FACULTY OF EDUCATION AND HUMANITIES

(ESEB 2033) CURRICULUM, INSTRUCTION AND ASSESSMENT IN EDUCATION

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Date : 31 July 2023

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Forum title: How will TABA Model be used to develop instruction sessions and assessment

procedures in line with the curriculum in use for effective teaching and learning in the

classroom.

In this modern era, curriculum, instructions and assessment play an important role in

shaping the personality and character of the students as it helps students to achieve success.

The curriculum is about the outline of what will be taught by the educators and what is taught

will be learned by the students. Instruction is after curriculum whereby the actions and

activities done are based on the outlined curriculum so that educators can effectively maximize

the learning experience of the students to the fullest through various learning styles.

Assessment is important as well as it helps educators to know whether what they have taught

using the outline curriculum and instructions to students are being acknowledged by the

students. Besides, assessment encourages and gives motivation for students to enhance their

knowledge and capabilities. To develop instruction sessions and assessment procedures in

line with the curriculum in use for effective teaching and learning in the classroom, one of the

learning theories that can be used is the TABA model.

TABA model is first proposed by Hilda Taba in 1971. In 1962, she wrote a book related

to Curriculum, Instructions and Assessment which is called “Curriculum Development: Theory

and Practice” (Innov Pharm, 2020). TABA model in curriculum development emphasized

student-centered approach and encouraged teacher to consider the needs and interest of their

students when designing the curriculum. It provides extra opportunities in developing

curriculum in the creative process (Portillo et al., 2020). In developing a context specific

curriculum, the emphasizing of student centered approach in the curriculum development

process was able to combined with different education tool such as GSC, a psychometric tool

in measuring language proficiency (Aydın et al., 2017; Gulzar, 2021). Besides, TABA model

enable teacher to identify their students’ needs in learning in the curriculum developing (Tariq

Mehmood Bhuttah et al., 2019). With the application of TABA model in curriculum development,

it helps to create a positive learning environment for students as this model help to decrease
the anxiety towards the course as the teaching method is focusing on student-centered

learning (Kumral, 2016).

The behavioral method is used step-by-step by Taba to construct curricula in

accordance with goals and objectives (Bhuttah, 2019). The writings of Hilda Taba are regarded

as classics in the field of curricular theory and are still relevant today. With her adaptable,

teacher-centered methodology, Hilda Taba pushed curriculum theorists to look beyond the box.

In pharmacy education, where information is continually changing as health care delivery

models develop, a method that emphasizes collaboration and teacher-driven content is

appropriate. To ensure a progressive curriculum in such a setting, the necessity for

collaborative efforts, shared decision-making, and fluid curriculum design becomes essential

(Portillo, 2020). According to Taba, teachers ought not to participate in the development of a

broad curriculum and should instead begin the process by developing a unique teaching and

learning unit for their pupils in the classroom. As a result, Taba uses an inductive strategy that

begins with the particular and progresses to a general design (R, 2021).

Taba believes that there is a logical and sequential order in developing a curriculum.

According to Bhuttah (2019), Taba advocates the Grassroots strategy which consists of seven

steps. The first step is diagnosis of learners’ needs where the curriculum designer (teachers)

determines the needs of the pupils for whom the curriculum is to be developed. The next step

is objective formulation which aims to ensure the needs are met by the end of the process.

The third step is selection of content. It is crucial to evaluate the relevance and reliability of

the selected content to ensure the goals and content aligns. The fourth step is organization of

content in which it is structured in certain order while taking the learners' maturity, academic

achievement and interests into consideration. The following step is selection of learning

experience where pupils are exposed to the contents and engaged with it. The sixth step is

the organization of learning activities which is developed based on both the sequence and

pupils’ characteristics. The last step is evaluation where teachers must evaluate whether the

objectives are achieved in order to gauge the effectiveness of the learning objectives.
 As far as the model is concerned, these teaching strategies are more suitable to be used

in pure sciences, social sciences, mathematics, and even art classes due to the concept

introduced. Thus, the teacher needs to make sure that the examples provided to the students

contain a specific characteristic of the concept such as an adjective, direct object, and

protagonist in language. The success of the lesson, however, will only be seen if students can

identify the characteristic in the example given (Eggen & Kauchak, 1996). An example of how

this model work is in science subject where the teacher can do an assessment about a specific

topic to understand the student's prior knowledge before formulating the objectives of the

lesson and deciding what types of content or materials are suitable to present the concept.

