stage of curriculum development and evaluation in updating the entire curriculum
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STAGE OF CURRICULUM DEVELOPMENT AND
EVALUATIONIN 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
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
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.
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
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
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
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
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"
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
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..
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)
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..
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
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
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
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
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
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.
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.
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
Cont...
Few concept of education 1) Education for development2) Education and work3) Lifelong learning4) Open school, smart school, cluster school,
high performance school, etc..
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
5. Constrains In Curriculum Development
1.Political
2. Socio Cultural
3. Psychological and
Pedagogical
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
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
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
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
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
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
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.
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
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
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..
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
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
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
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
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...
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...
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...
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
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...
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
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
Who should evaluate?;
◦ Subject matter expert◦ Curriculum specialist ◦ Experience teacher◦ Educational psychologist◦ Material production expert◦ Prospective users of the program
Cont...
Evaluation Procedure;
◦ Panel Evaluation◦ Evaluation by mail ◦ User reaction◦ Task analysis
Cont...
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