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Curriculum Development & Evaluation * Dr. A. Asgari
by Dr. Azadeh Asgari on Aug 25, 2010
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44 comments

1 10 of 44 comments next Post a comment

willysherlock
Dr. Azadeh Asgari, Warm Greetings from Canada, You have done an absolutely brill
iant job on this curriculum development file! Would you be so kind as to forward
this file to me at: willysherlock@hotmail.comI shall be happy to forward to you
some thought provoking and interesting files to you also - upon hearing from yo
u... Looking Forward To Hearing From You Shortly... GOD BLESS YOU! 3 weeks ago
ruthamodia
I really need this for my teaching please email me at ruthamodia@yahoo.com. 1 mo
nth ago
Martha Mora Quirs
thank you so much 2 months ago
Maricel Balbuena at DepEd
@bmbuendicho ok na sir tapos na ako mgreport sa Masteral ko.salamat po. 2 months
ago
Karen Rabena , Instructor at University ofNorthern Philippines
Sir, can you send me also the copy of this powerpoint. I need this for my PhD cl
ass, Curriculum evaluation. karenrabena@yahoo.comthank you so much and more powe
r 2 months ago
sudarmag
Your ppt is very useful for me to do my assignments on Curriculum and Material D
esign. I love to have a copy, My email sudarmag@gmail.comMany thanks 2 months ag
o
sudarmag
Your presentation helps me a lot in my assignment on curriculum and material des
ign. Iwould love to have a copy . sudarmasenanayake@yahoo.com. Thanks 2 months a
go
Benjie Buendicho at DepED
Hi Maricel. Ngaun ko lang na read message mo. Aliong slide ba kelangan mo? Repor
t kc to ng mga students ko sa PUP-Calauan, send ko sayo. 2 months ago
Ronaldo Magno at DepEd
mam, how can i get a copy of your presentation? can u pls send me a copy in my
email rrmagno@rocketmail.comthanks 2 months ago
jaja Cacayuran at DepEd teacher
mam may i borrow this slide...i need it badly...allmy topics are here...tnx 2 mo
nths ago
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More
Curriculum Development & Evaluation * Dr.A. Asgari
Presentation Transcript
1. CURRICULUM DEVELOPMENT & EVALUATION Dr. Azadeh Asgari Foundations of Curricul
um
2. What is Curriculum? Any document or plan that exists in a school or school sy
stem that defines the work of teachers, at least to the extent of identifying th
e content to be taught student and the methods to be used in the process (Englis
h, 2000). The educative experiences learners have in an educational program. The
purpose of whichis to achieve broad goals and related specific objectives that
have been developed within a framework of theory and research, past and present
professional practice, and the changing needs of society (Parkay, 2006).
3. Concept of Curriculum A systematic group of courses or sequence of subjects r
equired for graduation or certification in a major field of study; A general ove
rall plan of the content or specific materials of instruction that the college s
hould offer the student by way of qualifying himfor graduation or certification
or for entrance intoa professional or vocational field; A body of prescribed edu
cative experiences under the supervision of an educational institute, designed t
o provide an individual with the best possible training and experience to fit hi
m for the society of which he is a part or to qualify him for a trade or a profe
ssion.
4. 7 Common Concepts of Curriculum Scope and Sequence Syllabus Content Outline S
tandards Textbooks Course of Study Planned Experiences (Posner, 2004)
5. Components of Curriculum Curriculum Design -Creating the curriculum in school
s Curriculum Delivery -Implementation, supervising, monitoring or using feedback
to improve the curriculum Curriculum Coordination -Lateral focusand connectivit
y Curriculum Articulation -Vertical focus and connectivity
6. Types of Curriculum Formal Informal -Values -Personality of teacher -Assessme
nt Hidden Written Taught Tested
7. Quality Curriculum Greater depth and less superficial coverage Focus on probl
em solving Facilitates the mastery of essential skill and knowledge Coordinated
Articulation -multi-level sequence study Emphasize academic and practical Effect
ive integrated curricula Mastery of a limited number of objectives
8. Curriculum Goals Provide general guidelines for determining the learning expe
riences to be included in the curriculum. -Citizenship -Equal Educational Opport
unity -Vocation -Self-realization -Critical Thinking
9. Blooms Taxonomy Remembering: Student canrecall or remember information (define
, duplicate, list, memorize, recall, repeat, reproduce, state) Understanding: St
udent can explain ideas or concepts (classify, describe, discuss, explain, ident
ify, locate, recognize, report, select, translate, paraphrase) Applying : Studen
t can use the information in a new way (choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, schedule, sketch, solve, use, write) Analyzing :
Student can distinguish between the different parts (appraise,compare, contrast
, criticize, differentiate, discriminate, distinguish, examine, experiment, ques
tion, test) Evaluating : Student can justify a stand or decision (appraise, argu
e, defend, judge,select, support, value, evaluate) Creating : Student can create
new product or point of view (assemble, construct, create, design, develop, for
mulate, write)
10. Syllabus List of Subjects Content outline for each subject Broad time Alloca
tions
11. Difference Between Syllabus & Curriculum Functionally a Syllabus is generally
unidimensional in the sense it merely presents the content or the subject matter
to be studied. Curriculum is three dimensional , because it takesinto account:
the needs of the students, the content (in terms of specific performances) instr
uctional methodology
12. Curriculum Approaches
13. Curriculum as a Discipline IS CURRICULUM A DISCIPLINE? Reflect on the charac
teristics of a discipline: have organized set of theoretical principles encompas
ses a body of knowledge and skills pertinent to that discipline has theoretician
s and practitioners

