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 rational 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 systematically- designed program. However, with use of ***** nontechnical-nonscientific approach curriculum evolves rather than being planned. This approach foc*****s on individual's self-perceptions 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 approach stresses *****, subjective, aes*****tic, heur*****tic, and transactional nature of curriculum

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

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

***** pilot te*****ching-learning un*****s representative of ***** grade level or subject area.

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

***** and consolidating

Developing a framework for scope and sequence

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

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

Assessing the alternatives

Staking out the territory

Developing a constituency

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

***** in the unit

***** quality learning experiences

Developing the course examination

***** the learning scenarios

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

*****refore, ***** should seek out an integrative approach ***** ***** curriculum ***** 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 well as the flexibility to aim for highly individualized expectations that are unique to each student ***** ***** 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+%22*****+development%22+deliberation&hl=en&ct=clnk&cd=3&gl=us

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

Ritz, J. Curriculum development.

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