The Theory
THE FIVE MOST SIGNIGICANT
CURRICULUM EVENTS IN THE TWENTIETH
CENTURY
Ralph W. Tyler
1. Edward Thorndike’s refutation of the two long held beliefs
2. John Dewey’s Monograph on Interest and Effort
3. The 26th Yearbook of NSSE
4. The Society for Curriculum Study (NEA)
5. The Eight-Year Study
Thorndike’s refutation
•The study of geometry or algebra does not necessarily
increase students’ logical ability.
•The study of languages such as Latin does not necessarily
develop students’ verbal skills.
•Consequently, these subjects should not be considered
core curriculum.
•Curriculum should be designed to help students become
successful in life.
Dewey’s Monograph
 Students will put more effort in learning
something that they find interesting.
 Before his monograph it was thought that studies
should be distasteful and not interesting in order
for the subjects to be a challenge.
The 26th Yearbook of the National
Society for the Study of Education
 In 1927 the NSSE published 2 volumes on
curriculum. They concluded that curriculum
development processes in American schools was
unsatisfactory.
 This was the stimulus for the beginning of the
curriculum as a field of study that would produce
curriculum specialists.
The Society for Curriculum Study
 In 1930 at an annual NEA meeting a group of 20
educators met informally and started the Society
of Curriculum Study. Ralph Tyler was one of the
20.
 Later from this beginning, the ASCD was formed.
The Curriculum Experiments of
the 1930s
This was a time of a great depression. Jobs were
scarce.
The Progressive Education Association developed
the 8 yr. study to challenge 30 schools to
demonstrate a curriculum that met the needs of
the students.
Significant Outcomes of the 1930
Experiments
 Showed that schools were capable of designing
programs that would be of interest and support the
needs of the students.
 SAT (entrance exams) were developed as a way of
meeting college requirements.
 Faculty Inservice workshops were started.
More advantages from the 1930 Experiments
 Multiple testing methods were being
introduced such as questionnaires,
observations, and projects, and products.
(Tyler, 1987).
 It was recognized that rote memory and
drill activities were not especially effective
learning strategies. Metacognitive learning
strategies were better.
Other significant events
 Brain research into
how we learn.
 Standardized testing
 Legislation like
NCLB
 Etc.
The Power of Mindful Learning
Langer, E.J. (1997)
 Mindful learning creates new categories; is open to new
viewpoints; is aware of more that one perspective
 Mindful learning practices sideways learning with looks for
patterns, is flexible and looks for the best choice.
Mindful Learning and Myths
Basics must be over learned through drill.
Need to pay attention to learn.
Gratification must be delayed.
Rote memory is the way to learn.
There is a right or wrong answer.
An Information Processing System
TWO THINKING STYLES – A COMPARISON CHART
by Dann Walker
A Creative mind is…
Playfool: Playing with Ideas like a Child with Blocks (Childlike Not Childish)
Spontaneous
Enthusiastic, expressive, aware of the present.
Able to enjoy not just the final product, but the process!
Curious
Interested, intrigued by things, an explorer of ideas:
Inclined to Wonder--Wanting to know how thing work.
Inclined to Wonder -- Attracted to a variety of things .
RomuH gnisneS
Whimsical, fun-loving, able to laugh, finding humor in things.
Arranging
Building, generating order, creating new relationships among things.
Maginative Able to pretend, to “make believe”, to enjoy fantasy and enchantment.
Progressive: Producing a Prodigious Portion of “Preposterous” Ideas
Fluent - Flowing ideas freely, producing plenty of possibilities.
Aware of alternatives and able to generate a large quantity of options.
Flexible – Open-minded, adaptive, ambiguity-tolerant, and risk-taking.
First learning how to follow the rules, then learning when to break them.
Proactive: Projecting and Persistently Pursuing Goals
Planning – Setting goals, sowing the seeds, organizing the effort.
Preserving – Keeping track of plans and results, documenting ideas.
Persevering – Believing in one’s self and ideas, tenaciously pursuing the dream.
