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 the elements of personnel, materials and equipment. Educators use a r*****tional ***** 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 system*****tically- designed program. However, with use of ***** nontechnical-nonscientific approach ***** 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 ***** stresses personal, subjective, aes*****tic, heur*****tic, and transactional nature of curriculum

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

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

***** pilot teaching-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 ***** disseminating new ***** (in-service training)

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

***** the alternatives

Staking out the territory

Developing a constituency

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

***** in the unit

Planning quality learning experiences

***** the course examination

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

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

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


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

Ritz, J. Curriculum development.


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