STAGE OF CURRICULUM

DEVELOPMENT AND
EVALUATION
IN UPDATING THE ENTIRE
CURRICULUM
 DETERMINATION OF GENERAL EDUCATIONAL
AIMS & SPECIFICATION OF MAJOR OBJECTIVES

1. General Aims Emanating From The Policy

2. The Task of The Curriculum Developer

3. Major Educational Objectives

4. Important Concepts (Identified Aims &

Objective)

5. Constrain In Curriculum Development

 DETERMINATION OF GENERAL EDUCATIONAL
AIMS & SPECIFICATION OF MAJOR OBJECTIVES

1. General Aims Emanating From Policy

The aims of education are very broad and
give general direction to education
throughout the country
General educational aims are formally stated by
government or legislative act;
Value system of the society and in its educational
tradition (countries where such format acts do not
exist)
 The general aims of education are political
significance.
Serve as basis for making decisions on how

the school life be organized and on what

should be taught but they do not constitute
or directly determine the practical details of
school life.
 Example of political aims of education
statements.

Allow equal opportunity for all children

Be a preparation for life
Increase the mean level of achievement
Encourage social integration
Make school life more enjoyable and friendly
experience
Develop more complex thinking in the children
 Global Aims

In Tanzania-in book entitled Education for

self Reliance by President Julius K.Nyerere
state general education aims is for the
country.
In New Zealand (New Zealand Educational

Development Conference 1974)

attempted to canvass opinions on education
from many people within the society.
 Local Aims

Barnes committee (1951) enunciated such

general aims as;

A common Malayan culture should be developed

equal opportunity for free primary education
Malay and English should become the media of
instruction
 Local Aims

Malaysia Education Review Committee

(1960)

Increasing the relevance of school experiences to

national identity
good citizenship in the fullest sense of the world
The inculcation of high standards of moral and
social behaviour
 Malaysia Education Goal & Objective

The countrys educational goals are manifested in the

TheNational Philosophyof MalaysianEducation(NPME) as
stated by Curriculum Development Centre (CDC), 1988
"Education in Malaysia is an on-going efforts
towards further developing the potential of
individuals in a holistic and integrated manner, so
as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced
and harmonic, based on a firm belief in and
devotion to God. Such an effort is designed to
produce Malaysian citizens who are
knowledgeable and competent, who possess high
moral standards and who are responsible and
capable of achieving high level of personal well-
being as well as being able to contribute to the
harmony and betterment of the family, the
society and the nation at large"
 2.The Task Of Curriculum Developer

To make decision concerning the organization of

the educational program in school
Relying on the general education aims, they
have to answer questions as;

1) What subject should be taught and what balance (term of

time) among subject.
2) What criteria should be used to determine this balance?
3) How often should the balance be reviewed?
4) What should be the length of the school year vary?
5) Should the length of the school year vary from one level of
education to another?
 Cont..
6) At what age should different subjects begin to be learned?
7) Should social studies be an integrated subjects?
8) Which educational objective are best learned in school and
which in other setting?
9) Are the differences in the needs of rural and urban
children?
10) Should the objective be the difference for boys and girls?
11) What are normal taught in the school?
12) What should be the length of the school year?
13) Are there areas of learning not taught anywhere that
should be introduce in school?
14) What are the mechanism and criteria used to review the
problem?
 3. Major Educational Objectives (MEOs)

MEOs covered in the domain of each area of

studies.
In history its covered the following 6 point

to the pupils;
 (MEOs) Cont..

1) acquired knowledge (information) of terms, concepts,

facts, event, symbols, idea, conversions, problem, trend,
personalities, chronology and generalization, related to
the study of history.
2) Develop understanding of terms, facts, principle, events,
trend, related to the study of history.
3) Develop critical & creative thinking.
4) Develop practical skills helpful in the study and
understanding of historical phenomena.
5) Develop healthy social attitudes
4. Important Concepts
(Identified Aims & Objective)
1. The Concept Of Critical Change In Society