Periodically Passive:
Purposely Practicing Peaceful Pausing and Patient Postponing
Intuitive – Drawing on experience, supplementing rational thinking by trusting one’s inner feeling.
Incubating – Waiting for the flash of illumination, putting it on the back burner, mulling it over, sleeping on it,
etc.
Serendipity: Those wonderful surprises out of the blue almost always follow a great deal of hard work.
Inscrutably Inspired (At least in certain cases) – The intangible spark of genius is difficult to analyze.
The Cycle of Learning
The adult learner
1.
The adult learner is self-directing.
2.
The adult learner enters the educational environment
with more life experience and a greater variety of life
experience.
3.
The adult learner is ready to learn when there is a need to
know something in order to perform more effectively in
some aspect of life.
4.
The adult learner enters an educational activity with a
life-centered, task-centered, or problem-centered
orientation.
5.
The adult learner is primarily internally motivated.
Conditions for adult learning
and principles of teaching
Conditions of Adult Learning
 Learners feel a need to learn
 The learning environment is physically &
interpersonally comfortable
 The goals of the learning experience are
compatible with the learners’ goals
 Learners participate actively in the learning
process
 The learners’ past experience is utilized
Principles of Teaching
The teacher:
 Helps students recognize need to learn
 Helps students set personal learning goals
 Ensures physical comfort
 Accepts & respects students
 Builds mutual trust & helpfulness among
students
 Acts as a co-learner
 Involves students in goal formulation
 Involves students in joint decisions
 Learners have a sense of progress towards
their goals




regarding designing & operating the
learning experience
Involves students in the inquiry process
Helps students utilize their past experience
Relates learning activities & content to the
students’ past experience
Helps students measure progress
(including self-evaluation)
Definitions of learning
style
Learning styles are characteristic ways of responding in
learning situations
(Gordon)
Learning styles are cognitive, affective, and physiological
traits that serve as relatively stable indicators of how learners
perceive, interact with, and respond to the learning
environment.
(Keefe)
Learning styles are characteristic ways of processing
information and behaving in learning situations
(Hiemstra and Sisco)
Learning styles are the differences among people in the
attitudes, values and approaches they bring to learning.
(Erickson and Strommer)
Definitions of learning
style
Learning styles are predispositions to adopt particular
learning strategies.
(Schmeck)
Learning styles are stable ways of approaching tasks that are
characteristic of individuals.
(Briggs)
Learning style is the most inclusive term – It includes
cognitive style which is the common model of thinking and
information processing that people use. Cognitive style is
concerned with how a person encodes and decodes
information. Learning style is also concerned with thinking
style which is the mode of functioning that governs an
individual’s perception and intellectual activities.
(Messick)
KOLB’S
LEARNING Cycle
Concrete Experience
Observation
and Reflection
Active
Experimentation
Conceptualization
and Generalization
1.
2.
3.
BEHAVIORISM
(CONNECTIONISM- Thorndike, classical
conditioning – Pavlov – Watson, operant
conditioning – Skinner, and modeling)
COGNITIVE DEVELOPMENT
(developmental stages – Piaget, levels of thinking, multiple intelligence –
Gardner, creativity, critical thinking, reflective thinking – Dewey, intuitive
thinking, and discovery learning – Bruner – Phenix)
HUMANISTIC PSYCHOLOGY
(PHENOMENOLOGY)
(Gestalt, human needs – Maslow, freedom to learn – Roger, value
clarification – Rath , cooperative learning – Johnson – Slavin, and
motivation)
BEHAVIORISM is:
 based on observable changes in behavior. It
focuses on a new behavior pattern being
repeated until it becomes automatic.
 It uses rewards and punishments in
determining future behaviors.
 Behaviors that produce positive results are
likely to be repeated.
COGNITIVE THEORY
 is based on the thought process behind the
behavior. Changes in behavior are observed, and
used as indicators as to what is happening inside
the learner’s mind.
 Cognitive theorists believe that learning involves
associations established through contiguity and
repetition and interaction between heredity and
environment.
