TYLER’S OBJECTIVES- ANNE E.

DANTES
BSE III- PHYSICAL
CENTERED MODEL SCIENCE
RALPH TYLER (1902-1994)
 “Father of Evaluation”
 the educational impact of the works of
Ralph Tyler cannot be estimated in the
context of curriculum evaluation.
 published more than 700 articles and
sixteen books.
 Tyler posits the problem with education
is that educational programs lack
unmistakably defined purposes (“Ralph
Tyler’s Little Book, ”n d)
RALPH TYLER
 in his book Tyler presented the
concept that curriculum should be:
 dynamic.
 a program under constant
evaluation and revision.
THE TYLER’S OBJECTIVES-
CENTERED MODEL
 one of the best known models
for curriculum development.
 known for the special attention it
gives to the planning phases.
 it is a deductive process.
THE THREE ESSENTIAL
ELEMENTS
 the learners
 the life in the community,
and
 the subject matter
TYLER’S FOUR PRINCIPLES
 Principle 1: Defining Appropriate Learning
Objectives
 Principle 2: Establishing Useful Learning
Experiences
 Principle 3: Organizing Learning Experiences
to Have a Maximum Cumulative Effect
 Principle 4: Evaluating the Curriculum and
Revising Those Aspects That Did Not Prove to
TYLER’S OBJECTIVES-
CENTERED MODEL
Curriculum Evaluation Process Action
Elements Taken:
Yes or No
1. 1. Pre-determine intended
Objectives/Intende learning outcomes.
d Learning
Outcomes
2. Situation or 2. Identify the
Context situation/context that gives
opportunity to develop
behavior or achieve objectives.
TYLER’S OBJECTIVES-
CENTERED
Curriculum
MODEL
Evaluation Process Action
Elements Taken:
Yes or No
4. Utilization 4. Utilize the tools to obtain
of Tool results.
5. Compare the results obtained
from several instruments before
and after to determine the
change.
5. Analysis of 5. Analyze the results obtained
Results to determine strength and
weaknesses. Identify possible
STRENGTHS OF TYLER’S MODEL
 clearly stated objectives a good
place to begin.
 involves the active participation of
the learner.
 Simple linear approach to
development of behavior of all
objectives
CRITICISM OF THE TYLER
MODEL:
 narrowly interpreted objectives (acceptable
verbs)
 difficult and time consuming construction of
behavioral objectives.
 curriculum restricted to a constricted range of
student skills and knowledge.
 critical thinking, problem solving and value
acquiring processes cannot be plainly declared
in behavioral objectives.