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 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 system*****tically- designed program. However, with use of the nontechnical-nonscientific approach curriculum evolves ra*****r than being planned. This ***** foc*****s on individual's self-percepti*****s and personal preferences, their own assessments of self-needs and their attempts at self-integr*****ion. The learner is highly involved in the planning process. The nontechnical-nonscientific approach stresses personal, subjective, aes*****tic, heur*****tic, and transactional nature of curriculum

***** both technical-scientific and ***** approaches each have different suggested ***** models ***** implementation, it is useful ***** 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 teacher-designed instruction.

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

Producing 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 and consolidating

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

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

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

Assessing the alternatives

Staking out the territory

Developing a constituency

***** the knowledge base

Blocking in the unit

***** quality learning experiences

Developing ***** course examination

Developing the ***** scenarios

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

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


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

Ritz, J. Curriculum development.


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