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 approach to accomplish their tasks and systematically outline procedures to facilitate the creation of curriculum. It's essentially a means-ends paradigm which emphasizes the ability to evaluate a *****- designed program. 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 their attempts at self-integr*****ion. ***** learner is highly involved in the planning process. The nontechnical-nonscientific approach stresses *****, subjective, aes*****tic, heur*****tic, and transactional nature of curriculum

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

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

Producing pilot teaching-learning units representative of the grade level or subject area.

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

Revising ***** consolidating

Developing a framework for scope and sequence

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

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

***** the alternatives

Staking out the territory

Developing a constituency

Building the knowledge b*****se

***** in the unit

Planning quality learning experiences

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

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

Increasingly, teachers are called upon to incorporate elements of both technical-scientific and ***** approaches to curriculum development to achieve the different benefits of each. Teachers will need to look at process models for implementing these two approaches to ***** the benefits ***** both *****come-based education which ***** what students are 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 ***** ***** while ***** later ***** best accomplished by nontechnical-nonscientific approaches. Fortunately, the approaches do appear to be complimentary more so than conflicting ideologies as positioned by *****me.

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

Bibliography

***** development. http://72.14.253.104/search?q=cache:JfY-Nw6yUmgJ:people.coe.ilstu.edu/malor*****r/411/Notes/07%2520curr%2520devel%252010-29-04.doc+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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