Wurth, J. (2009). Nova Southeastern University. Ft. Lauderdale, FL.
COGNITIVE THEORY (CONT.)
Cognitive Theorists are also aware of the value of
reinforcement, although they use it as providing
feedback instead of as a motivator. (Good and Brophy,
1990).
HUMANIST THEORY
 Is based on the belief that learning is viewed as a
personal act to fulfill one’s potential.
 Self-concept and self-esteem are essential for learning.
 There is a natural desire to learn.
 Learning occurs in a positive environment.
Some other important theories:
 CONSTRUCTIVISM THEORY is based on the idea that
learners construct their own meaning through
individual experiences and schema.
Schema is our internal knowledge structure. All new
information is compared, combined, extended or
altered to our present schema according to
constructivists.
 EXPERIENTIAL LEARNING THEORY was originated by David A.
Kolb. It is a four-stage cyclical theory of learning that combines
experience, perception, cognition, and behavior.
 This theory focuses on the idea that everyone has a natural
desire to learn and that learners need to be empowered and
have control over the learning process. The teacher becomes
a facilitator. This theory could be seen as a foundation for the
Learner-Centered Theory of learning.
Learning – Styles of Group
Concrete Experience
ACCOMMODATOR
DIVERGER
Strengths:
Strengths:
•Getting things done
•Imaginative ability
•Leadership
•Understanding people
•Risk-taking
•Recognizing problems
•Brainstorming
Active
Reflective
Experimentation
Assimilator
CONVERGER
Assimilator
Strengths:
Strengths:








Problem-solving
Decision-making
Deductive reasoning
Defining problems
Planning
Creating models
Defining problems
Developing theories
Abstract Conceptualization
Learning Style
 Ways of responding in
learning situations
 Physiological traits
 Ways of processing
information
 Differences in attitudes,
values, approaches
Learning Styles Inventories
 Personality
 Embedded Figures
 Myers-Briggs
 Familiar Figures
 Witkin
 Information
Processing
 Kolb
 Gregorc
 Multi-Intelligence
 Social Interaction
 Grasha-Reichmann
Learning Styles Inventories
 Environmental and
Instructional
 PEPS
 Dunn, Dunn
 Price
 Canfield
 Hill
 Multi-Intelligence
A FRAMEWORK OF LEARNING
STYLE MODELS
Curriculum Development
Instructional Design is a process
of systematic development of
instructional specifications using
learning and instructional theory to
ensure the quality of instruction.
Instructional Design is a process
of analysis of learning needs and goals and the
development of a delivery system to meet those
needs.
Instructional Design Models
 Tyler Model
 Taba Model
 Gagné Model
 Kemp Model
 Backward Design Model
 ADDIE Model
NEED
OBJECTIVES
ORGANIZATION
OF CONTENT
LEARNING
EXPERIENCES
EVALUATION
DISSEMINATION
State the need for proposed design.
State objective: Indicate what is to be done
and how objective will be accomplished
State subject matter content and explain how
it will be organized.
Provide examples of learning experiences to
be included in the design.
State what will be evaluated and how
evaluation will be conducted.
Show how design will be communicated to
others.
Planning
Revision
Support
Services
LEARNER
CHARACTERISTICS
INSTRUCTIONAL
RESOURCES
TASK
ANALYSIS
INSTRUCTIONAL
OBJECTIVE
EVALUATION
INSTRUMENTS
INSTRUCTIONAL
DELIVERY
INSTRUCTIONAL
STRATEGIES
CONTENT
SEQUENCING
Formative
Evaluation
Project
Management
Elements of the Instructional Design Process –
Morrison, Ross, and Kemp; 4th Edition
Summative
Evaluation
INSTRUCTIONAL
PROBLEMS
EDUCATIONAL CHARTING
Before beginning a new educational program or class when revising an existing one, it is helpful to chart
your direction. This charting process can help you be more organized and effective in your presentations. It
allows standardization of programs so that others can provide your classes with the same degree of quality.
