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HILDA TABA: 1962 MODEL

Model of Curriculum development:

Guideline is provided by it.Curriculum Development is done based on it.

NEEDED:
1] For Curriculum design
2] Content Selection
3] Educational experience
4] Sequence maintain
5] Provide base

BORN:------7/12/1902
DIED:-------6/7/1969

----> She was theorist of curriculum, improver, teacher educator.
---->She was student of John Dewey.
----> Book written by him-" Curriculum Development Theory and Practice" -1962.
---->Her model is based on inductive approach and grassroot approach.
---->In this model student need is mainly at centered.

---->She argued that there was a definite order in creating a curriculum.She believed that teachers, who teach the curriculum, should participate in developing it which led to the model being called the grass - roots approach.

STEPS:--
1] Diagnosis of Learner need and expectation of society.
2] Formulation of Learning objective
3] Selection of learning content.
4] Organization of learning content.
5] Selection of learning experience.
6] Organization of learning activities.
7] Evaluation and means of evaluation.

COMPONENTS OF CURRICULUM PPT

video of curriculum evaluation

https://www.youtube.com/watch?v=7pRcEGl8-b0

CURRICULUM EVALUATION MODEL : STAKE MODEL

Robert Stake (1975) made a major contribution to curriculum evaluation in his development
of the responsive model

•   based explicitly on the assumption that the concerns of the stakeholders—those for whom the evaluation is done—should be paramount in determining the evaluation issues.

STEPS:----------

1]   The evaluator meets with clients, staff, and audiences to gain a sense of their perspectives on and        intentions regarding the evaluation.

2]    The evaluator draws on such discussions and the analysis of any documents to determine the               scope of the evaluation project.

3]     The evaluator observes the program closely to get a sense of its operation and to note any                    unintended deviations from announced intents.

4]     The evaluator discovers the stated and real purposes of the project and the concerns that various         audiences have about it and the evaluation.

5]    The evaluator identifies the issues and problems with which the evaluation should be                          concerned. For each issue and problem, the evaluator develops an evaluation design, 

       specifying the kinds of data needed.

6]   The evaluator selects the means needed to acquire the data desired. Most often, the means will be        human observers or judges.

7]   The evaluator implements the data-collection procedures.

8]   The evaluator organizes the information into themes and prepares “portrayals” that communicate        in natural ways the thematic reports. The portrayals may involve videotapes, artifacts, case                  studies, or other “faithful representations.”

9]    By again being sensitive to the concerns of the stakeholders, the evaluator decides which                    audiences require which reports and chooses formats most appropriate for given audiences. 

ADVANTAGES:-------------

•  Its sensitivity to clients.
• Their concerns and being sensitive to their values, by involving them closely throughout the evaluation,
• Flexibility: The evaluator is able to choose from a variety of methodologies once client concerns have been identified.
• Stakeholders are important.

DISADVANTAGES:-----------

Its susceptibility to manipulation by clients.

Flexibility sometimes not allow objectives to achieve.

CURRICULUM EVALUATION TYLER MODEL

Tyler approach moved rationally and systematically through several related steps:

1. Begin with the behavioral objectives that have been previously determined. Those objectives should specify both the content of learning and the student behavior expected: “Demonstrate familiarity with dependable sources of information on questions relating to nutrition.”

2. Identify the situations that will give the student the opportunity to express the behavior embodied in the objective and that evoke or encourage this behavior. Thus, if you wish to assess oral language use, identify situations that evoke oral language.

3. Select, modify, or construct suitable evaluation instruments, and check the instruments for objectivity, reliability, and validity.

4. Use the instruments to obtain summarized or appraised results.

5. Compare the results obtained from several instruments before and after given periods in order to estimate the amount of change taking place.

6. Analyze the results in order to determine strengths and weaknesses of the curriculum and to identify possible explanations about the reason for this particular pattern of strengths and weaknesses.

7. Use the results to make the necessary modifications in the curriculum.

ADVANTAGE:

1]   It is relatively easy to understand and apply.
2]   It is rational and systematic.
3]   It focuses attention on curricular strengths and weaknesses, rather than being concerned solely           with the performance of individual students.
4]    It also emphasizes the importance of a continuing cycle of assessment, analysis, and improvement.

DISADVANTAGE:

1]    It does not suggest how the objectives themselves should be evaluated.
 2]   It does not provide standards or suggest how standards should be developed.
 3]   It emphasis on the prior statement of objectives may restrict creativity in curriculum                            development,
4]     It seems to place undue emphasis on the preassessment and postassessment, ignoring completely          the need for formative assessment