14. Curriculum as a Discipline

15. Foundations of Curriculum Foundations of Curriculum philosophy psychology so
ciology history These foundations have been used by curriculum design and develo
pment teams to decide on: - Goals of curriculum - Content - Organization of cont
ent - Teaching process
16. Four Phases of Curriculum Process Design Phase Development Phase Implementat
ion Phase Evaluation Phase Figure 1: Four Phases of Curriculum Process FEEDBACK
LOOPS
17. CURRICULUM DESIGN PHASE
18. Curriculum Design Phase What abilities the students possess on entry into th
e course? What abilities they will acquire on leaving the course? (as indicated
by the job analysis) THE DIFFERENCE BETWEEN (a) and (b) IS THE GAP THAT MUST BE
BRIDGED WHEN DESIGNING THE CURRICULUM
19. Formulation of the OBJECTIVES of the curriculum Job analysis Identification
of knowledge and skill requirements Formulation ofprogramme objectives Specifica
tion of entering behavior Curriculum Design Phase
20. Figure 2: Learning as a change in behavior Educational Process Student Input
Entering Behavior Student Output Terminal Behavior
21. Educational Objectives PREREQUISITES OBJECTIVE What the learner has to know
before he starts the course What the learner measurablyknows after successful co
mpletion of the course CHANGE IN THE BEHAVIOUR OF THE LEARNER Figure 3: Educatio
nal Objectives Course Description (content)
22. Knowledge (intellectual) Cognitive Domain Affective Domain Attitudes (values
) Psychomotor Domain Main Categories of Human Behavior Figure 4: Main Categories
of Human Behavior
23. Instructional Objectives Instructional Objectives are statements that commun
icate in behavioral terms the expected performance of the students at the END of
instruction.
24. CURRICULUM DEVELOPMENT PHASE
25. Curriculum Development Involves the following phases: Curriculum planning Th
e decision about philosophy and aim of education Curriculum design The way curri
culum is conceptualized Selection and organization of content & learning activit
ies Curriculum implementation Actualizing the curriculum entities Curriculum eva
luation Determines the extent to which the curriculum has been successful
26. Sequencing the various subjects / courses Selecting the content in each subj
ect Sequencing the units and topics Selecting instructional methods, instruction
al materials and media Preparation of plans for instruction Development of tests
and other materials needed for evaluation of students performance Orienting the
teachers to the new curriculum. TASKS TO BE UNDERTAKEN: Curriculum Development P
hase
27. Criteria of Utility, Variety & Flexibility While making various decisions du
ring the process of curriculum development three criteria, described below, are
usually employed: 1. CRITERION OF UTILITY 2. CRITERION OF VARIETY 3. CRITERION O
F FLEXIBILITY
28. Criteria To Be Used For Decision Making 1. CRITERION of UTILITY CONTENT Must
know Should know Nice to know
29. 2. CRITERION of VARIETY Interesting Variety oflearning experiences Criteria
To Be Used For Decision Making
30. 3. CRITERION of FLEXIBILITY Horizontal and Vertical mobility Modular approac
h Bridge Courses Core and Elective Subjects Criteria To Be Used For Decision Mak
ing
31. What are the Qualifying Professional Development Categories? 1. College and
University Coursework 2. Conferences/Workshops& Training Sessions 3. Collaborati
ve and Partnership Activities 4. Involvement in Development/Improvement Processe
s. 5. Individually-Guided Professional Development 6. Professional Leadership Ex
periences
32. Suggestions for Improving CDP Specification of instructional objectives for
each course (subject) of the programme. Organizing the syllabus in terms of unit
s, topics and sub-topics. Indicating the time allotted for teaching each unitof
the course. Assigning about 15% of the time allotted for each course for revisio