1.1 Manpower Employment Pattern At A

Particular Point In Time

If there is significance switch from one industry

to another industry, the type of knowledge,
skills and values will be change.
Thus, it is necessary to study what the

employment patterns are different point in time

 1.2 New Behavior Requirements in Health,
Welfare, and Political and Social Activities
Changes an evaluation in the social and culture
pattern should be identifies.
Ensure the young people acquired the
generalized competencies to cope with everyday
living.
Transition from traditional to scientific medicine-
hygiene
New welfare regulation for medical care are
introduced
In political new voting system pattern maybe
introduced
 1.3 Changes In The Perception Of Students
Regarding Their Learning Needs

It is desirable to check on what the learners feel

about the curriculum they receive, and not.
Survey done Anderson (1975), discovered
possible reason for students dissatisfaction with
school;

o Certain aspect of the curriculum irrelevant to their needs

o Some issues such as environment pollution, population
growth, international politics were not deal with in school
 1.4 New Developments in Subject Matter
Contents
Revise or new curriculum due to new finding,
topics and words
Form a groups of university, professor, teacher
training personnel and teacher
Informal discussions to identify the new
development that considered important
Study can be undertaken on the requirements of
various agencies regarding the types and amount
of knowledge, skill and values
2. Relevance and Balance

The major reason for examining the critical changes

in society to ensure the needs of the society will be
met of what young or old people in order to cope with
their home and lives.

Relevance
The curriculum corresponds to an existing
need in the society.
Balance
The curriculum developers have weighted the
importance they have given to each need.
3. The Language of Instruction

Many children in developing countries are

instructed in their first, second and third
language.
Children will learn more quicker in their first

and second language

Changes in policy about the language of

instruction are great importance to the

curriculum in certain countries.
4. New Form of Education

Several development countries emerge

from colonial rule to new social order/
different type of education.
Tanzania: The concept of self reliance was

introduce
Africa countries: link between the school

and community
Tendency to make school less 'bookish and

gear education more toward work

Few concept of education
Cont...

Few concept of education

1) Education for development
2) Education and work
3) Lifelong learning
4) Open school, smart school, cluster school,
high performance school, etc..
5. Minimum Learning Requirement for
Curriculum Construction

This concept is meant to denote the

knowledge, skill and values that all person
should learn in order to be able to play
their roles adequately in the society
5. Constrains In Curriculum Developmen
Constrain in Curriculum Development

Political

In some country, the ministry will form ad

hoc group of educators or national
commissions of educators to decide on the
broad educational objectives to be
followed in the curriculum
In the operationalization of the objective,

the centre still need to undertake some

studies of the critical changes in the
society
Constrain in Curriculum Development
Social Cultural

From the perspective of social, cultural and

religion
Different traditional and religious values
Example:
1. Respect for and non questioning of the
opinion of elder people
2. Not eating particular fruits
3. Sexual value
Constrain in Curriculum Development
Psychological and Pedagogical

The studies of what might loosely be

called cognitive style can be very useful
in helping to operationalize specific
objective.
Studies in Iran found that, type of
cognitive process in basic arithmetic skills
was different from what in curriculum
being taught.
Havighurst (1973) has shown how
individuals play different roles different
stages life - preschool, primary school,
adolescent, middle age and retirement
Constrain in Curriculum Development
Psychological and Pedagogical

Some study shown that certain outcomes of

education are more influenced by variations
among than schools.
Exposure to media and learning conditions
in school are more important than homes
 CONCLUSION
Inorder to determine the general aims of a
system of education and major objective.
Each child has an economic role and social role to play in
society.
Studies of a major types of employment into which students go
Time allocation for major areas of study and sub-areas of each

major area for all students and for different subgroups of

students within the society.
Inclusion or exclusion of areas of groups of educators, senior
educational administrator and other group in the society.
Evaluation studies are important to provide empirical evidence
-on the views of students, parents, employer & others
EVALUATION AT THE PLANNING STAGE
EVALUATION AT THE PLANNING STAGE
EVALUATION AT THE PLANNING STAGE
 1. Evaluation of Instructional
Objective

Instructional Objective are;