Activities are much easier to plan as the concept are clear and evaluation can be made at the

end of the lesson to monitor the success of the lesson.

One of the strengths of the TABA model is its emphasis on curriculum development

that prioritizes students' needs and experiences. This approach impacts teacher professional

development by promoting reflection and assessment, enabling teachers to improve teaching

tactics and better suit students' needs. According to Vilmos Vass (2020), effective curriculum

creation collaboration has a massive impact on efficient learning and teaching processes as

well as the formation of a professional learning community. TABA also emphasizes child-

centered approach, tailoring curriculum to individual abilities, interests, and developmental

stages for rich learning opportunities. Therefore, Taba Model promoted pupils' growth in critical

thinking abilities. Education should focus on developing critical thinking, questioning, and

problem-solving skills for independent learning and active participation. The education of

critical thinking abilities has a positive effect on students' performance and attitudes (Yue Lin,

2018).

Although significant, Hilda Taba's theory of education has some potential weaknesses

and limitations such as lack of concrete implementation guidelines and time-consuming

process. This can make it difficult for teachers to transfer theory into classroom activities and

time-consuming for educators, particularly in the setting of excessive workloads and limited

resources. Another weakness of the TABA model are the implementation challenges,
especially in larger classes and potential conflict with the students’ interests and abilities.

Karen Scager et al., (2017) stated that educating varied kids' interests can be difficult and

include opposing difficulties.

Aydın, B., Melek Unver, M., Alan, B., & Sağlam, S. (2017). JOURNAL OF LANGUAGE
AND LINGUISTIC STUDIES Combining the old and the new: Designing a
curriculum based on the Taba model and the global scale of English. In Journal of
Language and Linguistic Studies (Vol. 13, Issue 1).
Gulzar, A. A. (2021). Taba Model of Curriculum Development. Educare.
Kumral, O. (2016). A Trial for Curriculum Development: The Effect of Educational
Philosophy Curriculum on the Attitudes towards Course and Educational Views.
Journal of Education and Training Studies, 4(3).
https://doi.org/10.11114/jets.v4i3.1384
Portillo, E. C., Look, K., Mott, D., Breslow, R., Kieser, M., & Gallimore, C. (2020).
Intentional Application of the Taba Curriculum Model to Develop a Rural Pharmacy
Practice Course. INNOVATIONS in Pharmacy, 11(1).
https://doi.org/10.24926/iip.v11i1.2089
Portillo, E. C., Look, K., Mott, D., Breslow, R., Kieser, M., & Gallimore, C. (2020).
Intentional Application of the Taba Curriculum Model to Develop a Rural Pharmacy
Practice Course. INNOVATIONS in Pharmacy, 11(1), 21.
https://doi.org/10.24926/iip.v11i1.2089
R, O. Z., Suasti, Y., & Ernawati, E. (2021). Education Quality Improvement Through the
Development of Hilda Taba’s Curriculum. International Journal of Educational
Dynamics, 3(2), 61–66. https://doi.org/10.24036/ijeds.v3i2.352
Tariq Mehmood Bhuttah, Chen Xiaoduan, Hakim Ullah, & Saima Javed. (2019). Analysis of
Curriculum Development Stages from the Perspective of Tyler, Taba and Wheeler.
European Journal of Social Sciences, 58(1).
Vass, V. (2020). Changing the culture of curriculum development in teacher education. R&E-
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Lin, Y., Lin, Y., & Zhu. (2018). Developing critical thinking in EFL classes (pp. 19-23).
Singapore: Springer.
Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2017). Teacher dilemmas in
challenging students in higher education. Teaching in Higher Education, 22(3), 318-
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Eggen, P.D., & Kauchak, D.P. (1996). Strategies for teachers: Teaching content and thinking
skills (3rd ed). Needham Heights: Ally & Bacon.

Innov Pharm, (2020). Intentional Application of the Taba Curriculum Model to Develop
a Rural Pharmacy Practice Course,
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Bhuttah, T. M., Xiaoduan, C., Ullah, H., & Javed, S. (2019, May 1). Analysis of Curriculum
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