CONCEPT NATURE AND PURPOSE OF CURRICULUM DEVELOPMENT AND

EVALUATION

INTRODUCTION

Curriculum is the goals, assessments, methods, and materials used to teach a particular skill or
subject and the outline of concepts to be taught to students to help them meet the content
standards. Curriculum is what is taught in a given course or subject.

Remember that a curriculum contains the knowledge, skills and attitudes that a student needs to
master in order to get a degree or move to the next level. By thinking about how their curriculum
is designed, teachers ensure they’ve covered all the necessary requirements. From there, they can
start exploring various approaches and teaching methods that can help them achieve their goals.

An effective curriculum provides teachers, students, administrators and community stakeholders

with a measurable plan and structure for delivering a quality education. The curriculum identifies
the learning outcomes, standards and core competencies that students must demonstrate before
advancing to the next level. Teachers play a key role in developing, implementing, assessing and
modifying the curriculum. An evidenced-based curriculum acts as a road map for teachers and
students to follow on the path to academic success.

When developing a curriculum for a school or district, aligning curriculum and instruction
through the development process is ideal. Studying and writing curriculum is an ongoing part of
curriculum development that may adjust during the process with teacher and district input. For
the curriculum development process to be successful, site and district leadership need to be
available and open to working with teachers and curriculum developers as well.

CURRICULUM DEVELOPMENT
Curriculum development is defined as planned, a purposeful, progressive, and systematic process
to create positive improvements in the educational system. It involves the implementation of
different types of instructional strategies and organizational methods that are focused on
achieving optimal student development and student learning outcomes. Every time there are
changes or developments happening around the world, the school curricula are affected. There is
a need to update them to address the society’s needs.

Innovative teaching techniques and strategies, such as transformative learning or blended

learning, are constantly being devised in order to improve the student learning experience. As a
result, an institution has to have a plan in place for acknowledging these shifts and then be able
to implement them in the curricula

Curriculum development can be defined as a kind of step-by-step process used to create positive
improvements in the courses offered in higher education. The world changes, approaches and
profiles develop and new perspectives on research and professions influences the curricula.

Each course leader at an (higher education) institution will have guidelines, principles and a
framework that teachers are required to reference as they build their lessons. Teachers are
responsible for ensuring that their lesson planning meets the students’ educational needs, the
desired outcomes of the curriculum and that the materials used are current and comprehensible.
But besides all the expected aims and outcomes of curricula teachers do a great job when they:
  demonstrate knowledge of content;
 demonstrate the knowledge of students;
 select suitable instructional strategy goals;
demonstrate knowledge of resources;
 assess student learning.
 Design coherent instruction.

Curriculum Evaluation

Curriculum Evaluation is the process of measuring and judging the extent to which the planned
courses, programmes, learning activities and opportunities as expressed in the formal curriculum
actually produce the expected results. If carried out effectively, this process can enable decisions
to be made about improvements and future progress.

Bloom (1972) defined Curriculum evaluation as “the systematic collection of evidence to

determine whether in fact certain changes are taking place in the learners, as well as to
determine the amount of or degree of change in individual students”.

Stake (1967) said that Curriculum evaluation as comprehensive, giving a full description
(of performance) with statistical support, showing what happen, highlighting the merits and
shortcoming of a programme and offers generalization for “the guidance of subsequent
educational programme”

pg. 73 Lewy (1977) defined Curriculum evaluation essentially, as the provision of

information for the sake of facilitating decision making at various stages of curriculum
development. Explicitly curriculum evaluation is not general but specific, using specific
methods based on certain criteria.

The purpose of curriculum evaluation is to determine the outcome if the curriculum producing
the intended results and meeting the objectives, decide the future of the program, future
development, improve teaching methods by gathering data to identify areas that needs
improvement, and also knowledge dissemination.

Curriculum evaluation is a necessary and important aspect of any national education system. It
provides the basis for curriculum policy decisions, for feedback on continuous curriculum
adjustments and processes of curriculum implementation.

ELEMENTS/COMPONENTS OF CURRICULUM

INTRODUCTION:

The nature of the elements and the manner in which they are organized may comprise which we
call a curriculum design. Any curriculum consists of several components: goals, disposition,
duration, needs analysis, learners and teachers, exercises and activities, resources, ways of
learning, skills to be acquired, lexis, language structure, and ability assessment. DIFFERENT
COMPONENTS OF CURRICULUM:

Component 1: Curriculum Aims, Goals and ObjectivesAims: Elementary, Secondary, and

TertiaryGoals: School Vision and MissionObjectives: educational objectivesDomains:1.
Cognitive – knowledge, comprehension, application, analysis, synthesis, evaluation2. Affective –
receiving, responding, valuing, organization, characterization3. psychomotor – perception, set,
guided response, mechanism, complex overt response, adaptation, origination

Component 2: Curriculum Content or Subject MatterInformation to be learned in school,

another term for knowledge ( a compendium of facts, concepts, generalization, principles,
theories.

