Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Criteria for Curriculum Assessment
Transcript of Criteria for Curriculum Assessment
What are curriculum Criteria?
Marks of good curriculum
by J.Galen Saylor
Criterion questions(Hass and Parkay)
Characteristics of a Good Curriculum
-Are guidelines on standard for curriculum decision making.
1. Have the goals of the curriculum or teaching plan been clearly stated; and are they used by teachers and students in choosing content, materials and activities for learning?
2.Have teacher and students engaged in student-teacher-planning in defining the goals and in determining how they will be implemented?
3.Do some of the planted goals relate to the society or the community in which the curriculum will be implemented or the teaching will be done?
4.Do some of the planned goals relate individual learner and his or her needs, purposes, interest and abilities?
5.Are the planned goals used as criteria in selecting and developing learning materials for instruction?
6.Are the planned goals used as criteria in evaluating learning achievement and in further planning of learning sub goals and activities?
1.A good curriculum is systematically planned and evaluated.
2.A good curriculum reflects adequately the aims of the school.
3.A good curriculum maintains balance to each aims of the schools.
4.A good curriculum promotes continuity of experience.
5.A good curriculum arranges learning opportunities flexibly for adaptation to particular situations and individuals.
6. A good curriculum utilizes the most effective learning experiences and resources available.
7.A good curriculum makes maximum provision for the development of each learner,
is the process of obtaining information for judging the worth of an educational program,product,procedure,educational objectives or the potential utility of alternative approaches design to attain specified objectives.
questions asked in evaluating a curriculum:
1.Are the objectives being addressed>
2.Are the contents presented in the recommended sequence?
3.Are the students being involved in suggested instructional experiences?
4.Are students reacting to contents?
Summative evaluation- is evaluation that takes place at the end of a unit or section of instruction.
Formative evaluation- takes place during the lesson or project and tells the evaluator what is happening?
1.Does the curriculum or teaching plan include alternative approaches and alternative activities for learning.
2.Have the different learning theories been considered in planning alternative learning approaches and activities?
3.Has the significance of rewarded responses, transfer, generalization, advance organizers, self-concept,meaningfulness of the whole, personal meaning, imitation, identification and socialization been considered in the planning?
Criteria for Goals and Objectives
Goals and objectives are statements of curricular expectations.
1.To have focus on curriculum and instruction which give direction to where students need to go.
2.To meet the requirements specified in the policies and standards of curriculum and instruction
3.To provide the students' best possible education and describe the students' level of performance.
4.To monitor the progress of students based on the goals set.
5.To motivate students to learn and the teachers to be able to feel a sense of competence when goals are attained.
Goals and instructional objectives are formulated and specified for the following purposes:
Criteria on Certain elements
1. Content- From the objectives, what should students learn?
2.Behavior- What will students do to indicate that they have learned?
3. Criterion- What level of performance should the students have to master the behavior?
4.Condition- Under what circumstances should the students work in order to master that behavior?
General Criteria for writing effective goal and objective
1.Are the objectives syntactically correct?-Syntactic Correctness
2.Do the objectives comply with the legal requirements of the course of subjects?- Compliance with legal requirements
3.Do the objectives pass the stranger test?-The Stranger test
4.Do the objectives address both knowledge and behavior?- Both knowledge and behavior are addressed?
5.Do they pass the "so-what"test? The So What Test?
6.Are the objectives aligned?-Individualization
7.Do they make common sense?- Common Sense
Criteria for Assessment of Instruction
1.Supplantive Approach- referred to direct instruction.
2.Generative Approach- referred to as constructivist or developmental.
A good curriculum must possess specific characteristics in the pursuit of the aims of education the schools are to pursue
1.The curriculum is continuously evolving
2.The curriculum is based on the needs of the people.
3.The curriculum is democratically conceived.
4.The curriculum is the result of a long-term effort.
5.The curriculum is a complex details.
6.The curriculum provides for the logical sequence of subject matter.
7.The curriculum complements and cooperates with other programs of the community.
8.The curriculum has educational quality
9.The curriculum has administrative flexibility.
What is evaluation?
process of determining the value of something or the extent to which coals are being achieved.
process of using information that is collected through
entails a reasoning process that is based on influence
evaluation is a thoughtful process.
is a judgement we make about the assessment s of students learning
evaluation provides information
a.directly to the learner for guidance.
b.directly to the teacher for orientation of the next instruction activities.
c.directly to external agencies for their assessment of schools functioning in the light of national purpose.