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

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Curriculum Evaluation Models

Ornstein 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 le*****rning environment and coordinating ***** elements of personnel, materials and equipment. Educators use a rational ***** to accomplish their t*****ks ***** 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 foc*****s on individual's self-percepti*****s and personal preferences, their own assessments of self-needs and ***** attempts at self-integr*****ion. ***** learner is highly involved in the planning process. The nontechnical-nonscientific approach stresses personal, subjective, aes*****tic, heur*****tic, and transactional nature of curriculum

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

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

***** pilot teaching-learning units representative of ***** 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 ***** (in-service training)

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

Assessing the alternatives

Staking out the territory

Developing a constituency

Building the knowledge b*****se

***** in the unit

Planning quality learning experiences

***** the course examination

Developing the learning scenarios

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

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


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

*****, J. Curriculum development.


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