1.Subject-centered view of curriculum: The Fund of human knowledge represents the

repository of accumulated discoveries and inventions of man down the centuries, due to
man’s exploration of his world2. Learner-centered view of curriculum: Relates knowledge to
the individual’s personal and social world and how he or she defines reality.Gerome Bruner:
“Knowledge is a model we construct to give meaning and structure to regularities in
experience”

Criteria used in selection of subject matter for the curriculum:

1. Self-sufficiency – “less teaching effort and educational resources, less learner’s effort but
more results and effective learning outcomes – most economical manner (Scheffler,
1970)2. Significance – contribute to basic ideas to achieve overall aim of curriculum,
develop learning skills3. Validity – meaningful to the learner based on maturity, prior
experience, educational and social value4. Utility – usefulness of the content either for
the present or the future5. Learnability – within the range of the experience of the
learners6. Feasibility – can be learned within the tile allowed, resources available,
expertise of the teacher, nature of learnerPrinciples to follow in organizing the learning
contents (Palma, 1992)1. BALANCE . Content curriculum should be fairly distributed
in depth and breath of the particular learning are or discipline. This will ensure that the
level or area will not be overcrowded or less crowded.2. ARTICULATION. Each level of
subject matter should be smoothly connected to the next, glaring gaps or wasteful
overlaps in the subject matter will be avoided.3. SEQUENCE. This is the logical
arrangement of the subject matter. It refers to the deepening and broadening of content as
it is taken up in the higher levels.The horizontal connections are needed in subject areas
that are similar so that learning will be elated to one another. This is INTEGRATION.
Learning requires a continuing application of the new knowledge, skills, attitudes or
values so that these will be used in daily living. The constant repetition, review and
reinforcement of learning is what is referred to as CONTINUITY.
2. Component 3 – Curriculum Experience

Instructional strategies and methods will link to curriculum experiences, the core and heart of
the curriculum. The instructional strategies and methods will put into action the goals and use
of the content in order to produce an outcome.Teaching strategies convert the written
curriculum to instruction. Among these are time-tested methods, inquiry approaches,
 constructivist and other emerging strategies that complement new theories in teaching and
learning. Educational activities like field trips, conducting experiments, interacting with
computer programs and other experiential learning will also form par of the repertoire of
teaching. Whatever methods the teacher utilizes to implement the curriculum, there will be
some guide for the selection and use, Here are some of them: 1. Teaching methods are means
to achieve the end2. There is no single best teaching method3. Teaching methods should
stimulate the learner’s desire to develop the cognitive, affective, psychomotor, social and
spiritual domain of the individual4. In the choice of teaching methods, learning styles of the
students should be considered5. Every method should lead to the development of the learning
outcome in three domains6. Flexibility should be a consideration in the use of teaching
methods Component 4 – Curriculum EvaluationTo be effective, all curricula must have an
element of evaluation. Curriculum evaluation refer to the formal determination of the quality,
effectiveness or value of the program, process, and product of the curriculum. Several
methods of evaluation came up. The most widely used is Stufflebeam's CIPP Model. The
process in CIPP model is continuous and very important to curriculum managers. CIPP
Model – Context (environment of curriculum), Input (ingredients of curriculum), Process
(ways and means of implementing), Product accomplishment of goals)- process is
continuous. Regardless of the methods and materials evaluation will utilize, a suggested plan
of action for the process of curriculum evaluation is introduced. These are the steps: 1. Focus
on one particular component of the curriculum. Will it be subject area, the grade level, the
course, or the degree program? Specify objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed regarding the
object of evaluation.
3. Organize the information. This step will require coding, organizing, storing and retrieving
data for interpretation.
4. Analyze information. An appropriate way of analyzing will be utilized.
5. Report the information. The report of evaluation should be reported to specific audiences.
It can be done formally in conferences with stakeholders, or informally through round table
discussion and conversations.
6. Recycle the information for continuous feedback, modifications and adjustments to be
made.

INTRODUCTION:

Teaching and learning process can be defined as a transformation process of knowledge

from teachers to students. Teaching is fundamentally a process, including planning,
implementation, evaluation and revision. Planning and teaching a class are familiar ideas to most
instructors. Self-examination with feedback from your students and the instructor are key to
improving your teaching. Teaching is the process of imparting information. Learning is the
process of receiving knowledge as evidenced by a positive or negative change which lasts for a
fairly long time. Teaching is attributed with more authority, autonomy, and expertise.

TEACHING LEARNING PROCESS AND CURRICULUMN DEVELOPMENT is combined

processes where an educator assesses learning needs, establishes specific learning objectives,
develops teaching and learning strategies, implements plan of work and evaluates the outcomes
of the instruction.

