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 learning environment ***** coordinating ***** elements of personnel, materials and equipment. Educators use a r*****tional approach to accomplish their t*****ks 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 progr*****m. However, with use of ***** nontechnical-nonscientific ***** curriculum evolves rather than being planned. This approach focuses on individual's self-perceptions 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, aesthetic, heur*****tic, and transactional nature of curriculum

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

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

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

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

***** and consolidating

Developing a fr*****mework for scope and sequence

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

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

***** the alternatives

Staking out the territory

Developing a constituency

Building the knowledge b*****se

***** in the unit

***** quality learning experiences

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

Developing the ***** scenarios

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

Therefore, ***** should seek out an integrative approach ***** their curriculum development approaches that weds process models. Practically speaking, this will mean striking a balance between student-centered and ********** curriculum and forming measurable expectations for the general student population as ***** as the flexibility to aim for 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.

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 and Becon.

*****, J. Curriculum development.

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