Essay - Curriculum Evaluation Models Ornstein and Hunkins (2003) Categorize Two Approaches...


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Curriculum Evaluation Models

***** and Hunkins (2003) categorize two approaches to curriculum development as technical-scientific and nontechnical-nonscientific. The technical-scientific approach is a blueprint for structure the learning environment and coordinating ***** elements of personnel, materials and equipment. Educators use a r*****tional ***** to accomplish their t*****ks and systematically outline procedures to facilitate the creation of *****. It's essentially a means-ends paradigm which emphasizes the ability to evaluate a *****- designed progr*****m. However, with use of the nontechnical-nonscientific approach curriculum evolves rather than being planned. This approach focuses on individual's self-percepti*****s and personal preferences, their own assessments of self-needs and their attempts at self-integr*****ion. The learner is highly involved in the planning process. ***** nontechnical-nonscientific approach stresses *****, subjective, aes*****tic, heur*****tic, and transactional nature of curriculum

While both technical-scientific and nontechnical-nonscientific ***** each have different suggested process models for implementation, it is useful to explain a commonly used model ***** each to further understand the differences in the approaches. The Taba Model is *****ten used for the ***** approach and emphasizes teacher-***** *****struction.

Th***** ***** recommends a five-step ***** sequence (Curriculum development):

Producing pilot te*****ching-learning units representative of the grade level or subject area.

Testing experimental units to set upper and lower limits of required abilities.

***** and consolidating

Developing a fr*****mework for scope and sequence

Installing and disseminating new units (in-service training)

In contrast, ***** Glatthorn Naturalistic Model ***** supporting the ***** ***** suggests (Ritz):

Assessing the alternatives

Staking out the territory

Developing a constituency

Building the knowledge b*****se

***** in the unit

Planning quality learning experiences

Developing ***** course examination

***** the ***** scenarios

*****, teachers are called upon to incorporate elements of both technical-scientific and nontechnical-nonscientific approaches to curriculum development ***** achieve the different benefits ***** each. Teachers will need to look at process models for implementing these two approaches to achieve the benefits of both outcome-based education ***** emphasizes what students ***** expected to learn as well as open-ended ***** which encourages teachers to create a positive *****ing experience ***** the student. The former is best served by technical-scientific ***** while ***** later ***** best *****ed by ***** approaches. Fortunately, the ***** do appear to be complimentary more so ***** conflicting ideologies as positioned by some.

Therefore, ***** should seek out an integrative approach ***** ***** curriculum development approaches that weds process models. Practically speaking, this will mean striking a balance between student-centered and ********** ***** and forming measurable expectations for the general student population as ***** as the flexibility to aim ***** highly individualized expectations that are unique to each student and ***** may be more subjectively assessed. And, of course, a bro*****der community will need to be brought into ***** curriculum development process.

Bibliography

***** development. http://72.14.253.104/search?q=cache:JfY-Nw6yUmgJ:people.coe.ilstu.edu/malorber/411/Notes/07%2520curr%2520devel%252010-29-04.*****c+Noye%27+%22curriculum+development%22+deliberation&hl=en&ct=clnk&cd=3&gl=us

Ornstein & Hunkins (2003). Curriculum: Foundations, principles, and issues (4th ed). Boston: Allyn and Becon.

*****, J. Curriculum development.

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