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 ***** elements of personnel, materials and equipment. Educators use a rational ***** to accomplish their t*****ks ***** 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 ***** evolves rather than being planned. This ***** focuses on individual's self-perceptions and personal preferences, their own assessments of self-needs and ***** attempts at self-integration. The learner is highly involved in the planning process. ***** nontechnical-nonscientific approach stresses *****, subjective, aesthetic, heur*****tic, and transactional nature of curriculum

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

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

Producing pilot te*****ching-learning un*****s representative of ***** 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

Installing and disseminating new ***** (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

Building the knowledge b*****se

Blocking in the unit

Planning quality learning experiences

Developing the course examination

***** the learning scenarios

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

**********, teachers should seek out an integrative approach to *****ir curriculum ***** approaches that weds ***** models. Practically speaking, this will mean striking a balance between student-centered and subject-centered curriculum and forming me*****urable 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 *****ly assessed. And, of *****, a bro*****der community ***** need to be brought into the curriculum development process.


***** development.

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

Ritz, J. Curriculum development.


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