n and conduct of tests. Preparation and inclusion of a Table of Specifications (

Blueprint) for construction of Question paper as an integral part of the curricu
lum, to ensure validity of the question paper.
33. Greater involvement of teachers in the various tasks of curriculum process.
7. Using the model curriculum as a base for curriculum revision (in various subj
ects). Conferring Academic autonomy to the colleges Utilization of the services
of Academic council members Establishment of a Curriculum cell in each collegeBo
ard of Studies Size and Composition Suggestions for Improving CDP
34. CURRICULUM IMPLEMENTATION PHASE
35. Preparation of implementation plans. Organizing in-service staff development
programmes. Effecting organizational changes like work distribution, role clari
fication, provision of support services and streamlining procedures and communic
ation channels. Actual implementation of the curriculum in the identified instit
utions. Monitoring the implementation processes and evaluation of students perfo
rmance. Collection of feedback information. TASKS TO BE UNDERTAKEN: Curriculum I
mplementation Phase
36. Curriculum and Instruction Curriculum => what is taught Instruction => how i
ts taught Curriculum Instruction - Curriculum and instruction as 2 entities Duali
stic Model
37. Curriculum and Instruction Curriculum Instruction Curriculum and instruction
mutually interdependent Instruction is a subsystem of curriculum with curriculu
m dominating instructionConcentric Model
38. Curriculum and Instruction Curriculum makes a continuous impact on instructi
on and vice versa.Instructional decisions are made after curriculumdecisions are
made and later the curriculum decisions are modified after being evaluated in c
lassroom Curriculum Instruction Cyclical Model
39. Two Approaches to Curriculum Academic Approach Competency based Approach
40. COMPETENCY BASED Subject Approach Knowledge Based Analysis of Subject Matter
& Disciplines Systems Approach Job / Occupation Based Analysis of Policies, Lab
our Market and Occupations Contd. Two Approaches to CurriculumACADEMIC
41. Determining Level and Prerequisites OrganiseCurriculum According to Logic of
the Discipline Develop Instruction Analysis of Job and Tasks Contd. Develop Ins
truction Organise Curriculum According to way the job is done COMPETENCY BASED T
wo Approaches to Curriculum ACADEMIC
42. Who are the Learners? What Learning Objectives? What Learning Strategies? Wh
at Resources Needed? How Evaluate? What is to be learned? How will it be learned
? What Texts / Materials? What Tests / Exams? COMPETENCY BASED Two Approaches to
Curriculum ACADEMIC
43. Intended Curriculum vs. Operational Curriculum INTENDED CURRICULUM: Refers t
o the PRESCRIPTIONS in the curriculum document. The intended curriculum is an in
ert document containing the objectives of the curriculum, content matter, time s
chedules and the performance standards expected.
44. Intended Curriculum vs. Operational Curriculum OPERATIONAL CURRICULUM When a
n intended curriculum is enacted in a classroom or given life through teaching it
becomes an OPERATIONAL CURRICULUM. It deals with the processes of teaching and lea
rning, organisation of the class and the milieu in which instruction takes place
.
45. Factors Influencing the Curriculum Implementation 1. FACTORS RELATED TO THE
STUDENT: Aptitude for the subject Proficiency in the language which is used as t
he medium of instruction Entering behavior Motivation
46. 2. FACTORS RELATED TO THE TEACHER : Teacherpreparedness Teachers resourcefuln
ess Factors Influencing the Curriculum Implementation
47. 3 . FACTORS RELATED TO THE INSTRUCTIONAL ENVIRONMENT : Appropriateness of cu
rricular objectives Adequacy of instructional time Instructional resources Instr
uctional methods andprocedures Task orientation of the class Evaluation procedur
es used Feedback provided to students Factors Influencing the Curriculum Impleme
ntation
48. CURRICULUM EVALUATION PHASE
49. Curriculum Evaluation Phase Curriculum evaluation can be defined as the coll
ection and provision of evidence, on the basis of which decisions can be taken a

bout the feasibility, effectiveness and educational value of curricula.

