Evaluation models and frameworks

Curriculum Evaluation Models

Ornstein and Hunkins (2003) categorize two approaches to curriculum development as technical-scientific and nontechnical-nonscientific. The technical-scientific approach is a blueprint for structure the learning environment and coordinating the elements of personnel, materials and equipment. Educators use a rational approach to accomplish their tasks and systematically outline procedures to facilitate the creation of curriculum. it's essentially a means-ends paradigm which emphasizes the ability to evaluate a systematically- designed program. However, with use of the nontechnical-nonscientific approach curriculum evolves rather than being planned. This approach focuses on individual's self-perceptions and personal preferences, their own assessments of self-needs and their attempts at self-integration. The learner is highly involved in the planning process. The nontechnical-nonscientific approach stresses personal, subjective, aesthetic, heuristic, and transactional nature of curriculum

While both technical-scientific and nontechnical-nonscientific approaches each have different suggested process models for implementation, it is useful to explain a commonly used model for each to further understand the differences in the approaches. The Taba Model is often used for the technical-scientific approach and emphasizes teacher-designed instruction.

This model recommends a five-step process sequence (Curriculum development):

Producing pilot teaching-learning units representative of the grade level or subject area.

Testing experimental units to set upper and lower limits of required abilities.

Revising and consolidating

Developing a framework for scope and sequence

Installing and disseminating new units (in-service training)

In contrast, the Glatthorn Naturalistic Model for supporting the nontechnical-nonscientific approach suggests (Ritz):

Assessing the alternatives

Staking out the territory

Developing a constituency

Building the knowledge base

Blocking in the unit

Planning quality learning experiences

Developing the course examination

Developing the learning scenarios

Increasingly, teachers are called upon to incorporate elements of both technical-scientific and nontechnical-nonscientific approaches to curriculum development to achieve the different benefits of each. Teachers will need to look at process models for implementing these two approaches to achieve the benefits of both outcome-based education which emphasizes what students are expected to learn as well as open-ended education which encourages teachers to create a positive learning experience for the student. The former is best served by technical-scientific approaches while the later is best accomplished by nontechnical-nonscientific approaches. Fortunately, the approaches do appear to be complimentary more so than conflicting ideologies as positioned by some.