In order to chart your program, you should answer the following questions. Remember to provide enough
detail so that a reader can have a clear picture of your program and how to conduct it.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why is this program needed?
What do I hope the learner can do (objective) as a result of this session? NOTE: Your answer should
apply to learner actions and not to what you must so as an instructor.
What specific content must be provided in this session? NOTE: This question does not mean that you
must write the content out verbatim. An outline of key concepts is critical here.
What activities will I use to assist the learner in the actions cited in question 2? NOTE: You should give
a detailed outline of just how you intend to facilitate the leaning. A person reading your answer should
be able to duplicate your efforts.
What supplies, materials, resources, consultants, etc., will I need?
How much time will this session take? You may specify by learning activity.
How will I know that the learner can do the actions(evaluation methods) which have been selected for
this session? NOTE: This is an often neglected, but critical step. Be sure to assess both the content and
the process involved in providing the content. ALL EDUCATIONAL EFFORTS SHOULD INCLUDE
THIS STEP FOR BOTH DOCUMENTATION AND QUALITY ASSURANCE REASONS.
What are my projected costs for the total program? What is my actual cost for the program?
What is my projected number of learners? What is my actual number of learners?
How will you evaluate the effectiveness? What was the cost per student?
SIX MAJOR PHASES OF A
CURRICULUM MODEL
Analysis
 Needs Analysis
 Task Analysis
 Learner Analysis
Objectives
Evaluation
Instruction
Implementation
Revision
PERENNIALISTS:
Believe in liberal arts & sciences; favors cultivation of
reason
IDEALISTS:
External perception exists as ideas
REALISTS:
Believe that theory & principles are basis for learning
PRAGMATISTS:
Emphasize thinking skills; relevance of curriculum is
essential to learning
EXISTENTIALISTS:
Emphasize freedom of decision-making; foster self development
PURPOSES AND ADVANTAGES OF
BEHAVIORAL OBJECTIVES
The definition of objectives in term of observable learner behavior -the learner does what, given what, how well -- has the following
purposes and advantages.
1.
It helps the instructor and/or curriculum designer to make
explicit his/her own educational aims.
2.
It communicates the intent of instruction to others.
3. It provides a starting point for a behavioral analysis and construction
of a hierarchy of knowledge.
4. It furnishes a goal against which the success of instruction can be
measured.
Source: Gow, D.T. Design and Development of Curricular Materials, Volume I. University of Pittsburgh.
PURPOSES AND ADVANTAGES OF
BEHAVIORAL OBJECTIVES
The definition of objectives in terms of observable learner behavior -the learner does what, given what, how well -- has the following
purposes and advantages:
5. It provides a specific focus for involving others concerned with
education in the discussion of educational goals.
6. It informs students of the purposes of their instruction so that
they may know what they are expected to do.
7. It facilitates the individualization of instruction.
8. It makes possible the continuous reevaluation and
reorganization of instructional objectives as needs changes.
Source: Gow, D.T. Design and Development of Curricular Materials, Volume I. University of Pittsburgh.
Gagné Model
SYSTEM LEVEL
Needs
Delivery
Resources
Structure
Objectives
LESSON LEVEL
Needs
Resources
Media
Assessment
SYSTEM LEVEL
Teacher Preparation
Formative Evaluation
Revision; Field Testing
Summative Evaluation
Diffusion
Society
Learners
Formulate
Goals and
Objectives
Create
Curriculum
Design
Specifications
Develop
Implementation
(Instruction)
Plans
Select
Evaluation
Procedures
(Students and
Plan)
Knowledge
EXTERNAL FORCES:
Community, Legal, Research, Professional Knowledge
Source: Adapted from J. Galen Saylor, William J. Alexander and Arthur J. Lewis.
