Chapter 8: Curriculum Alternative Approaches, Ongoing Issues

Introduction

• As humans we are always evaluating
• More consideration must be given when decision influence others
• Very Difficult to evaluate a Curriculum every step of the way
• Usually formally evaluated after implementation

Tyler

Countenance Model: Stakes

Antecedents (general goals, material and student aptitude), transactions( classroom interactions), and outcomes should be considered(learning attitudes, appreciation).

First to move beyond objectives only.

Six Steps

1. Determine intents: Conditions prior to implementation, Purposes expressed by participants, intended student learning and anticipated efforts of investors)
2. Collect observational data
3. Analyze discrepancies
4. Analyze overall rationale:
5. Collect data for Judgement matrix:
6. Make Judgements

Illuminative Model: Parlett and Hamilton

Use informal, observation means of collecting data

Used methods derived from anthropology and psychiatry

Curriculum in action

Needs careful cross-checking to avoid subjectivity

Evaluators must be highly competent with good interpersonal skills

Three Stages

1. Observing: Learn day-to-day activities, continuous record keeping of events, transactions, and informal remarks and to isolate specific features
2. Inquiring: select a number of occurrences for further inquiry
3. Seeking General Principals: Discern patterns of causes and effects and have general statements explaining how well the curriculum is working out in practice (must triangulate)

Stages overlap as evaluation become more precise, vast amounts of data, but gradually most important becomes apparent.

Educational Connoisseurship Model Eisner

breaks from all other models used

not all people are good observers

First model to deal with issues of objectivity and subjectivity

Evaluator must know how to look, see, and appreciate

Three basic questions

1. What do I see in this classroom?  Characterizing the classroom in ways to give the same perceptions the evaluator experienced
2. What reflections can I make about what I have experienced? Attributing meaning to the classroom and the specifics within it.
3. How can I render my reflections to others? Judging of the quality of what led to the evaluator's experience.  2 questions: was it worth doing? was it done well?