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 ***** coordinating the elements of personnel, materials and equipment. Educators use a r*****tional approach to accomplish their tasks ***** systematically outline procedures to facilitate the creation of curriculum. It's essentially a means-ends paradigm which emphasizes the ability to evaluate a system*****tically- designed program. However, with use of the nontechnical-nonscientific approach ***** evolves ra*****r than being planned. This approach foc*****s on individual's self-percepti*****s and personal preferences, their own assessments of self-needs and their attempts at self-integration. The learner is highly involved in the planning process. The nontechnical-nonscientific ***** stresses *****, subjective, aes*****tic, heur*****tic, and transactional nature of curriculum

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

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

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

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

***** ***** consolidating

Developing a framework for scope and sequence

***** and disseminating new units (in-service training)

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

Assessing the alternatives

Staking out the territory

Developing a constituency

***** the knowledge b*****se

Blocking in the unit

Planning quality learning experiences

***** ***** course examination

Developing the ***** scenarios

*****, teachers are called upon to incorporate ***** of both technical-scientific and nontechnical-nonscientific ***** to curriculum development ***** achieve the ***** benefits ***** each. Teachers will need to look at ***** models for implementing these two approaches to achieve the benefits of both *****come-based education ***** ***** what students ***** expected to learn as well as open-ended education which encourages teachers to create a positive *****ing experience for the student. The former is best served by technical-scientific approaches while ***** later ***** best accomplished by ***** approaches. Fortunately, the ***** do appear to be complimentary more so ***** conflicting ideologies as positioned ***** 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 subject-centered ***** and forming measurable expectations for ***** general student population as ***** as the flexibility to aim ***** highly individualized expectations that are unique ***** each student ***** ***** may be more subjectively assessed. And, of course, a broader community will ***** to be brought into ***** curriculum development process.


***** development.

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

*****, J. Curriculum development.


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