AHMADU BELLO UNIVERSITY

DLC
(Department OF Nursing Science)
COURSE TITTLE: NURS 423
Submitted by musa manaja
COURSE LECTURER:
Mrs. Aisha Suleiman
Question:
1a. Write short note on Curriculum Design?
1b. Briefly explain the following: Subject
centred,Learner-centred, Problem- centered design
2a. Describe two types of evaluation with the aid of
examples
2b. Mention 6 ways a teacher can assess his students in
Nursing
3a. What is evaluation of learner’s?
3b. Mention five reasons for evaluating a Learners
August, 2024
1a. Write short note on Curriculum Design?

Curriculum design is the systematic organization and structuring of the components or

elements of a curriculum to achieve specific educational objectives. This involves determining
what content should be taught, how it should be delivered, and how learning outcomes will be
assessed. The design process considers factors such as the needs of students, the goals of
education, the cultural context, and the available resources. Effective curriculum design ensures
that all elements—objectives, content, teaching methods, and assessments—are aligned and
work together to facilitate learning and development.

The key features of curriculum designs are:

(a)Their pattern of content organization

(b)Activities organization

(C) Areas of living organization.

1b)Briefly explain the following;

Subject centred design

Learner-centred design

Problem- centred design

Subject-Centered Design: Focuses on specific subjects or disciplines. This is the traditional

approach where the curriculum is organized around subjects like math, science, and history.

Characteristics

(i) Learning a subject is based upon language activities – talking, listening, Writing,
reading. Hence, it is expository in nature.
(ii) Adults select and organize the content before it is presented to the learners.
(iii) The content is universally true and hence is not affected by the local Situation.
 (iv) Each subject is in its own “a compartment” with little genuine concern for Things
outside its walls.

(iv) Emphasis is on the processes of absorption and memorization. Methodology

will include considerable drill to establish the content in the Learners mind

Advantages

(i) Since it is systematically arranged, it is an effective organization for

bequeathing the important societal cultural heritage on the learners i.e.

youths.

(ii) As stated before, most teachers passed through this type of design, as a

result it will make their jobs easier.

(iii) It is acceptable by parents since they also passed through it.

(iv) Its organization from simple to complex makes it easy to administer.

Disadvantages

(i) Due to knowledge explosion, there is an increase in fragmentation of

knowledge and adding of more subjects to the school offerings. This makes

the teachers to be less confident in their ability to handle the subject. To

give attention to different subjects, it means the school’s day time will be

broken down the more.

(ii) There is little or no regard for individual differences among learners and it

seems it is detached from happenings in the real world.

(iii) The misconception about the subject-centered approach is that learning the

information presented will eventually transfer to life situations which some

psychologists have about, serious doubt as the likelihood of transfer of

learning when knowledge is broken down into discrete parts.

 (iv) In most cases, the inter set of the learner is not taken into

Consideration which is against the psychological stand that learners‟ interest affects learning.

Learner-Centered Design: Prioritizes the needs, interests, and learning styles of students. The
curriculum is flexible and can be adapted to individual learning paths.

It emphasizes on individuality or individual development and as a result they are

less practicable and place heavy demand on the teacher‟s competence.

Features

(i)The interests of the student do facilitate his/her learning. Most interests are

socially derived, hence, attention to them makes the programme more life

related.

(ii) Finding common interests and working together in terms of those unifying

elements afford growth in life related skills.

(iii)The curriculum is flexible.

(iv)Teachers need to know a greater deal about the growth and development of

children and youth.

The curriculum organization is from the students‟ ability and interest and not

from prescribed content which are not pre-planned and these have been its major

characteristic.

Learner centred designs require a favourable or conducive environment for Children to work
well and benefit from what they are doing since children come From d different homes. The
learning environment will also ensure that the learner Or the child does the following:

(a)Be considerate to other people‟s needs.

(b)Accepts and operates within the regulations and rules of his/her class but Not be timid in
giving constructive criticisms on some of them.

C) Shows sign of self discipline and inquisitive mind

(d)Recognizes his/her limits and capabilities. All the above can only be Achieved through the
guidance of a well experienced, and trained teacher.

Since this design, placed much demand on teachers, it is more popular in literature Than in
actual practice. The three examples of learner-centred designs are the Activities/experience
design, open classroom and humanistic design education. The commonest among the them is
the activities/experience design whi h Rousseau And Pestalozzi are best exponents.

Criticisms

(i)Since activities and processes take much of its totality, it is often criticized For its lack of
content. However, this is an oversight because it got its Knowledge from almost all spheres of
human knowledge.

(ii)Students who exclude what does not interest them now may come across Them in future.

(iii)Its lack of definite sequence, scope and organization pattern.

(iv)The design demands an extraordinary teacher whose knowledge is very Wide in virtually all
the fields of endeavour; however, few teachers are Trained for this.

(v)Most schools ‟ textbooks and teaching materials are not tailored to this Design.

(vi)The cost of running this design is enormous.

(vii) Writing, word recognition and numeracy can only be mastered by Systematic practice.

Advantages

(i) Learning is relevant to the learners‟ needs, which makes it meaningful and real
 (ii) The problem solving activities will enable learners to face similar situations In real
life.

Problem-Centered Design: Focuses on teaching students how to solve real-world problems. This
approach integrates knowledge from various subjects and emphasizes critical thinking and
application.

Characteristics

(i)They are essentially prior-planned or fore-planned but there is room for

flexibility to build in necessary developments that might affect the learners.

