Objectives models Interactional models Process models Naturalistic models

(Tyler) （ Taba ） (Wheeler) (Walker)

Starts with the more

Evaluation server purely to
To measure students’ subjective perceptions and
ascertain the extent to Evaluation should take
Purpose progress towards views of the designers, the
which the objectives stated place at every stage.
objectives. target group and other
had been achieved.
stakeholders.

• An objective-based
• Taba believed that • Also known as
evaluation/ behavioral • Also known as cyclical
teachers who teach or communicative approach.
model. model which includes
implemented the • Walker suggests that the
• Able to accurately
elements from both
outline a series of curriculum should better curriculum planning
rational and dynamic
basic steps for participate in developing and development will
Details models and is an
developing curriculum it. result if persons
extension of rational
that was laden with • Commonly called participated in the
measurable and models (Taba) which
‘grassroots approach’ process and reached a
attainable educational are logical and
 Objectives models Interactional models Process models Naturalistic models
(Tyler) （ Taba ） (Wheeler) (Walker)
• Development of 1. Diagnosis of needs. 1. Stating general aims, 3 phases of curriculum planning
performance 2. Formulation of learning goals and objectives.
objectives. objectives. 2. Selection of learning 1. Platform (beliefs/ theories/
• Development of 3. Selection of learning experiences. conceptions/ points of view/
activities (learning content. 3. Selection of content. aims & objectives)
experiences) 4. Organization of learning 4. Organization and 2. Deliberations (applying them
• Organization of content. matching of learning to practical situations,
activities (method od 5. Selection of learning experience with arguing about, accepting,
organization) experiences. context. refusing, changing, adapting)
Major • Evaluation 6. Organization of learning 5. Evaluation. 3. Curriculum design (making
components/ activities. decisions about the various
7. Evaluation and means of components)
steps
evaluation.
 Objectives models Interactional models Process models Naturalistic models
(Tyler) （ Taba ） (Wheeler) (Walker)
• The input of curriculum
• It provides an easy-to-follow • Gives teacher a greater
developers, target group,
step-by-step guide to role by not just making • Provide logical
and other parties/
curriculum planning and them implementers of sequence.
stakeholders in the
development. the curriculum but also • Provide baseline
development of the
• It begins with a set of clear developers. data for objectives.
Advantages curriculum.
objectives that teachers must • Teacher approach. • Able to cope with
• Stakeholder engagement
plan tasks and work achieving • Gives importance to changing
in the planning and
the specified outcomes. objectives. circumstances.
development stages
• It aims on students’ developing • Gives power to the • Provide flexibility.
empowers and
behavior. learners
acknowledges them.
• It does not have a feedback
mechanism.
• Lack of a procedure • It is difficult to
(execution) between evaluation • It relies on the locate. • Does not describe what
and organization. teacher’s ability to • It is not different actually happen in the
• It sees curriculum development create/ select from objective classroom.
Disadvantages as a fixed, linear process. materials appropriate model. • Time consuming and
• It cannot account for many/ to learners’ needs. • It takes time to resource intensive.
complex outcomes of learning. • Requires teacher’s skill, undertake an • Consensus is hard to
• It limits what students can time and resources. effective achieve.
learn. situational analysis.
• It fails to consider the