Curriculum Planning for Better Teaching and Learning (New York Holt, Rinehart and Winston, 1981)
TEACHING – LEARNING
EVALUATION MODEL
Define and Develop Instructional Objectives
Develop Instruments to Measure Objectives
Employ the Instruments
to Obtain Student
Evaluation of the
Instructor and Instruction
Employ the Instruments
to Measure Student
Achievement
Provide Feedback to the
Instructor and to the
Students
Provide Feedback to the
Instructor and to the
Students
Determine if the
Instructional Objectives
have been Accomplished
Summarize Data During
and at the End of the
Term for Final Grade
Determination
Student Learning Assessment Process
Faculty Evaluation Process
Course Evaluation Process
Source: Adapted from J. Galen Saylor, William J. Alexander
and Arthur J. Lewis
Curriculum Planning for Better Teaching and Learning
(New York; Holt, Rinehart and Winston, 1981)
1.
2.
3.
4.
5.
STATE OBJECTIVES & PERFORMANCE
STANDARDS
PREPARE TESTS OVER THE OBJECTIVES
ANALYZE OBJECTIVES FOR STRUCTURE
& SEQUENCE
IDENTIFY ASSUMED ENTERING
COMPETENCIES
PREPARE PRETESTS, REMEDIAL
INSTRUCTION, SCREENING, etc.
6.
7.
8.
9.
10.
SELECT MEDIA & WRITE
PRESCRIPTIONS
DEVELOP FIRST DRAFT MATERIAL
SMALL GROUP TRYOUTS &
REVISIONS
CLASSROOM TRYOUTS & REVISIONS
PERFORMANCE EVALUATION
PHASE I
Process for Educational Program
Development
PROJECT
SELECTION
AND
DESIGN
PROJECT
GENERATION
AND SELECTION
BASIC PLANNING
INPUTS
(Project-Specific)
• Domain of knowledge
Student knowledge,
attitudes, and priorities
•Societal needs
•Research
•Educational priorities
THE “IDEAL”
SELECTION
PROJECT-SPECIFIC
FACTORS
•Research
•Goals
•Time
•Resources
- Human
- Materials
- Facilities
- Fiscal
•Students
- Number
- Location
OPERATIONAL
SEQUENCE
Instructional Design Model by Robert Diamond
Process for Educational Program
Development
PHASE II
PRODUCTION, IMPLEMENTATION, AND EVALUATION FOR EACH UNIT
DESIGN EVALUATION
INSTRUMENTS &
PROCEDURES
Instructional Design Model – Robert Diamond
Cognitive Domain
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Affective Domain
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization
Psychomotor Domain
1. Perception
2. Preparation
3. Orientation
4. Practice
5. Pattern
6. Performance
Three Basic Elements of OBJECTIVES
To be useful, an objective must contain three basic elements:
1.
A verb that describes observable action
2.
A description of the conditions under which this action takes
place (when given x, the students will be able to…)
3.
The level of acceptable performance – that is, what percentage of
correct answers, etc. will be considered acceptable.
TYPES OF LEARNING OUTCOMES COMMON TO
MANY AREAS AND LEVELS OF INSTRUCTION
LOWER LEVEL COGNITIVE PROCESSES
Knowledge
Comprehension
Application
HIGHER LEVEL THINKING SKILLS
Analysis
Synthesis
Evaluation
AFFECTIVE OUTCOMES
Attitudes
Interests
Appreciations
Adjustments
PERFORMANCES OUTCOMES
Procedure
Product
Procedure and Product
{
Recalling
Translating
Interpreting
Estimating
Comparing
Classifying
Applying
{
Identifying
Analyzing
Inferring
Relating
Formulating
Generating
Judging
{
Listening
Responding
Participating
Seeking
Demonstrating
Relating
Valuing
{
Speaking
Singing
Drawing
Computing
Writing
Constructing
Demonstrating
Operating
Performing
Originating
 Students are involved in more than listening
 Less emphasis is placed on transmitting information
and more on developing students’ skills
 Students are involved in higher order thinking
(analysis, synthesis, evaluation)
 Students are engaged in activities (e.g., reading,
discussing, writing)
 Greater emphasis is placed on students’ exploration of
their own attitudes and values
Curriculum
GENERAL SYSTEMS
MODEL
1
ANALYSIS
6
REVISIONS
CURRICULUM
DEVELOPMENT
Models
Assessment
Definition of Evaluation
from American Evaluation Association
 “Evaluation involves assessing the strengths and
weaknesses of programs, policies, personnel,
products, and organizations to improve their
effectiveness.”
