Curriculum Evaluation
ABSTRACT Prospective student teachers were required to choose a curriculum document from either the primary or secondary school sector for evaluation. They were required to conduct such an evaluation using the Daniel Stufflebeam’s CIPP (Context, Input, Process and Product) Model. The CIPP Model would be used to determine the usefulness of the curriculum in meeting the needs of the Trinidad and Tobago society. Based on possible weaknesses found in the document, prospective teachers were to offer appropriate alternatives to improve the document’s content and implementation.
INTRODUCTION The four – member curriculum team of the second cohort of the University of Trinidad and Tobago (2007 – 2011), , has been asked to evaluate a curriculum document from either the primary or secondary school sector in order to determine its efficacy and relevance in meeting the needs of the Trinidad and Tobago society. The term “curriculum” can be and has been defined in several ways. For instance, Daniel Tanner describes curriculum as “the planned and guided learning experiences and intended learning outcomes formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school for the learners’ continuous and willful growth in personal social competence” (Tanner, 1980). It has also been viewed as “the decision making process and products that focus on preparation and assessment of plans designed to influence students and students’ development of insight related to specific knowledge and skills” (David Armstrong). For the purpose of this paper, the term “curriculum” refers to a syllabus. The intent is to evaluate the curriculum document or syllabus. In this context, evaluate means to assess the philosophical and psychological validity, political feasibility, intrinsic and instrumental value and the technical; adequacy of the syllabus. The particular curriculum that will be evaluated is the “Health and Family Life
INTRODUCTION The four – member curriculum team of the second cohort of the University of Trinidad and Tobago (2007 – 2011), , has been asked to evaluate a curriculum document from either the primary or secondary school sector in order to determine its efficacy and relevance in meeting the needs of the Trinidad and Tobago society. The term “curriculum” can be and has been defined in several ways. For instance, Daniel Tanner describes curriculum as “the planned and guided learning experiences and intended learning outcomes formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school for the learners’ continuous and willful growth in personal social competence” (Tanner, 1980). It has also been viewed as “the decision making process and products that focus on preparation and assessment of plans designed to influence students and students’ development of insight related to specific knowledge and skills” (David Armstrong). For the purpose of this paper, the term “curriculum” refers to a syllabus. The intent is to evaluate the curriculum document or syllabus. In this context, evaluate means to assess the philosophical and psychological validity, political feasibility, intrinsic and instrumental value and the technical; adequacy of the syllabus. The particular curriculum that will be evaluated is the “Health and Family Life