The Tyler Curriculum Evaluation Model

TWU Nurs 5253 Elouise Ford, RN, BSN, MHEd

Curriculum Design

The curriculum represents the expression of

educational ideas Must be in a form that communicates to those association with the learning institution Must be open to critique Should be easily transformed into practice

Curriculum Design contd

Exist on three levels

What is planned for the student What is delivered to the student What the student experiences Based on values and beliefs that students should know May be contested and/or problematic

Curriculum Design contd

Curriculum, health services and the community

should share mutually beneficial relationship Curriculum values should enhance health service provision Must be responsive to changing values and expectations in education

Curriculum Design contd

Two main types of curriculum models

1. Prescriptive Models- tell what curriculum writer should do(intent) and how to create a curriculum 2. Descriptive Models- provides information of what curriculum writer actually do and (content)what the curriculum covers The Tyler Model first developed in 1949 is Prescriptive (Prideaux, 2003)

Ralph Tyler
Ralph Tyler (1902-1994) published more than 700

articles and sixteen books Best known for The Basic Principles of Curriculum and Instruction (Ornstein and Hunkins, 1998) which is based on an eight year study Tyler posits the problem with education is that educational programs lack unmistakably defined purposes (Ralph Tylers Little Book, n d)

A Classic Model: The Tyler Model

Often referred to as objective model Emphasis on consistency among objectives, learning experiences, and outcomes Curriculum objectives indicate both behavior to be developed and area of content to be applied

(Keating, 2006)

Tylers Four Principles of Teaching

Principle 1: Defining Appropriate Learning Objectives

Tylers Teaching Principles contd

Principle 2: Establishing Useful Learning Experiences

Tylers Teaching Principles contd

Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect

Tylers Teaching Principles contd

Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006)

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 (Prideaux, 2003)

Primary Strengths of Tylers Model

Clearly stated objectives a good place to begin

Involves the active participation of the learner

(Prideaux, 2003) Simple linear approach to development of behavior al objectives (Billings & Halstead, 2009)

Implications for Nursing Curriculum

Another Prescriptive Model has emerged Outcomes based

education since Focus on student behavior instead of staff , defines outcomes obtained by student Program designers will include statements of intent as broad curriculum aims and specific objectives (Prideaux, 2003) NLN & CCNE include outcome assessment in their initial accreditation No one model can sufficiently guide the evaluation of nursing curriculum ( Billings & Halstead, 2009)

Implications of Nursing Curriculum contd