Akiishi Celestine Terver Bsu/VTE/M.Sc/12/3770

Post date: Mar 31, 2014 9:44:01 PM

ANSWERS TO QUESTIONS ON GROUP ‛C’ SEMINAR –CURRICULUM EVALUATION IN VTE

BY

AKIISHI CELESTINE TERVER

BSU/VTE/M.SC/12/3770

1. Two principles define curriculum evaluation best. They are, the principle of merit and that of worth. The principle of merit here implies that the evaluation must have value that is implicit, inherent, and independent of any applications. This value is intrinsic; it has no reference to any context. The principle of worth on the other hand implies the value with reference to a particular context or specific application. It is the extent to which desirable ends are met.

2. The eclectic approach to curriculum evaluation is the most effective for TVET. This approach is considered the most effective here because it draws from the weaknesses of other models. It cuts across the other models, which are each deficient in one way or the order, taking into account the emphases from the other different models on study of context, determination of clients concerns, use of qualitative methods, assessment of opportunity cost, sensitivity to unintended effects, and development of different reports for different audiences.

3. Criteria to be used to develop a curriculum evaluation model in TVET include,

i. The model should be one that can be implemented without making unnecessary demands on the community’s resources.

ii. Should be a model that can be applied to all levels of curriculum (programs of study, fields of study, and courses of study).

iii. The model should make provisions for assessing all significant aspects of the curriculum (i.e. the written, the taught, the supported, the tested, and the learned curricula).

iv. Should make useful distinction between merit (intrinsic value) and worth (value for a given context).

v. Should be responsive to the special concerns of stakeholders and should be able to provide them with the data they need for makingdecisions.

vi. Should be goal oriented, emphasizing objectives and outcomes.

vii. Should be sensitive to and makes appropriate provisions for assessing unintended effects.

viii. Should pay due attention to and make provision for assessing formative aspects of evaluation and the special context for the curriculum.

ix. Should be sensitive to and make provision for assessing the aesthetic or qualitative aspects of the curriculum.

x. Should make provision for assessing opportunity cost (the opportunities lost by those studying this curriculum).

xi. Should use both quantitative and qualitative methods for gathering and analysing data.

xii. Should present findings in reports responsive to the special needs of several audiences.

4.

Effective teaching in TVET can be identified through a process of careful observations. Careful observations indicate that teachers who are likely to teach effectively possess characteristics like, re-teaching, positive self-concept, proper instructional planning, careful selection of instructional techniques, pro­viding feedback to learners, communicating expectations to learners,

5. The effectiveness of learning experiences in TVET can be evaluated by using methods that employ attitude scales and simulated situations requiring an attitudinal response. Such methods should include qualitative approaches like interviews and observations. This kind of evaluation seeks to answer the question, “Do student attitudes demonstrate that the curriculum is producing the desired results?”

6

Once people know, firsthand, and are able to measure the benefits of effective curricu­lum planning In order to ensure effective instruction in TVET, learning experiences should be organized in a sequential and logical order. The teacher should,

1. Know the curriculum and where he/she is heading to (have strong instructional focus).

2. Ensure Smooth and quick transitions between components of the learning material.

3. Maximize time on purposeful instructional tasks (all aspects of the lesson should be clearly connected to community learning standards).

4. Naturally and positively redirect students without disrupting instruction for others.

5. Naturally and immediately include students returning from pull-outs.

6. Establish routines known by all students.