MUSA SANKEY, BSU/VTE/M.SC/12/3738
Post date: Mar 31, 2014 7:18:12 AM
1. The principles that best define curriculum evaluation in TVET is that of Guba & Linkoln (1981) ‘‘The principle of metric and worth’’
2. The most effective curriculum evaluation models for TVET are ;
i. Tyler’s objective model
ii. Stake’s Responsive model
iii. Scrivens Goal-free model.
iv. Stuffle beams context, input, process, product model
. (i) It can be implemented without making inordinate demands upon district resources.
(ii) Can be applied to all levels of curriculum programs of study, field of study, course of study.
(iii) Makes provision for assessing all significant aspect of curriculum-the written, the taught, the supported, the tested and learned curricula
(iv) Make useful distinctions between merit (intrinsic value) and worth (value for a given context)
(v) Is responsive to the special concerns of district stakeholders and is able to provide them with the data they need for decision making.
(vi) Is goal oriented, emphasizing objectives and outcomes.
(vii) Is sensitive to make appropriate provision for assessing unintended effects.
(viii) Paid due attention to and make provisions for assessing formative aspects of evaluation.
(ix) Is sensitive to and makes provision for assessing the aesthetic or qualitative aspects of the curriculum.
( x) Is sensitive to and makes provision for assessing the special context for the curriculum
(xi) Makes provision for assessing opportunity cost-the opportunities lost by those studying this curriculum.
(xii) Uses both quantitative and qualitative methods for gathering and analyzing data.
(xiii) Presents findings in report responsive to the special needs of several audiences.
4. This can be achieve by proper selection of content, organizing and integrating the learning experiences and content and then evaluating the entire process.
5. The effectiveness of learning experience in TVET be evaluated through summative, impact/outcome and ultimate evaluation process
6. Field study can be evaluated by;
i. Reviewing the goals and objectives
ii. Preparing for the evaluation
iii. Assessing the context
iv. Identifying the evaluation issues.
v. Developing the evaluation design.
vi. Implementing the evaluation.
7. Effective teaching in TVET can be identified through the performance of the students in all the three domains of learning, that is the cognitive, affective and psycho-motive