conversions, problem, trend, personalities, chronology and generalization, related to the study of history.

2) Develop understanding of terms, facts, principle, events, trend, related to the study of history.

3) Develop critical & creative thinking.4) Develop practical skills helpful in the study and

understanding of historical phenomena.5) Develop healthy social attitudes

(MEO’s) Cont..

Page 14: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

4. Important Concepts(Identified Aims & Objective) 1.The Concept Of Critical Change In

Society

2. Relevance & Balance

3. Language of Instruction

4. New Form Of Education

5. Minimum Learning Requirement for

Curriculum Construction

Page 15: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

If there is significance switch from one industry to another industry, the type of knowledge, skills and values will be change.

Thus, it is necessary to study what the employment patterns are different point in time

1. The Concept Of Critical Change In Society

1.1 Manpower Employment Pattern At A Particular Point In Time

Page 16: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Changes an evaluation in the social and culture pattern should be identifies.

Ensure the young people acquired the generalized competencies to cope with everyday living.

Transition from traditional to scientific medicine- hygiene

New welfare regulation for medical care are introduced

In political – new voting system pattern maybe introduced

1.2 New Behavior Requirements in Health, Welfare, and Political and Social Activities

Page 17: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

It is desirable to check on what the learners feel about the curriculum they receive, and not.

Survey done Anderson (1975), discovered possible reason for students dissatisfaction with school;

o Certain aspect of the curriculum irrelevant to their needso Some issues such as environment pollution, population

growth, international politics were not deal with in school

1.3 Changes In The Perception Of Students Regarding Their Learning Needs

Page 18: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Revise or new curriculum due to new finding, topics and words

Form a groups of university, professor, teacher training personnel and teacher

Informal discussions to identify the new development that considered important

Study can be undertaken on the requirements of various agencies regarding the types and amount of knowledge, skill and values

1.4 New Developments in Subject Matter Contents

Page 19: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Relevance The curriculum corresponds to an existing

need in the society.Balance The curriculum developers have weighted the

importance they have given to each need.

2. ‘Relevance’ and ‘Balance’

The major reason for examining the critical changes in society to ensure the needs of the society will be met of what young or old people in order to cope withtheir home and lives.

Page 20: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

3. The Language of Instruction

Many children in developing countries are instructed in their first, second and third language.

Children will learn more quicker in their first and second language

Changes in policy about the language of instruction are great importance to the curriculum in certain countries.

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4. New Form of Education

Several development countries emerge from colonial rule to new social order/ different type of education.

Tanzania: The concept of self reliance was introduce

Africa countries: link between the school and community

Tendency to make school less 'bookish’ and gear education more toward work

Few concept of education

Page 22: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Cont...

Few concept of education 1) Education for development2) Education and work3) Lifelong learning4) Open school, smart school, cluster school,

high performance school, etc..

Page 23: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

5. ‘Minimum Learning Requirement’ for Curriculum Construction

This concept is meant to denote the knowledge, skill and values that all person should learn in order to be able to play their roles adequately in the society

Page 24: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

5. Constrains In Curriculum Development

1.Political

2. Socio Cultural

3. Psychological and

Pedagogical

Page 25: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Constrain in Curriculum Development

Political

In some country, the ministry will form ad hoc group of educators or national commissions of educators to decide on the broad educational objectives to be followed in the curriculum

In the operationalization of the objective, the centre still need to undertake some studies of the critical changes in the society

Page 26: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Constrain in Curriculum Development

Social Cultural

From the perspective of social, cultural and religionDifferent traditional and religious valuesExample:1. Respect for and non questioning of the

opinion of elder people2. Not eating particular fruits3. Sexual value

Page 27: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Constrain in Curriculum Development

Psychological and Pedagogical

‣The studies of what might loosely be called ‘cognitive style can be very useful in helping to operationalize specific objective.‣Studies in Iran found that, type of cognitive process in basic arithmetic skills was different from what in curriculum being taught. ‣Havighurst (1973) has shown how individuals play different roles different stages life - preschool, primary school, adolescent, middle age and retirement

Page 28: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Constrain in Curriculum Development

Psychological and Pedagogical

‣Some study shown that certain outcomes of education are more influenced by variations among than schools.‣Exposure to media and learning conditions in school are more important than homes

Page 29: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

In order to determine the general aims of a system of education and major objective.

CONCLUSION

‣Each child has an economic role and social role to play in society.‣Studies of a major types of employment into which students go‣Time allocation for major areas of study and sub-areas of each major area for all students and for different subgroups of students within the society.‣Inclusion or exclusion of areas of groups of educators, senior educational administrator and other group in the society.‣Evaluation studies are important to provide empirical evidence -on the views of students, parents, employer & others

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EVALUATION AT THE PLANNING STAGE

1. Curriculum Development Activities

• Identification and formulation of instructional objectives• Specification of the scope and sequence of the content of

instruction• Selection of teaching – learning strategies• Development of instruction material

Page 31: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

EVALUATION AT THE PLANNING STAGE

2. Role of Development

• The purpose is to provide some form of assurance that these activities will in fact lead to the achievement of agree-upon educational goal.