The Purposes of Evaluation is:
* to provide a basis for making decisions
* to make judgments about the worth or
success of people, programs, lessons or
projects
* to determine if the objectives of the
instruction are being mastered.
Types of Evaluations
FORMATIVE EVALUATION ASKS:
“How are we doing?”
SUMMATIVE EVALUATION ASKS:
“How did we do?”
CONFIRMATIVE EVALUATION ASKS:
“How are we still doing?”
Definition of Assessment
Assessment is a process of gathering and
documenting information about the achievement,
skills, abilities, and personality variables of an
individual.
There are five primary Purposes or
uses of assessments
 Diagnostic
 Formative
 Needs
 Reaction
 Summative
Purposes of Assessment
 to identify specific problem areas and/or needs
 to evaluate the individual's performance in
relation to others
 to evaluate the individual's performance in
relation to a set of standards or goals
 to provide teachers with feedback on effectiveness
of instruction
 to predict an individual's aptitudes or future
capabilities
To assess knowledge effective evaluation
methods include:
Fill in the blanks tests
Multiple choice tests
True/false tests
Matching tests
Short essays
Long essays
and problem-solving questions
Informal responses: one-minute papers, etc.
Tyler’s AssessmenT Guide
1.
IDENTIFY THE OBJECTIVES OF THE EDUCATIONAL SYSTEM
2.
DEFINE EACH OBJECTIVE IN TERMS OF BEHAVIOR &
CONTENT
3.
IDENTIFY SITUATIONS WHERE OBJECTIVES ARE UTILIZED
IN INSTRUCTION
4.
DEVISE WAYS TO PRESENT SITUATIONS
5.
DEVISE WAYS TO OBTAIN A RECORD
6.
DECIDE ON THE TERMS TO USE IN THE APPRAISAL
7.
DEVISE MEANS TO GET A REPRESENTATIVE SAMPLE
Considerations in
TEST DEVELOPMENT
1. Determine if the purpose of your test is formative or
summative.
2.
Determine the domain(s) you are testing?
3. Determine the type of information you are trying to
gather – quantity or quality?
4. Determine the degree of realism you will have in your
testing.
Considerations in
TEST DEVELOPMENT
5. Determine the number of items needed.
6. Determine the types of items you will
employ.
7. Determine the kinds of inferences you will
draw from the test scores.
8. Write the test items.
9. Try to pilot for poor item analysis.
10. Revise items as needed.
principles of good practice for
ASSESSING STUDENT LEARNING
1. The assessment of student learning begins with educational
values.
2. Assessment is most effective when it reflects an
understanding of learning as multidimensional,
integrated, and revealed in performance over time.
3. Assessment works best when the programs it seeks to
improve have clear, explicitly stated purposes.
4. Assessment requires attention to outcomes but also and
equally to the experiences that lead to those outcomes.
5. Assessment works best when it is ongoing, not episodic.
principles of good practice for
ASSESSING STUDENT LEARNING
6. Assessment fosters wider improvement when
representative from across the educational community are
involved.
7. Assessment makes a difference when it begins with issues
of use and illuminates questions that people really care
about.
8. Assessment is most likely to lead to improvement when it
is part of a larger set of conditions that promote change.
9. Through assessment, educators meet responsibilities to
students and to the public.
CLASSROOM
ASSESSMENT
Techniques
I. Techniques for assessing academic skills and intellectual
development.
II. Techniques for assessing students’ self-awareness as
learners and self-assessments of learning skills.
III. Techniques for assessing student reactions to teachers and
teaching methods, course material, activities, and
assignments.
1. Defining program standards,
2.
Determining if a discrepancy exists between
performance and standards, and
3. Using discrepancy information to change
performance / standards.”