50. Why Should We Evaluate a Curriculum? To bring the curricular content abreast
of modern advances To remove the Dead Wood from the curriculum To improve the EFF
ECTIVENESS of the curriculum To improve the Efficiency of curriculum Implementat
ion process To review the entry behavior requirements for admission into the cou
rse To identify: - How an Intended Curriculum is enacted - How it becomes operatio
nal - The factors which may affect it and result in unintended effect EFFECTIVEN
ESS = Actual Output Planned Output EFFICIENCY = Output Input
51. EFFECTIVENESS Doing Right Things EFFICIENCY Doing Things In The Right Way
52. ACTUAL OUTPUT PLANNED OUTPUT Determination of the extent to which the object
ives of the curriculum have been achieved. EFFECTIVENESS
53. OUTPUT INPUT Efficiency is related to the various kinds of COSTS (Money/Time
/Space/Instructional Resources etc.) associated with the educational program. EF
FICIENCY
54. Curriculum Evaluation Phase Whole curriculum of the program Curriculum of a
single course Specific components like the objectives, course content, teachers g
uide, textbook, audio-visual aids, teaching methods and evaluation procedures. T
HE ENTITY TO BE EVALUATED:
55. Outcomes Processes Fit to Standards CRITERIAFOR THE EVALUATION: Curriculum E
valuation Phase
56. Criteria for Curriculum Evaluation Outcomes should cover both short range an
d long-range ones. It should also take cognizance of the unintended outcomes. 1.
Outcomes:
57. 2. Processes: The Processes include: Student participation in certain activi
ties Interest in the program and The desired pattern of communication between st
udents and teachers Criteria for Curriculum Evaluation
58. 3. Fit to Standards: Standards may have their roots in: P edagogical princip
les: Appropriate provision of feedback, reinforcement, sufficient amount of repe
tition etc. Communication principles: Clarity of presentation, proper significan
ce, vocabulary control, multisensory cues, etc. Curricular principles: Correspon
dence between objectives and planned activities. Criteria for Curriculum Evaluat
ion
59. Formative evaluation Summative evaluation Curriculum Improvement Tasks to be
undertaken:Curriculum Evaluation Phase
60. This is carried out during the process of curriculum development. The evalua
tion results provide information to curriculum developers and enable them to cor
rect flaws detected in the curriculum. The evaluation results may contributeto t
he formation of the curriculum and hence the notion of formative evaluation. 1.
Formative evaluation: TASKS Curriculum Evaluation Phase
61. This is carried out after offering the curriculum once or twice. Such an eva
luation will summarize the merits (as well as the weaknesses) of the program, he
nce the notion ofsummative evaluation. Summative evaluation of curriculum may ai
d in the specification of the optimal or minimal conditions for usage. Such resu
lts may serve the clients / customers in deciding whether they should use the pr
ogram atall, or under what conditions (Availability of equipment, space, time, p
rofessional prerequisites etc.) they should use it. 2. Summative evaluation: TAS
KS Curriculum Evaluation Phase
62. A curriculum that operates satisfactorily over a certain period of time may
gradually become obsolete or deteriorate over time. To prevent thisfrom occurrin
g permanent follow-up and quality control of the program should be maintained. Q
uality control may reveal when some or all portions of the program should be alt
ered or replaced. In this way quality control may lead toward the updating of an
old program and production of Second Generation Program. 3. Curriculum Improvemen
t: TASKS Curriculum Evaluation Phase
63. Beane, J. A., Toepfer Jr, C. F., & Alessi Jr, S. J. (1986) Curriculum Planni
ng and Development Allyn and Bacon, Boston Brady, L., & Kennedy, K. (1999) Curri
culum Construction, Prentice-Hall, Sydney Queensland Studies Authority (QSA) (20
02a) The Arts Modules, from www.qsa.qld.edu.au/yrs1to10/kla/arts/modules.htmlSpady
, W. G. (1993) Outcome-based Education: Workshop Report No 5, Australian Curricu
lum Studies Association, Belconnen, ACT Spady, W. G. (1994) Outcome-based Educat

ion: critical issues and answers, American Association of School Administrators,

Virginia, USA Beretta, A (1992) Evaluation of Language Education an overview. In
Alderson. J & J Beretta, A (eds.) Evaluating Second Language Education. Cambrid
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programme design In R. K.Johnson (ed) Brown, J. D. (1995) The Elements of Languag
e Curriculum, USA: Heinle & Heinle. Dubin, F. & Olshtain, E. (1997) Course Desig
n: Developing Programs and Materials for Language Learning, Cambridge:Cambridge
University Press. Finocchario, M. & Brumfit (1983) The Functional-Notional Appro
ach, USA: Oxford University Press. Graves. K. (2001) Teachers as Course Develope
rs. USA: Cambridge University Press. Graves, K. (2000) Designing Language Course
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iling the Approaches ELT documents 108- Pgs.81-85, England: The British Council.
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tuational, notional. TESOL Newsletter,12(5),11. Moreno, P. (2000) The Implicatio
ns of Curriculum Design for a Graduate of the English Language Program at Univer
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n, Oxford: Oxford University Press. Richards, J. (2001) Curriculum Development i
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