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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.

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

Process of Curriculum Implementation in India

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In India, curriculum implementation is carried out at different levels of the education system, including the national, state, and local levels.

Few points to consider:

  • The Ministry of Education, formerly known as the Ministry of Human Resource Development, is responsible for developing and implementing national education policies, guidelines, and curricula for various levels of education, from primary to higher education.
  • The National Curriculum Framework (NCF), developed by the National Council of Educational Research and Training (NCERT), provides guidelines for the development of curricula and textbooks for schools in India. The NCF emphasizes the development of a learner-centered and holistic approach to education, with a focus on promoting critical thinking, creativity, and social and emotional learning.
  • At the state level, each state has its own education board, which is responsible for developing and implementing state-level curricula and policies, based on the national guidelines. The state-level curricula are aligned with the national curriculum, but may also include state-specific subjects or topics.
  • Curriculum implementation in India also involves the selection and training of teachers, the development of teaching materials and resources, and the assessment of learning outcomes. In recent years, there has been an increased emphasis on using technology to support curriculum implementation, such as the use of digital learning platforms and online resources.
The steps of curriculum implementation in India may vary depending on the level of education and the specific curriculum being implemented, but generally, the following steps are involved:
  1. Planning: The first step in curriculum implementation is planning, which involves setting objectives, developing a timeline, identifying resources needed, and allocating responsibilities to different stakeholders.
  2. Teacher training: Teachers play a critical role in curriculum implementation, and thus, they need to be trained on the new curriculum and instructional methods. This may involve workshops, training sessions, or peer coaching.
  3. Resource development: Curriculum implementation requires the development of teaching and learning materials, such as textbooks, lesson plans, multimedia resources, and assessment tools. These resources should be aligned with the curriculum objectives and the needs of the learners.
  4. Implementation: Once the curriculum, resources, and teachers are prepared, the curriculum can be implemented in the classroom. This involves delivering instruction, facilitating student learning, and assessing student progress.
  5. Monitoring and evaluation: Curriculum implementation should be monitored and evaluated to determine its effectiveness and identify areas for improvement. This may involve conducting formative assessments, observing classroom instruction, and collecting feedback from teachers, students, and parents.
  6. Revision and improvement: Based on the results of the monitoring and evaluation process, the curriculum may need to be revised or improved to address any weaknesses or gaps. This may involve making adjustments to the curriculum objectives, content, or instructional methods.
  7. Scaling up: If the curriculum is found to be effective, it can be scaled up to reach a larger number of schools and learners. This may involve providing additional training to teachers, developing more resources, and expanding infrastructure and support systems.
Challenges in Curriculum Implementation in India:

Despite these efforts, there are still several challenges in curriculum implementation in India, such as

  • Inadequate infrastructure,
  • limited resources, and a
  • lack of teacher training and support

There is a need for greater alignment between the curriculum and the job market, to ensure that learners are prepared for the changing needs of the economy.

Also Read : Factor influencing Curriculum Change

Process of Curriculum Implementation in India

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

Leadership Role and Community Participation in Curriculum Implementation

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Leadership role and Community participation in curriculum Implementation are important and help in many ways.

Leadership Role:

  1. Ensuring Curriculum Alignment: School leaders play an important role in ensuring that the curriculum is aligned with the school’s mission, goals, and standards. They should have a deep understanding of the curriculum, its components, and its intended outcomes.
  2. Providing Resources and Support: Leaders should provide teachers with the resources and support necessary for successful curriculum implementation. This includes professional development opportunities, coaching, mentoring, and other forms of support.
  3. Promoting Shared Vision: School leaders should promote a shared vision of the curriculum among teachers and staff. They should communicate the importance of the curriculum, the benefits it offers, and the strategies for successful implementation.
  4. Monitoring and Evaluation: Leaders should monitor the implementation of the curriculum to ensure that it is being implemented as intended. They should provide feedback to teachers and staff and make necessary adjustments to ensure successful implementation.
  5. Building Relationships: Leaders should build positive relationships with teachers, staff, and community members to promote a collaborative and supportive learning environment.

Community Participation:

  1. Providing Input: Community members, such as parents, business leaders, and local organizations, can provide valuable input into the curriculum development process. They can provide feedback on the curriculum content, instructional strategies, and assessment methods.
  2. Promoting Curriculum: Community members can promote the curriculum and provide support for its implementation. They can help to create awareness of the curriculum among parents, students, and other community members.
  3. Building Partnerships: Community participation can help to build partnerships between the school and the community. This can lead to increased engagement and support for the school, as well as increased opportunities for students to connect with their community.
  4. Ensuring Cultural Responsiveness: Community members can provide insights into the cultural norms and values of the community, which can help to shape the curriculum in a way that is relevant and meaningful to all learners.
  5. Supporting Equity: Community participation can also help to ensure that the curriculum is equitable and accessible to all learners. Community members can advocate for the needs of underrepresented groups and help to address systemic barriers to learning.

In summary, school leaders play a critical role in ensuring the successful implementation of the curriculum, while community participation can help to ensure that the curriculum is responsive to the needs and values of the community. Together, these two elements can help to create a supportive and effective learning environment for all learners.

Also Read : Concept and Criteria of Curriculum Development

Leadership Role and Community Participation in Curriculum Implementation

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