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    MODELS OF CURRICULUM EVALUATION - TYler, Cronbach, Stakes

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    Jithu B Alex
    Three common models of curriculum evaluation are described: Tyler's model focuses on measuring student progress towards instructional objectives. Cronbach's model is similar but also considers the purpose of evaluation being to measure student progress. Stake's responsive evaluation model emphasizes understanding the perspectives of all stakeholders and responding to their needs for information about the curriculum. It presents multiple viewpoints but can stir up conflicts and ignores causes.

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    MODELS OF CURRICULUM EVALUATION - TYler, Cronbach, Stakes

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    Jithu B Alex
    2K views21 pages
    Three common models of curriculum evaluation are described: Tyler's model focuses on measuring student progress towards instructional objectives. Cronbach's model is similar but also considers the purpose of evaluation being to measure student progress. Stake's responsive evaluation model emphasizes understanding the perspectives of all stakeholders and responding to their needs for information about the curriculum. It presents multiple viewpoints but can stir up conflicts and ignores causes.

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    MODELS OF CURRICULUM EVALUATION -TYler,Cronbach,Stakes

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    Three common models of curriculum evaluation are described: Tyler's model focuses on measuring student progress towards instructional objectives. Cronbach's model is similar but also considers the purpose of evaluation being to measure student progress. Stake's responsive evaluation model emphasizes understanding the perspectives of all stakeholders and responding to their needs for information about the curriculum. It presents multiple viewpoints but can stir up conflicts and ignores causes.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    2K views21 pages

    MODELS OF CURRICULUM EVALUATION - TYler, Cronbach, Stakes

    Uploaded by

    Jithu B Alex
    Three common models of curriculum evaluation are described: Tyler's model focuses on measuring student progress towards instructional objectives. Cronbach's model is similar but also considers the purpose of evaluation being to measure student progress. Stake's responsive evaluation model emphasizes understanding the perspectives of all stakeholders and responding to their needs for information about the curriculum. It presents multiple viewpoints but can stir up conflicts and ignores causes.

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    MODELS OF CURRICULUM

    EVALUATION
    • TYLER’S MODEL
    • CRONBACH’S MODEL
    • STAKE’S RESPONSIVE
    EVALUATION MODEL
    WHAT IS A MODEL?

    • FRAMEWORK
    • REPRESENTATION OR SIMULATION
    • IT CAN BE CONCEPTUAL, MATHEMATICAL, PHYSICAL.
    TYLER’S MDEL

    CRONBACH’S MODEL

    STAKE’S RESPONSIVE
    EVALUATION MODEL
    • KEY EMPHASIS:
    • INSTRUCTIONAL OBJECTIVES
    • PURPOSE :
    • TO MEASURE STUDENTS PROGRESS TOWARDS OBJECTIVES
    • METHOD:
    • SPECIFY INSTRUCTIONAL OBJECTIVES
    • COLLECT PERFORMANCE DATA
    • COMPARE PERFORMANCE DATA WITH OBJECTIVES SPECIFIED
    STAKE’S MODEL

    • Antecedent is any condition existing prior to teaching and learning which


    may relate to outcome.
    • Transactions are the countless encounters of students with teacher, student
    with student, author with reader, parent with counsellor
    • Outcome include measurements of the impact of instruction on learners
    and others
    ANTECEDENTS

    • Conditions Existing prior to Curriculum Evaluation:


    • Students interests or prior learning
    • Learning Environment in the Institution
    • Traditions and Values of the Institution
    TRANSACTIONS
    • Interactions that occur between:
    • TEACHERS STUDENTS
    • STUDENTS STUDENTS
    • STUDENTS CURRICULAR MATERIALS
    • STUDENTS EDUCATIONAL ENVIRONMENT
    • TRANSACTIONS = PROCESS OF EDUCATION
    OUTCOMES

    • Learning outcomes
    • Impact of curriculum implementation on
    •  Students
    •  Teachers
    •  Administrators
    •  Community
    • Immediate outcomes Vs Long range outcomes
    • Key Emphasis:
    • Description and judgement of Data
    • Purpose:
    • To report the ways different people see curriculum Focus is on Responsive
    Evaluation
    • .Responds to audience needs for information
    • Orients more toward program activities than results
    • Presents all audience view points(multi perspective)
    • Limitations:
    • Stirs up value Conflicts
    • Ignores causes

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