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
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
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