OTSE, David Adotse

Post date: Mar 30, 2014 8:16:06 PM

OTSE, David Adotse

BSU/VTE/M.Sc/12/3742

1. What principles best define curriculum evaluation in TVET?

The principle of adopted by Guba and Lincoln (1981), which emphasizes on “merit” and “ worth.” The principle define curriculum evaluation as “ The assessment of the merit and worth of a programme of studies, a field of study, or a course of study.”

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

The models for most effective for TVET are:

a) Bradley’s Effectiveness Model

b) Tyler’s Objectives-Centered Model

c) Stufflebeam’s Context, Input, Process, Product Model

d) Scrven’s Goal-Free Model

e) Stake’ Responsive Model

f) Eisner’s Conniosseurship Model

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

The criteria for effective curriculum evaluation model are

a) Can be implemented without making inordinate demands upon district resources.

b) Can be applied to all levels of curriculum—programmes of study, fields of study, courses of study

c) Makes provisions for assessing all significant aspects of curriculum—written, the taught, the supported, the tested, and the learned curricula

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

e) Is responsive to the special concerns of district stakeholders and is able to provide them with the data they need for decision making

f) Is goal oriented, emphasizing objectives and outcomes

g) Is sensitive to and makes appropriate provisions for assessing unintended effects

h) Pays due attention to and makes provisions for assessing formative aspects of evaluation

i) Is sensitive to and makes provisions for assessing the special context for the curriculum

j) Is sensitive to and makes provisions for assessing the aesthetic or qualitative aspects of the curriculum

k) Makes provisions for assessing opportunity cost—the opportunities lost by those studying this curriculum

l) Uses both quantitative and qualitative methods for gathering and analyzing data

m) Presents findings in reports responsive to the special needs of several audiences

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

Learning experiences can be organized for effective instruction in TVET by embracing the taxonomy of Education (which need to reflect on Cognitive domain, Affective domain and Psychomotor domain ). And the written curriculum needs to be the “taught curriculum”, where learning experiences are presented in sequential and logical form.

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

The effectiveness of learning experiences in TVET can be evaluated by the use of

Internet-enabled assessment tools, this can adjust in difficulty to the individual students’ ability. This because electronic results are instantaneous and the teacher can quickly sees whether students are succeeding or falling behind.

6. How can a field of study be evaluated?

There are five important phases that can be used for evaluating field of study, namely,

a) Preparing for the evaluation

b) Assessing the context

c) Identifying the evaluation issues

d) Developing the evaluation design

e) Implementing the evaluation design

7. How can effective teaching in TVET be identified?

To identify effective teaching in TVET, one need to used an ultimate indicator to measure the academic growth of its students. This can be done by using various evaluations like the formative evaluation and summative evaluation.