Models of Curriculum Evaluation Model is a representation

Models of Curriculum Evaluation Model is a representation of reality presented with a degree of structure and order. A model associated with a process and its describes a process.

Classification of Models Mathematical Models Graphical Models • Diagrams • Flow charts Three dimensional models: Static model Working model Small scale, Large scale

Types of Models • Another perspectives we can classified Curriculum Evaluation model in the three type: • Conceptual Models: (Describes: What is meant by the concept? ). • Procedural Models: (Describes: How to perform a task? ). • Mathematical Models: (Describes: The relationship between the various elements of a situation or process).

Why do we need a model for curriculum evaluation? • To provide a conceptual framework for designing a particular evaluation depending on the specific purpose of the evaluation.

STAKE’s MODEL (1969) Antecedent is any condition existing prior to teaching and learning which may relate to outcome. Transactions are the countless encounters of students with teacher, student with student, author with reader, parent with counselor. Outcome include measurements of the impact of instruction on learners and others.

SOURCE OF WRITINGS • Models of Curriculum Evaluation Developed by Dr. G. A. Rathy, Assistant Professor, Electrical Engineering Department, NITTTR, Chennai. • SACE Act, 2000 (Act 31 of 2000) [PDF]. The council's functions. • Singh, L. C. (1990) Teacher Education in India: A Resource Book, Delhi, NCERT. • 2. Mohanty, J. (2003) Teacher Education New Delhi, Deep and Deep Publications Pvt. Ltd.

ANTECEDENTS a) Conditions Existing prior to Curriculum Evaluation. b) Students interests or prior learning. c) Learning Environment in the Institution. d) Traditions and Values of the Institution.

TRANSACTIONS • • Interactions that occur between: TEACHERS-------------------- STUDENTS------ CURRICULAR MATERIALS • STUDENTS----- EDUCATIONAL ENVIRONMENT • TRANSACTIONS = PROCESS OF EDUCATION

OUTCOMES • Learning outcomes • Impact of curriculum implementation on a) Students b) Teachers c) Administrators d) Community • Immediate outcomes Vs Long range outcomes

Three sets of Data 1. Antecedents • Conditions existing before implementation 2. Transactions • Activities occurring during implementation 3. Outcomes • Results after implementation • Describe the program fully • Judge the outcomes against external standards

STAKE’s Model Key Emphasis: Description and judgments of Data. Purpose: § To report the ways different people see curriculum. § Focus is on Responsive Evaluation. § Responds to audience needs for information § Orients more toward program activities than results. § Presents all audience view points(multi perspective) Limitations: 1. Stirs up value Conflicts. 2. Ignores causes.

Sources of writings Models of Curriculum Evaluation Developed by • Dr. G. A. Rathy, Assistant Professor, Electrical Engineering Department, NITTR, Chennai. Fred C. Lunenburg(2011) Curriculum Development: Inductive Models, • Beauchamp, G. A. (1981). Curriculum theory (4 th ed. ). Itasca, IL: Peacock. • Durkin, M. C. (1993). Thinking through class discussion: The Hilda Taba approach. Lancaster, PA: Technomic. • Eisner, E. W. (1991). Should America have a national curriculum? Educational Leadership, 49, 7681. • Oliva, P. F. (2009). Developing the curriculum (7 th ed. ). • Boston, MA: Allyn & Bacon. Saylor, J. G. , Alexander, W. M. , & Lewis, A. J. (1981). Curriculum planning for better teaching and learning (4 th ed. ). New York, NY: Holt, Rinehart & Winston. • Taba, H. (1962). Curriculum development: theory and practice. New York, NY: Harcourt, Brace & World. • Taba, H. (1971). Teacher’s handbook for elementary social studies. Reading, MA: Addison-Wesley. .