Related to the objectives of the program
Clearly stated
Appropriate for, and attainable by, the pupils
at particular level of education and stage of
mental development
Important enough to encourage further
learning by the pupils in the next level of the
course or in the related subject area
Cont..
Identify expert to evaluate the
instructional objective to be formulated.
Table 3.1 refer page 64
-the competency of an expert to evaluate the criteria
Table 3.2 refer page 65
- decision making on whether to retain, reject or modify the
instructional objective
Table 3.3 refer page 66
-to re-examine the objective which categories we need
to strengthened
2.Evaluation Of the Scope And
Sequence of The Contents of
Instruction
Mostly subject based
Curriculum developer /subject

specialist responsible for identifying

and organizing course contents.
The purpose of course contents is to

seek a wide representation of view as

to relevance and potential
effectiveness in achieving the course
objective.
i) Criteria
Evaluation of course content
Relevance to instructional objective
Up-to-dateness of contents
Relevance to the child and his environment

Related to the stage of mental development of pupil in

question
Relevance to the pupil experience and environment
Contents balance

Between various subdivision & subject matter

Contents in term of pupil activities envisaged
Organizational structure of the contents
Related to the objectives of the program
Clearly stated
ii) Evaluation Design
In this stage we have to decide the most
practical means of obtaining responses
from an expert.
Table 3.4 page 71:Outline of an

Evaluation Design for the Evaluation of

Content of Instruction
3. Evaluation of Teaching
Learning Strategies

Teaching-Learning strategies imply

more than just technique of
teaching
Its defined as being meaning to

bring out about changes in pupils

behaviour through the use of some
structure processes involving the
use of instructional material.
Cont...
Withinthe context of curriculum
development, the teaching-learning
strategies includes;

Principles for structuring teacher activities and

corresponding pupils activities.
Instructional materials for use by teacher
and /or pupils, e.g., Textbooks, worksheet, self
instructional material, actual environmental
phenomena.
Cont...
Evaluation Criteria;

Effectiveness And Economy.

-in term of time taken to carry out a learning process
and resources need to back up learning process.
Feasibility In Classroom.
-analyze the demands of the strategies in term of
constrains existing in school
Teacher Competence
-evaluation of teacher perception and readiness
(attitude and professional competency)
Cont...
Evaluation Procedure;

Curriculum evaluator & developer conduct in-

house analysis and discussion-planned
strategies and tryout.
Refer Table 3.5 (page 75)- Possible procedure
for the evaluation of Teaching-Learning
Strategies
 4. Evaluation of Instructional
Material

Instructional material come in many

form and media
Depending on the course objective,

contents, teaching-learning
strategies, etc.
Its identify as good or bad,

effective or ineffective, in pupils

learning.
Cont...
Evaluation Criteria;
-its concern both the pedagogical
and practical characteristics of the
material being developed;

A. Instructional Characteristic-10
points
B. Practical Characteristics- 7 points
Cont...
A. Instructional Criteria -10 points
1. Contents related to instructional objectives
2. Contents valid and reliable
3. Contents logically organized
4. Contents psychologically relevant
5. Accuracy and suitability of language used
6. Appropriate sequence learning task
7. Reinforcing to pupils, allowing for immediate feedback
8. Ensuring the development of understanding and critical
thinking
9. Providing preferably multisensory-simulation approach
10. Transfer value
Cont...
B. Practical Characteristics- 7 points
1. Cost range
2. Flexibility to adapt the program to a variety of
teaching learning strategies
3. Durability
4. Easiness to use
5. Attractiveness
6. Adequate guide / instructions
7. Easy replacement
Cont...
Who should evaluate?;

Subject matter expert

Curriculum specialist
Experience teacher
Educational psychologist
Material production expert
Prospective users of the program
Cont...
Evaluation Procedure;

Panel Evaluation
Evaluation by mail
User reaction
Task analysis
Conclusion
At the planning stage the cooperation venture
among, educators, curriculum specialist,
educational psychologist & sociologist, subject
matter experts, experience teacher, pupils very
important.
Curriculum planning and material should undergo
a series of revision before they are passed for
use in school.
During this stage we discuss 4 activity in
curriculum planning with curriculum developer
and evaluator in why, what and how to evaluate
the activities. The detail instrument will be discuss
in other stage.