LM03-PRED

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Learning Module I
 
The Teacher and the
School Curriculum

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Bataan Peninsula State Univers
NOT FOR SALE
Knowledge Area Code : PROFED
Course Code : PRED1313
Learning Module Code : LM01-PRED1313
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Learning Module 03
 
Phases and Process of
Curriculum
Development
 
Course Packet 03
 
Curriculum Evaluation &
Improvement

 
 

This is a property of
Bataan Peninsula State Univers
Knowledge Area Code : PROFED NOT FOR SALE
Course Code : PRED1313
Learning Module Code : LM-PRED1313
Course Packet Code : LM-PRED1313-01

Learning Module: The Teacher and the School Curriculum 3

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Assessment
AssessmentAsse
Name: ____________________________________________
Year & Section: ____________________________________
Score: __________________
Date: __________________

 demonstrate knowledge of curriculum evaluation and improvement;

 highlight the importance of evaluation and improvement

Directions: Add more to concepts, views and definitions of curriculum evaluation and improvement
presented and discussed in this course packet by searching the internet. Use the table
below to highlight specific information called for and present their brief discussion below
the table.

Curricularist/ Concept of Views about Focus of Defining

Educationist Curriculum Curriculum Curriculum
Evaluation &
Improvement
1. Werret Charters encouraged Charters viewed the To him, curriculum is
Charters analysis to see how curriculum as a science. It gives
objectives are applied scientific. In his view, emphasis on
in the classroom. This curriculum was a student's needs. The
idea of assessing the collection of goals listing of objectives
implementation of that the students and matching these
objectives providing needed to achieve in with corresponding
the groundwork for order to have activities ensures that
curriculum competency. This the content or subject
evaluation. idea has always been matter is related to
a part of education objectives.
but Charters stated it
specifically and made
it clear .

2. Patrick With careful The curriculum is The curriculum

Slattery observation and also influenced by which is part of
prudent applications social education
of curriculum conditions and influences the three
theory, a practitioner values, the periods. The
can make use of relationship between curriculum,
Slattery's innovative social society and the which is a tool for
insights as well as curriculum is achieving
furthering reciprocal. educational goals in
the potential to the postmodern era,
improve the process is more likely to see
of curriculum
measures of

Learning Module: The Teacher and the School Curriculum 1

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development. educational success

Slattery affirms, based on an

AssessmentAsse
Curriculum open-ended narrative
development in the because human
postmodern era must existence
be attentive to this cannot be reduced
healing dance, the positively
spiral of creation, quantitatively, black
and to a yearning for or white (passed or
wisdom embedded not graduated).
in the
interrelationship of
body, mind, and
spirit. Educators
must recognize
and embrace the
healing curriculum
dance and celebrate
the mystical,
multicultural
interdisciplinary,
social, ecological and
holistic dimensions
of
the school
curriculum (cited
Slattery, 1992b: 2).

3. Hilda Taba Method of Taba believed that Taba Defines

Taba Curriculum there has a definite 'curriculum' as
Development. Hilda order in creating a containing a
Taba created a multi- curriculum. This statement of the aims
purpose teaching model is used to and of the specific
model that utilizes enhance the thinking objectives; it
the use of multiple skills of students. The indicates some
processes: listing, main concept of this selection and
grouping, labeling, model is that teacher organisation of
regrouping, and must be involved in content; it either
synthesizing. Taba is the curriculum implies or manifests
a belief that teachers development. certain patters of
are aware of the learning and teaching
students needs hence .
they should be the
one to develop the
curriculum.

4. Lawrence Stenhouse, in A curriculum is Lawrence Stenhouse

contrast the Tyler, nothing more than a defined curriculum

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Stenhouse thought of series of hypotheses as “an attempt to

curriculum that can be refined communicate the

AssessmentAsse
development as an but never perfected.
ongoing process that Consequently,
teachers could Stenhouse stressed
change in the process that education is a
of its implementation matter of process
where and if needed. rather than the
achievement of
prescribed objectives:
the aim of education
is itself enshrined in
the process of
enquiry.
essential principles
and features of an
educational proposal
in such a form that it
is open to critical
scrutiny and capable
of effective
translation into
practice.”

5. Robert Stake's Model In the field of Curriculum aims to

Stake provides evaluators
with an opportunity
to compare the
desired outcome
with the actual
outcome. The benefit
of this is that it is the
curriculum
developers that set
the criteria of
evaluation
Source: (Reyes, Ed.D, Emerita; Dizon, Ed.D, Erlinda; Villena, Ph.D, Danilo K.;, 2015)
Educational capture the
assessment, Stake complexity of an
had stated that we educational
must evaluate the innovation or change
quality of the by comparing
curriculum or by its intended and
qualities. In order to observed outcomes at
do that we need to varying levels of
have made operation.
evaluation that is
formative and to
gather different
points of view in the
process.

The Curricularist/ Educationist tells that Evaluation is a process that critically examines a
program. It involves collecting and analyzing information about a program's activities,
characteristics, and outcomes. Its purpose is to make judgments about a program, to
improve its effectiveness, and/or to inform programming decisions and to determine
whether or not the newly adopted curriculum is producing the intended results and
meeting the objectives that it has set forth, and it is an essential component in the process
of adopting and implementing any new curriculum in any educational setting.

Learning Module: The Teacher and the School Curriculum 3