PURPOSE OF TEACHING LEARNING PROCESS AND CURRICULUMN DEVELOPMENT

Teaching is a process that enables the learner to learn on his/her own. Teaching process is a
series of PLANNING, IMPLEMENTING and EVALUATING which are quite similar to the
process of curriculum development.

TYPES OF TEACHING LEARNING PROCESS AND CURRICULUMN DEVELOPMENT

1. PLAN

 Needs of the learner.

 Objectives to meet the needs of the learner.
 Selection to be taught.
 Motivation and strategies.
 Evaluation.

2. IMPLEMENT

 Put into action the different activities in order to achieve the objectives.

3. EVALUATE

 Answer the questions if the plans and implementation have been successfully achieved.
 CURRICULUM MODELS AND TYPES

Introduction

Curriculum model is a broad term referring to the guide used to write curriculum guides,
or the documents used in education to determine specific aspects of teaching, such as subject,
time, frame, and manner of instruction. There are two long-standing models of curriculum: the
process model and the product model.

The product model- you may see this in portions of your curriculum. This model is focused on
results, like grades or reaching an objective. The majority of the weight is focused more on the
finished production than what is happening in the learning process.

The process model- conversely, this process model focuses on how things happen in the
learning and is more open-ended. Curriculum focuses on the process model emphasizes how
students are learning, what thinking is, and how it will impact future learning.

Types of Curriculum

Written Curriculum- is what formally put down in writing and documented for teaching. These
materials can include an educator’s instruction documents, films, text, and other materials they
need. These materials come from the large school district or the school itself. Often, they
contract or employ a curriculum specialist to develop a plan that meets specific goals and
objectives.
Taught Curriculum- refers to how teachers actually teach. This is a less predictable and less
standardized type of curriculum because how an educator delivers material can vary from one to
the next. It can also change based on the types of tools a teacher has at their disposal. This can
include experiments, demonstration and other types of engagement through group work and
hands-on activities. Taught curriculum is extremely critical for students in special education or
those who require another kind of specialized support.
Supported Curriculum- involves the additional tools, resources and learning experiences found
in and outside a classroom. These include textbooks, filed trips, software and technology in
addition to their innovative new techniques to engage students. Teachers and other individuals
involved new techniques to engage students. Teachers and other individuals involved with
course are also component of the supported curriculum.

Assessed Curriculum-is also known as a tasted curriculum. It refers to quizzes, tests and other
kinds of methods to measure students success. This can encompass a number of different
assessment techniques, including presentations, a portfolio, a demonstration as well as state and
federal standardized tests.
Recommended Curriculum- this types of curriculum can come from a variety of different
sources, including nationally recognized researchers policy makers and legislators, and others. It
focuses on the content, skill sets and tools educators should prioritize in the classroom.

Hidden Curriculum- is not planned, but it has a significant impact on what students learn. This
type of curriculum is not always communicated or formally written down and includes implicit
rules, unmentioned expectations, and the norms and values of a culture. A hidden curriculum is
often for student challenging for students from different background or cultured, who can
struggle to adjust or feel negatively judged. A hidden curriculum can also be influenced by how
money, time and resources are allocated within a school or school district. For example, if
students are taught French as part their coursework, instead of Spanish or Arabic, their takeaway
may be that French is more valuable language to learn.

Excluded Curriculum- is also known as the null curriculum. It refers to what content is not
taught in a course. Often an educator or curriculum specialist believes that a certain skill or
concept is less important or does not need to be covered. Sometimes what is left out intentionally
or unintentionally, can shape students as much as what is included. For example, students might
not be taught about an ongoing debate among experts the field or not encouraged to think
critically about a text.
Learned Curriculum- refers to what students walk away with from a course. This includes the
subject matter and knowledge they learned from a course, but it can also include additional
changes in attitude and emotional wellbeing. Teachers need to shrink the gap between what they
expect students to learn and what students actually do learn.

Types of Curriculum Models

Overt, Explicit or Written Curriculum- is usually confined to those written understanding and
directions formally designated and reviewed by administrators, curriculum directors and
teachers, often collectively.

Societal Curriculum- the massive, ongoing, informal curriculum of family, peer media and
other socializing forces that “educate” all of us throughout our lives.

The hidden or Covert Curriculum- implied by structure and nature of school, which refers the
kinds and learning’s of children derive from the very nature and organizational design of the
public school as well as the behaviors and attitude of teachers and administrators.

Purpose of curriculum model- although they vary in their underlying premises, curriculum
models provide well-defined frameworks to guide program implement and evaluation. These
variation inform the role of teachers, the curriculum’s focus, the classroom structure, and the
ways in which children participate in learning.