Category Archives: Advance Curriculum theory ( Secondary level)

Advance Curriculum theory ( Secondary level), M. Ed.

Perspectives to Curriculum Transaction

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The perspective of curriculum transaction refers to the process of delivering a curriculum to learners. This process can be viewed from different theoretical frameworks, including behaviouristic, cognitive, and constructivist perspectives.

Curriculum transaction is the process of delivering the curriculum to students. It is a complex process that involves the teacher, the students, the content, and the learning environment.

There are many different perspectives on curriculum transaction. Some people believe that the teacher is the most important factor in the process. They argue that the teacher’s skills, knowledge, and enthusiasm can have a major impact on student learning. Others believe that the students are the most important factor. They argue that students learn best when they are actively engaged in the learning process and when they are motivated to learn. Still, others believe that the content is the most important factor. They argue that students need to be exposed to a variety of content in order to develop their minds and to prepare for college and careers.

The best way to think about curriculum transaction is as a partnership between the teacher, the students, and the content. Each of these factors plays an important role in the learning process. When all of these factors are working together, students are more likely to learn effectively.

Behaviouristic Perspective:

The behaviouristic perspective focuses on observable behavior and reinforces learning through rewards and punishments. In this perspective, the curriculum is delivered through repetitive drills and rote memorization to achieve mastery of specific skills and knowledge. The teacher is viewed as the authority figure, and learning is primarily based on conditioning and external reinforcement.

Cognitive Perspective :

The cognitive perspective focuses on how learners process information, emphasizing the role of mental processes such as perception, memory, and reasoning. In this perspective, the curriculum is delivered through active engagement in problem-solving, critical thinking, and inquiry-based activities. The teacher is viewed as a facilitator of learning, helping learners to construct their knowledge through interaction with the environment.

Constructivist Perspective :

The constructivist perspective focuses on the active construction of knowledge by the learner, emphasizing the role of prior knowledge and experience in shaping new understanding. In this perspective, the curriculum is delivered through authentic and meaningful learning experiences that promote inquiry, reflection, and collaboration. The teacher is viewed as a guide, helping learners to construct their understanding of the world by engaging in real-world problem-solving and authentic experiences.

A synthesis of these perspectives can lead to a more holistic approach to curriculum transaction, where the curriculum is designed to accommodate different learning styles and preferences. Such an approach may incorporate both traditional teaching methods and newer, more progressive approaches that emphasize learner-centered instruction. Ultimately, the effectiveness of any approach to curriculum transaction depends on the needs and goals of learners and the context in which learning occurs.

Also Read: Approaches to Curriculum Evaluation

Perspectives to curriculum transaction and their synthesis

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Advance Curriculum theory ( Secondary level), M. Ed.

Congruence-Contingency Model of curriculum evaluation

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The congruence-contingency model of curriculum evaluation is a qualitative approach to evaluation that was developed by Robert Stake in 1975. The model is based on the assumption that curriculum evaluation should be focused on determining the extent to which the curriculum is congruent with the needs of the students and the context in which it is being implemented.

According to him, formal procedures will help increase the objectivity in evaluation. They aim at furnishing data, we can make descriptions and judgements of the curriculum being evaluated. Stake argues that for evaluation purposes, we should not rely only on the statements of objectives aims. We should allow all those ‘affected’ by the curriculum to extensively participate in judging the curriculum.

He further maintains that the data can be collected under the following three bodies of information.

I. Antecedent: This is any condition that exists prior to teaching and learning that may influence the outcomes. For example, prior knowledge, aptitudes, psychological profiles of students, etc., years of experience of teachers, teacher- behaviour, etc.

2. Transactions: Learning transactions that occur between and among teachers and students, students and students and among students and resource people.

3. .Outcomes: These are the consequences of education – immediate and long-range, cognitive and conative, personal and community-wide. For example, students’ performance, achievements, etc. Stake, however, lays stress on even such outcomes as the impact of a new programme on teachers’ perception of their competence.

The term contingencies here refer to the relationships among the variables in three categories: antecedents, transactions and outcomes. Once the evaluator collects views on a curriculum from various sources like students, teachers, support staff, etc., he puts them on a matrix to identify the congruencies and contingencies among them. The model clearly shows that it provides an organizational framework that points to the data to be considered and compares what is planned and what has occurred.