(ii)They stress both the content and the learners‟ development by taking their needs, abilities,
interest into consideration through scope and sequence.

(a)The Area of Living Design: Herbert Spencer‟s essay (1885), stated that the curriculum should
tailor learners to function effectively in the five basic areas of living that affect all known
societies of the world

which are:

(i)direct self-preservation indirect self-preservation (e.g. getting food, shelter, clothing etc).

(iii)parenthood

(iv)citizenship and

(v)leisure activities all of which are not in place in a subject design curriculum. This can be
regarded as the earliest movement towards this design.

Advantages

(i)It is a pre-planned reorganization of content that cuts across traditional subject matter lines.

(ii)It focuses on problem solving methods of learning i.e. discouraging passive information but
integrating process objectives like skills analysis, human relation skills as well as content
objectives.
(iii)The experiences and prevailing situations of learners are utilized as an initial step towards
learning.

(iv)Ability to bring learners interest and curriculum goals into the closet functional relationship,
thereby making the learners relevant to the societal needs.

(v)Subject matters are presented in a useful form which makes it relevant by transforming
content to knowledge which the learners internalized.

Disadvantages

(i)Majority of teachers are not trained along this design and its implementation Might prove
difficult for them.

(ii)Parents are likely to resist the designs they themselves have not gone Through.Disadvantage

(iii)Scarcity of books and other teaching-learning materials produced along this Design

2a. Describe two types of evaluation with the aid of examples

Evaluation can be define has the process of assessing the effectiveness of educational
programs, courses, or training initiatives.

Formative Evaluation and Summative Evaluation are two key types of evaluation used in
educational settings.

Formative Evaluation: This type of evaluation is conducted during the instructional process
with the aim of monitoring student learning and providing ongoing feedback to improve
teaching and learning.

Example: A teacher might give a quiz midway through a unit to gauge students' understanding
of the material. If many students struggle with a particular concept, the teacher can adjust the
instruction or provide additional resources to help students grasp the content before moving
forward.

Summative Evaluation: Summative evaluation occurs at the end of an instructional period (like
a unit, semester, or course) and is used to assess students’ overall learning and the
effectiveness of the instruction.

Example: A final exam at the end of a course is a classic example of summative evaluation. The
exam measures how well students have understood and retained the course material, and the
results can be used to assign final grades.
2b. Mention 6 ways a teacher can assess his students in Nursing.

A teacher in a nursing program can assess students in various ways to ensure they have the
necessary knowledge, skills, and competencies. Here are six methods:

1)Practical Skills Demonstration: Students are assessed on their ability to perform clinical
procedures, such as administering injections, wound care, or patient assessments, under
supervision in a lab or clinical setting.

2) Case Studies and Simulations: Students are given realistic patient scenarios to assess their
critical thinking, problem-solving, and decision-making skills. Simulations can involve manikins
or virtual patients.

3) Written Examinations: These can include multiple-choice questions, short answers, or essays
that assess students’ theoretical knowledge of nursing concepts, pharmacology, and
pathophysiology.

4) Clinical Performance Evaluations: During clinical rotations, students are evaluated on their
ability to apply theoretical knowledge in real-world settings, including their interaction with
patients, teamwork, and adherence to protocols.

5) Reflective Journals: Students write about their clinical experiences, reflecting on what they
learned, challenges they faced, and how they handled different situations. This assesses their
ability to critically evaluate their own practice.

6) Peer Assessments: Students assess each other’s skills and knowledge through collaborative
activities or group projects. This method fosters teamwork and provides insights into how well
students can evaluate and give constructive feedback.

3a. What is evaluation of learner’s?

Evaluation of learners is the process of systematically assessing students’ academic

performance, skills, attitudes, and understanding throughout their learning experience. It
involves collecting data through various assessment methods (like tests, assignments, projects,
and observations) to measure how well students have achieved the learning objectives. This
evaluation helps in understanding the effectiveness of teaching methods, the progress of
learners, and areas where additional support may be needed.

3b. Mention five reasons for evaluating a Learners

Five Reasons for Evaluating Learners

1)Assessing Learning Outcomes: Evaluation helps determine if students have achieved the
learning objectives set out in the curriculum. It ensures that they have acquired the necessary
knowledge, skills, and competencies.

2) Providing Feedback: Regular evaluation provides constructive feedback to learners, helping

them understand their strengths and areas for improvement. This feedback is crucial for
guiding their learning process and improving performance.

3) Guiding Instructional Decisions: Teachers use evaluation results to adjust teaching methods
and strategies. If a significant number of students struggle with a concept, the teacher may
need to revisit the topic or use different instructional techniques.

4) Motivating Students: Evaluation can serve as a motivational tool, encouraging students to

engage more deeply with the material. Knowing they will be assessed can prompt students to
put in more effort to understand and master the content.

5) Accountability: Evaluation holds both students and teachers accountable for the educational
process. It provides evidence of student learning and teacher effectiveness, which can be used
for reporting to parents, administrators, and other stakeholders.

Reference:

Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, principles, and issues (7th
ed.). Pearson.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press

Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum leadership:
Strategies for development and implementation (5th ed.). SAGE Publications.
https://doi.org/10.4135/9781544320577

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading.
ASCD.

Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students (7 th ed.). Pearson.
Popham, W. J. (2017). Classroom assessment: What teachers need to know (8 th ed.). Pearson.
https://doi.org/10.1080/00377996.2020.1716024