ALOBO CYRIL AJINE, BSU/VTE/12/3725

Post date: Apr 1, 2014 12:11:11 AM

ALOBO CYRIC AJINE BSU/VTE/M.SC./12/3725

1. What principles best define curriculum evaluation in TVET?

Curriculum evaluation is concerned with assessing both merit and work. The value of a program of study (all the planned learning experiences over a multiyear period for a given group or learners), a field of study (all the planned learning experiences over a multiyear period in a given disciplines) and a course of study (all the planned learning experiences for a period of 1 year or less).

From the above the principles adopted by Guba and Lincoln (1981) when slated by the above best define curriculum evaluation.

2. What curriculum evaluation model are most effective for TVET?

The models for most effective for TVET are:

1. Bradley’s effectiveness model

2. Tyler’s objectives centered model

3. Stuffle beam’s context, input, process, product model.

4. Scriven’s goad-free model

5. Stake’s responsive model

6. Eisner’s connoisseurship model

3. What criteria should be used to develop a curriculum evaluation model in TVET?

The criteria for effective curriculum evaluation model at all levels include:

1. Can be implement without making inordinate demands upon district resources.

2. Can be applied to all level or curriculum programs of study, fleds, courses or study.

3. Makes provisions for assessing all significant aspects or curriculum –written, the taught and supported, the tested, and the learned curricula.

4. is responsive to the special concerns or district stake holders and is able to provide them with the data they need for decision making.

5. Makes useful distinctions between merit (intrinsic value) and worth (value for a given context).

6. is good oriented, emphaising objectives and outcomes.

7. is sensitive to and makes provisions for assessing.

8. pays due attention to and make provisions for assessing formative aspects or evaluation.

9. is sensitive to and make provisions assessing the special context for the curriculum.

10. is sensitive to and make provisions assessing the aesthetic or qualitative aspects of the curriculum.

11. Uses both quanlitative and qualitative methods for gathering and analyzing data.

12. Presents findings in reports responsive to the special needs of several audiences.

4. How can learning experiences be organized for effective instruction in TVET?

Learning experiences can be organized for effective instruction in TVET by the following:

1. Congnitive domain

2. Affective domain

3. Psychomotor domain

4. Written curriculum – method of presentation is very important.

- Cognitive domain – knowledge, mind and mental activities

- Affective domain – interests, appreciation and social emotions, curiosity.

- Psychomotor domain- skills, manual and motor skills, flexibility, physical abilities.

- When learning or written curriculum are well presented in sequential order.

5. How can the effectiveness or learning experiences in TVET be evaluated?

By the use or electronic testing and setting bench marks, internet is one important assessment lasting tool, the test can been seen by the evaluators whether student, performances are good or bed.

6. How can a field of study be evaluated?

The process of evaluating a field or study includes five important stages.

1. Preparing for the evaluation

2. Assessing the content

3. Identifying the evaluation issues

4. Developing the evaluation design

- Preparation for the evaluation includes three major steps: setting the project parameters, selecting the project director and the evaluation task force and preparing the evaluator documents.

- Assessing the content enable the evaluator to identify both the salient aspects of the educational environment that impinge on the field of students and the critical needs of the learners.

- Identifying the evaluation issues- means trying to identify the evaluation issues to be sure that the evaluation is sensitive to the special concern of the stakeholders and will provide the information needed.

- Developing the evaluation design- the project director and the task force should cooperatively develop the evolution design.

- Implementing the evaluation design- when the design is developed, the evaluation team can more expeditiously to implement the design and report the results. The implementation process should be flexible and the result should be reported in ways that will accommodate the special needs or the several audiences.

7. How can effective teaching in TVTE be indentified? Effective Teaching in TVET can be identified by:

1. Evaluation checklist

2. Formative evaluation

3. Summative evaluation

4. Ultimate evaluation