Here are some of the advantages of the congruence-contingency model:

  • It is a qualitative approach, which means that it takes into account the subjective experiences of the students and the teachers.
  • It is a comprehensive approach, which means that it considers all aspects of the curriculum.
  • It is a flexible approach, which means that it can be adapted to different types of curriculums and different contexts.

Here are some of the disadvantages of the congruence-contingency model:

  • It can be time-consuming and expensive to implement.
  • It requires a high level of expertise to use effectively.
  • It can be difficult to get all stakeholders involved in the evaluation process.

Overall, the congruence-contingency model is a valuable tool for educators who want to ensure that their curriculum is meeting the needs of their students. It is a comprehensive and flexible approach that can be used to evaluate all aspects of the curriculum.

Also Read: Approaches of Curriculum Evaluation

Congruence-Contingency Model of curriculum evaluation
Congruence-Contingency Model of curriculum evaluation

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Advance Curriculum theory ( Secondary level), M. Ed.

Metfessel-Michael Model of Curriculum Evaluation

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The Metfessel-Michael Model of curriculum evaluation is a goal-oriented model that was developed in 1967 by Norman Metfessel and James Michael. The model is based on the assumption that curriculum evaluation should be focused on determining whether or not the curriculum is achieving its goals. It is a variation of the Tylerian model.

The Metfessel-Michael Model consists of these steps(major 8 steps):

  1. Involve the participants and Identify the goals of the curriculum or formulate the objectives.
  2. Translate the goals into specific, measurable objectives and content and experience.
  3. Develop assessment instruments and methodology to carry out the evaluation.
  4. Carry out observations and collect data on student achievement of the objectives.
  5. Analyze the data and compare student achievement to the objectives.
  6. Interpret the data to make judgments about the extent to which the curriculum is achieving its goals.
  7. Use the results of the evaluation to make decisions about the curriculum and make recommendations.
  8. Repeat the evaluation process on a regular basis.

The Metfessel-Michael Model is a comprehensive and systematic approach to curriculum evaluation. It is a useful tool for educators who want to ensure that their curriculum is meeting the needs of their students.

Here are some of the advantages of the Metfessel-Michael Model:

  • It is a goal-oriented model, which means that it is focused on determining whether or not the curriculum is achieving its goals.
  • It is a systematic approach, which means that it follows a step-by-step process.
  • It is comprehensive, which means that it considers all aspects of the curriculum.
  • It is flexible, which means that it can be adapted to different types of curriculums.

Here are some of the disadvantages of the Metfessel-Michael Model:

  • It can be time-consuming and expensive to implement.
  • It requires a high level of expertise to use effectively.
  • It can be difficult to get all stakeholders involved in the evaluation process.

Overall, the Metfessel-Michael Model is a valuable tool for educators who want to ensure that their curriculum is meeting the needs of their students. It is a comprehensive and systematic approach that can be used to evaluate all aspects of the curriculum.

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Metfessel-Michael Model of Curriculum Evaluation

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Advance Curriculum theory ( Secondary level), M. Ed.

Approaches to Curriculum Evaluation

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Approaches of Curriculum Evaluation can be categorized into various types:

Scientistic and Humanistic Approach

Cronbach (1 982) has identified two approaches to evaluation – the scientistic ideals approach and the humanistic ideals approach. The scientistic end advocates experimentation and the humanistic end does not have faith in experimentation.

The scientistic approach and the humanistic approach are two different ways of evaluating curriculum. Here are some of the key differences between them:

  1. Focus: The scientistic approach focuses on measurable outcomes, such as test scores and academic achievement. The humanistic approach focuses on the personal and social dimensions of learning, such as critical thinking, communication skills, and personal values.
  2. Methodology: The scientistic approach uses quantitative data and statistical analysis to evaluate the curriculum. The humanistic approach uses qualitative data and subjective feedback, such as interviews and observations.
  3. Values: The scientistic approach values objectivity, control, and predictability. The humanistic approach values subjectivity, empathy, and personal experience.
  4. Goals: The scientistic approach is primarily concerned with academic outcomes and the effectiveness of the curriculum in achieving those outcomes. The humanistic approach is concerned with the personal and social development of learners, as well as their academic achievement.
  5. Outcomes: The outcomes of the scientistic approach are typically focused on academic achievement and the effectiveness of the curriculum in meeting specific learning goals. The outcomes of the humanistic approach are more diverse and may include personal growth, social responsibility, and other non-academic dimensions of learning.

