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PLANNING STAGE
PLANNING STAGE
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Evaluation of Instructional Objectives
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Brainstorm Activity
Classroom based Group activity
While evaluating the planned ………, make sure that the planned …………… would
really benefit the learners and meet the General Aims of the curriculum
• You need think about WHY (Justification), WHAT (Criteria and standards) and
HOW (Procedures) and WHO (Respondents) about the ONE among the above
collectively and record them in a poster.
• FIRST, brainstorm…. then
Continue…
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…continue from Brainstorm activity
Classroom based Group activity
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A: stages of
Evaluation is the provision -determining of aims, concerning…
of information at… -planning,
B: Entity
-tryout
-Teachers’ guide,
F: Role -field trail
-study material,
-modifying, -implementation
-instructional tools,
-revising the use -quality control
of the program -the whole package
for sake of
making decision from the point of view of
about
E: Mode of
Summary C: Criteria
-Quantitative, -Fit to standards,
-Qualitative, D: Data -eliciting processes,
-Mixed Methods -yielding outcomes
-judgment,
summarized in -observation,
-examination of
product on the basis of
What is Curriculum Planning?
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We do not implement poorly planned curriculum,
thereby saving human and financial resources
Role of Evaluation
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Activities at Planning Stage of
Curriculum Development
Identification & Formulation of
Instructional Objectives
Planning Stage
of Curriculum Development
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Evaluation at Planning Stage
Instructional Objectives
Instructional Materials
Assessment methods
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Role of Evaluation at Planning Stage
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Evaluation of
INSTRUCTIONAL OBJECTIVES
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Criteria and Possible Evaluators for
Instructional Objectives
Experts Criteria
Educational Psychologist
Educational Sociologist
Subject Expert
Educational
Administrator
Curriculum Evaluation
Specialist
Teachers
Potential Employer
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“Agreed Responses” for Evaluating
Instructional Objectives
Objective 1
Objective 2
Objective 3
Etc
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Evaluation of Instructional Objectives
GEA
To achieve Specific Course
SPG Objectives in specific subject
matter areas, curriculum
programs must pay adequate
SSM attention to the types and
modes of learning
experienced by students.
SIO
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Evaluation of Instructional Objectives
Example:
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Evaluation of Instructional Objectives
Matrix for Identifying Categories of Learning in IO
Objective Types of Learning
Chaining Verbal Multiple Concept Principle Problem
Association Discrimination Learning Learning Solving
Objective 1
Objective 2
Objective 3
Objective 4
Objective 5
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Evaluation of THE SCOPE & SEQUENCE
of the Content of Instruction
Criteria for
The Relevance to the child and his
environment
Evaluation of Balance between various
subdivision of the subject
Course matter
Content Content Balance
Balance in the content in
terms of students’
activities envisaged.
Organizational Structure of the
content
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Evaluation of THE SCOPE & SEQUENCE
of the Content of Instruction
Criteria
Category of Respondent Possible Evaluation Responses
Instrument Sought
Relevance to Curriculum specialists Questionnaire, with structured Yes/No responses
Objectiveness Subject-matter specialists responses
Experienced teachers
Up-to-dateness Subject-matter specialists Questionnaire, with content Yes/No+ free
topic itemized responses and
corrections
Relevance to the Educational Psychologists Analysis Proforma, with ratings Ratings on
child and his Teacher-educators on relevance relevance;
environment Experienced teachers comments on weak
areas, alternative
suggestions
Content Balance Subject-matter specialists Questionnaire, setting out areas Yes/No responses;
Educational Psychologists of knowledge, attitudes, and skill with allowances for
Curriculum specialists components and related comments and
Experienced teachers students activities suggestions
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Evaluation of TEACHING LEARNING
STRATEGIES
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Evaluation of TEACHING LEARNING
STRATEGIES
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Evaluation of Teaching-Learning
Strategies
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Evaluation of TEACHING LEARNING
STRATEGIES
Criteria Procedure
Feasibility
Teacher Competence
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Evaluation of INSTRUCTIONAL
MATERIALS
Evaluation
Instructional Criteria Practical
Characteristics Characteristics
Contents related to
Cost Range
instructional objectives
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Subject - Logical structure
- organization of the
Matter content
Experts
-Appropriateness
- Adaptability
Experienced - Time to master
- Students’ interest
Teachers
- Congruent to LD
Educational - Conform to PL
Psychologist -Sequenced learning
- Reinforcing
s - Transfer of learning
-Cost Range
Material - Durability
Production -Reproductability
Experts -Attractiveness
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Evaluation of INSTRUCTIONAL
MATERIALS
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Evaluation of INSTRUCTIONAL
MATERIALS
Possible Areas of Evaluation concern by category of “Evaluators”
Criteria/ Evaluators
Instructional
Characteristics Subject Curriculum Experienced Educational Material Students
Matter Specialists Teachers Psychologists Production
Experts Experts
Contents Related to
Objectives
Contents’ Validity and
Reliability
Logical Organization
Psychologically Relevant
Accuracy and suitability of
Language
Appropriately Sequenced
Learning Task
Hierarchical Structure &
Sequence of Learning
Tasks
Reinforcing to Students
Understanding and Critical
Thinking
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Evaluation of INSTRUCTIONAL
MATERIALS
Possible Areas of Evaluation concern by category of “Evaluators”
Criteria/ Evaluators
Practical
Characteristics Subject Curriculum Experienced Educational Material Students
Matter Specialists Teachers Psychologists Production
Experts Experts
Cost Range
Adaptability
Durability
Easy to Use
Attractiveness
Adequate Guides
Replaceability
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CONCLUSION
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CONCLUSION
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