Malcolm Provus, 1971
Reason’s To Evaluate
1. TO CONTRIBUTE TO DECISIONS RE:
PROGRAM INSTALLATION
2. TO CONTRIBUTE TO DECISIONS RE:
PROGRAM CONTINUATION, EXPANSION, OR
CERTIFICATION
3. TO CONTRIBUTE TO DECISIONS RE:
PROGRAM MODIFICATION
4. TO OBTAIN EVIDENCE TO RALLY SUPPORT FOR A
PROGRAM
5. TO OBTAIN EVIDENCE TO RALLY OPPOSITION TO A
PROGRAM
6. TO CONTRIBUTE TO THE UNDERSTANDING OF BASIC
PSYCHOLOGICAL, SOCIAL, AND OTHER PROCESSES*
From: Anderson, S.B. & Ball, S. (1980). The profession and practice of program evaluation. CA: Jossey-Bass
GENERAL MODEL OF
PROGRAM EVALUATION
NEEDS ASSESSMENT
A need has been defined as the discrepancy between what is and what ought to
be. Needs are the basis for setting program goals.
PROGRAM PLANNING
From program goals, specific, measurable objectives are derived and a plan
containing the means to reach these objectives is formulated.
(Formative Evaluation)
IMPLEMENTATION
EVALUATION
PROGRESS
EVALUATION
Seeks out discrepancies between
the plan & reality
Monitors indicators of progress
toward objectives
(Summative Evaluation)
OUTCOME EVALUATION
Determines whether or not the objectives have been attained. This phase includes
analysis of program strengths & weaknesses, with recommendations for future
modifications.
Evaluation Models
Objective – Oriented Evaluation
Management- Oriented Evaluation
Consumer – Oriented Evaluation
Expertise – Oriented Evaluation
Adversary – Oriented Evaluation
Naturalistic & Interpretive Evaluation
Practical Guidelines for Planning
Implementing & Using Evaluations
(Worthen & Sanders)
1. Clarify the evaluation request
2. Set boundaries and analyze the evaluation context
3. Identify and select evaluation questions, criteria, & issues
4. Plan data collection, analysis & interpretation
5. Develop a management plan
6. Collect data
7. Analyze and interpret data
8. Report & use evaluation data
9. Evaluate the evaluation
ACTIVITY: SHARING ARTICLES
•Anchoring Down the Data
•Looking Deeper into the Data
•Learning About and From – Data
•Data That Count
Evaluationisisnot
notsomething
something that
Evaluation
that
occurs
at theat
back
of
only
occurs
theend
backend
of
Instructional
Design.
Instructional
Design.
competencies of the
EVALUATOR
THE EVALUATOR MUST BE ABLE TO:
1. Describe the object of an evaluation;
2. Describe the context of an evaluation;
3. Conceptualize appropriate purposes and framework for evaluation
4. Identify and select appropriate evaluation questions, information needs;
sources of information;
5. Identify, select, and apply appropriate techniques and procedures for
information collection, processing, and analysis;
6. Determine value of the object of an evaluation;
7. Communicate evaluation plans and results effectively;
8. Manage evaluations;
9. Maintain ethical standards ;
10. Adjust for external factors that affect an evaluation;
11. Evaluate the evaluation (meta-evaluation.)
characteristics of
GOOD EVALUATIONS
1. Conceptual clarity
2. Characterization of the object of the evaluation
3. Recognition and representation of legitimate audiences
4. Sensitivity to political problems
5. Specification of information needs and sources
6. Comprehensiveness / Inclusiveness
7. Technical adequacy
8. Consideration of costs
9. Explicit Standards / Criteria
10. Judgments and / or recommendations
11. Reports tailored to audiences
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AUTONOMY
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TRUTHTELLING
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CONFIDENTIALITY
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FIDELITY
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BEMEFICIENCE AND NON-MALEFICENCE
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JUSTICE
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Connect both heart and mind
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Receiving and welcoming
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Questioning ourselves and learners
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Telling the story; beware of national amnesia
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Professing
• Careful listening
• Thinking larger than setting
• Discourse of friendship
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Challenge: WRITE IT DOWN!