Intrinsic and Pay-off Evaluation:

The intrinsic and pay-off evaluations are two different approaches used in curriculum evaluation to assess the effectiveness of educational programs.

The intrinsic approach focuses on evaluating the curriculum based on its internal components, such as the learning objectives, content, and teaching methods. This approach involves analyzing the curriculum to determine whether it aligns with the goals of the educational institution, whether it is effective in achieving those goals, and whether it provides a meaningful and engaging learning experience for students. The intrinsic evaluation assesses the quality of the curriculum itself and is concerned with the curriculum’s internal validity.

In contrast, the pay-off evaluation assesses the effectiveness of the curriculum based on its external outcomes, such as the success of students in academic or career settings. This approach involves measuring the performance of students who have completed the curriculum and comparing it to the performance of those who have not. The pay-off evaluation focuses on the curriculum’s external validity and its impact on the students’ future lives, such as their academic achievement or job prospects.

The main difference between intrinsic and pay-off evaluation is their focus. Intrinsic evaluation is focused on the internal quality of the curriculum, while pay-off evaluation is focused on the external outcomes of the curriculum. Both approaches have their advantages and limitations, and a comprehensive evaluation of the curriculum should consider both approaches to provide a complete picture of the curriculum’s effectiveness.

Formative and Summative Evaluation:

These are two types of assessments that are commonly used in education, training, and other fields to measure learning outcomes and evaluate the effectiveness of programs or interventions.

Formative is an ongoing process that takes place during the learning or training process. It is designed to provide feedback to learners, teachers, or trainers on their progress and to help identify areas where they need further support or improvement. Formative evaluation is often informal and may involve self-reflection, peer feedback, or teacher feedback. The goal of formative evaluation is to improve learning and promote student success.

On the other hand, summative evaluation is a final assessment that takes place at the end of a learning or training program. Its purpose is to evaluate the overall effectiveness of the program and to determine whether the program’s learning objectives have been achieved. Summative evaluation is often formal and involves assessments such as exams, tests, or project evaluations. The goal of summative evaluation is to measure the success of a program or intervention.

In summary, formative evaluation is ongoing and designed to improve learning, while summative evaluation is a final assessment that measures the overall effectiveness of a program or intervention. Both types of evaluation are important for measuring learning outcomes and evaluating the effectiveness of educational and training programs.

Also Read: Curriculum Development Stages

Approaches of Curriculum Evaluation

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Advance Curriculum theory ( Secondary level), M. Ed.

Principles of Curriculum Construction and Development

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The success of a curriculum depends on certain principles, which need to be born in mind while developing a curriculum. Principles of Curriculum Construction make sure that an effective curriculum is developed.

The principles of Curriculum Construction are:

i) The purpose of the Educational Objectives of the Programme should be fulfilled.

The curriculum should be aligned with the desired learning outcomes or objectives. The learning objectives should be clearly defined and should guide the selection of content, instructional strategies, and assessments.

ii) The educational objective should be stated in clear, unambiguous, and behavioral terms, which should be achievable and measurable.

iii) The third principle is that the students and teachers of the particular educational program should have a clear perception of the expected results i.e., objectives as well as purpose of the educational program

iv)The fourth principle is that the learning activities provide learning experiences related to the theoretical, practical, and clinical components and Construction.

v) The fifth principle is that the teaching-learning activities should relate to classroom activities, clinical fields, and community.

vi) The curriculum should be relevant and applicable to the needs and interests of the learners. It should be designed to meet their specific learning needs and to help them achieve their goals.

vii)Flexibility: The curriculum should be flexible enough to accommodate different learning styles and preferences, as well as different levels of prior knowledge and experience.

viii)Reflection and evaluation: The curriculum should be regularly reviewed and evaluated to ensure that it is meeting the needs of the learners and the goals of the program. The evaluation should include both quantitative and qualitative data and should involve input from both learners and teachers.

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Principle of Curriculum Construction

Also Read: Stages in the Process of Curriculum Construction

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