• Obviously only at the tryout stage can we have empirical evidence about the effectiveness of a program.

• How well selected, conceptualized and formulated the activities.

Page 32: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

EVALUATION AT THE PLANNING STAGE

3. Activiti

es Carried Out

at Planni

ng Stage

Evaluatio

n of Instructio

nal Objective Evaluatio

n of the Scope & Sequence of The Content

of Instructio

n Evaluatio

n of Teaching-Learning Strategie

s

Evaluation of

Instructional

Materials

Page 33: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Instructional Objective are;

◦ Related to the objectives of the program◦ Clearly stated◦ Appropriate for, and attainable by, the pupils

at particular level of education and stage of mental development

◦ Important enough to encourage further learning by the pupils in the next level of the course or in the related subject area

1. Evaluation of Instructional Objective

Page 34: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Identify expert to evaluate the instructional objective to be formulated.◦ Table 3.1 refer page 64-the competency of an expert to evaluate the criteria

◦ Table 3.2 refer page 65- decision making on whether to retain, reject or modify the

instructional objective

◦ Table 3.3 refer page 66 -to re-examine the objective which categories we need

to strengthened

Cont..

Page 35: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Mostly subject based Curriculum developer /subject

specialist responsible for identifying and organizing course contents.

The purpose of course contents is to seek a wide representation of view as to relevance and potential effectiveness in achieving the course objective.

2.Evaluation Of the Scope And Sequence of The Contents of

Instruction

Page 36: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Evaluation of course content Relevance to instructional objective Up-to-dateness of contents Relevance to the child and his environment

◦ Related to the stage of mental development of pupil in question

Relevance to the pupil experience and environment Contents balance

◦ Between various subdivision & subject matter◦ Contents in term of pupil activities envisaged

Organizational structure of the contents◦ Related to the objectives of the program◦ Clearly stated

i) Criteria

Page 37: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

In this stage we have to decide the most practical means of obtaining responses from an expert.

Table 3.4 page 71:Outline of an Evaluation Design for the Evaluation of Content of Instruction

ii) Evaluation Design

Page 38: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Teaching-Learning strategies imply more than just technique of teaching

It’s defined as being meaning to bring out about changes in pupils behaviour through the use of some structure processes involving the use of instructional material.

3. Evaluation of Teaching –Learning Strategies

Page 39: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Within the context of curriculum development, the teaching-learning strategies includes;

◦ Principles for structuring teacher activities and corresponding pupils activities.

◦ Instructional materials for use by teacher and /or pupils, e.g., Textbooks, worksheet, self instructional material, actual environmental phenomena.

Cont...

Page 40: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Evaluation Criteria;

◦ Effectiveness And Economy.-in term of time taken to carry out a learning process

and resources need to back up learning process.◦ Feasibility In Classroom.-analyze the demands of the strategies in term of

constrains existing in school◦ Teacher Competence-evaluation of teacher perception and readiness

(attitude and professional competency)

Cont...

Page 41: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Evaluation Procedure;

◦ Curriculum evaluator & developer conduct in-house analysis and discussion-planned strategies and tryout.

◦ Refer Table 3.5 (page 75)- Possible procedure for the evaluation of Teaching-Learning Strategies

Cont...

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Instructional material come in many form and media

Depending on the course objective, contents, teaching-learning strategies, etc.

It’s identify as “good” or “bad”, “effective” or “ineffective,” in pupils learning.

4. Evaluation of Instructional Material

Page 43: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Evaluation Criteria;-it’s concern both the pedagogical

and practical characteristics of the material being developed;

A. Instructional Characteristic-10 points

B. Practical Characteristics- 7 points

Cont...

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Cont...

A. Instructional Criteria -10 points

1. Contents related to instructional objectives

2. Contents valid and reliable

3. Contents logically organized

4. Contents psychologically relevant

5. Accuracy and suitability of language used

6. Appropriate sequence learning task

7. Reinforcing to pupils, allowing for immediate feedback

8. Ensuring the development of understanding and critical thinking

9. Providing preferably multisensory-simulation approach

10. Transfer value

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Cont...

B. Practical Characteristics- 7 points

1. Cost range

2. Flexibility to adapt the program to a variety of teaching – learning strategies

3. Durability

4. Easiness to use

5. Attractiveness

6. Adequate guide / instructions

7. Easy replacement

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Who should evaluate?;

◦ Subject matter expert◦ Curriculum specialist ◦ Experience teacher◦ Educational psychologist◦ Material production expert◦ Prospective users of the program

Cont...

Page 47: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

Evaluation Procedure;

◦ Panel Evaluation◦ Evaluation by mail ◦ User reaction◦ Task analysis

Cont...

Page 48: STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM

At the planning stage the cooperation venture among, educators, curriculum specialist, educational psychologist & sociologist, subject matter experts, experience teacher, pupils very important.

Curriculum planning and material should undergo a series of revision before they are ‘passed’ for use in school.

During this stage we discuss 4 activity in curriculum planning with curriculum developer and evaluator in why, what and how to evaluate the activities. The detail instrument will be discuss in other stage.

Conclusion