ASSESSMENT OPTIONS
1. PRODUCT EXAMINATION
ADVANTAGES – high validity; simulates / measures real – life situation or
performance
DISADVANTAGES – scoring is difficult (different faculty must agree on
criteria) time consuming to score
2. SITUATIONAL ASSESSMENTS
ADVANTAGES – simulates real – life situations; has high validity
DISADVANTAGES – scoring is difficult & time consuming; maybe unreliable;
requires trained observer
3. WRITTEN ASSESSMENTS
ADVANTAGES – economical & efficient
DISADVANTAGES – may not be valid
FREE RESPONSE
Encourages organization of ideas; relatively easy to develop, but scoring is
time consuming and may be unreliable
STRUCTURED RESPONSE
Efficient, effective, relatively easy to develop, but difficult and time consuming
TEACHING – LEARNING
EVALUATION MODEL
Define and Develop Instructional Objectives
Develop Instruments to Measure Objectives
Employ the Instruments
to Obtain Student
Evaluation of the
Instructor and Instruction
Employ the Instruments
to Measure Student
Achievement
Provide Feedback to the
Instructor and to the
Students
Provide Feedback to the
Instructor and to the
Students
Determine if the
Instructional Objectives
have been Accomplished
Summarize Data During
and at the End of the
Term for Final Grade
Determination
Student Learning Assessment Process
Faculty Evaluation Process
Course Evaluation Process
Source: Adapted from J. Galen Saylor, William J. Alexander
and Arthur J. Lewis
Curriculum Planning for Better Teaching and Learning
(New York; Holt, Rinehart and Winston, 1981)
GGoal: Admission of qualified students
Outcome data bearing on goal:
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Demographic data
Standardized test results
Undergraduate origins
Undergraduate courses taken
Undergraduate grades
Data from admissions interviews
Extracurricular activities
GGoal: Success in the Educational program
Outcome data bearing on goal :
•
•
•
•
•
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Course examination results
Standardized test results
Record of faculty and / or professional observation of skills
Examinations of specific practice competencies
Student questionnaires on satisfaction
Performance of graduates on licensure and specialty
examinations
• Acceptance of graduates into further study
O utcomes
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•
•
•
•
•
•
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Outcomes are results.
The value of results depends on the goals
We must begin with the clear identification of goals,
Then find outcomes that allow determination of the extent to
which the goals are met.
These outcomes are gathered,
And an analysis made of how well (or to what extent) goals have
been met.
That summative analysis can be useful externally in documenting
the success of a school or of its programs.
But of greater importance is the formative use of outcome data
and analysis to provide guidance to constructive change.
Ho ow Can Outcomes Help Schools?
• Demonstrating to the public that supports them that a good
educational job is being done and continued investment in the
schools is warranted;
• Meeting external requirements, such as those of accrediting
agencies and funding organizations;
• Providing a basis for making informed decisions;
• Most importantly, seeking effective ways to stimulate and
document constructive change within the institution.
To assess skills and performance
the use of:
 Direct testing of the performance
 Analysis of naturally occurring events
 Ratings
 Checklists of behavior
 Rubrics
are suitable methods
To assess attitudes
 Observation of instruction
 Behavior using rating scales
 Surveying, questionnaires
 Interviewing
are most effective.
KEY POINT
from
Designing Effective Instruction
“There should be a direct relationship
between instructional objectives and the
assessment measures.” (Morrison, Ross, & Kemp)
KEY POINT
from Designing Effective Instruction
“All three types of evaluation (especially
formative) typically require multiple
data sources.” (Morrison, Ross & Kemp)
KEY POINT
from Designing Effective Instruction
“Multiple measures are valuable in
providing a more accurate and complete
picture of a particular outcome.”
(Morrison, Ross & Kemp)
KEY POINT
from
Designing Effective Instruction, 5th
edition
“All three types (formative,
summative,
and confirmative) of evaluations are
driven by instructional objectives and
goals.” (Morrison, Ross, & Kemp. P.24)
“What makes you think that we have a
grade inflation problem?”