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Developmental approach in designing curriculum content asserts that curriculum should help students to learn the information which is necessary in performing day to day operations or tasks. This model emphasizes that curriculum should provide practical information and should help developing skills and learning capacities for better performance (Browder, et al., 2003). Developmental approach looks forward in developing student abilities to be an excellent performer in their life. This model recognizes students’ development as a sequential growth which starts with academics, then career and then social growth while curriculum should be designed to achieve objectives of all stages of students’ needs.
Readiness approach as the name suggests is related to the entry level of students. It refers to particular skills and understanding of a student. Readiness approach suggests that in designing curriculum content, it is important to examine the mental standing of the student where the student is (Marcon, 2002). In an institutions some students may have well developed skills and understanding to complex topics because they were already exposed to learning opportunities but others may not have got the same chances (Muller-Ackerman, 2014). So, curriculum content must be designed considering the readiness of students and the level of their understanding. In contrasting scenario, no prior knowledge of students’ readiness may lead to an unplanned curriculum content which will hinder actual growth and learning of students (Olfman, 2003). Examining readiness provides a series of indicators whereas these indicators help understanding the expectations and needs of students. Based on these indicators educationists have better oversight of required curriculum contents which later produces greater learning and growth. Readiness approach as
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The method of teaching was also old and required major review. The old program only stressed on teaching and listing facts, figures and diagrams in chronological order without considering linkages with students being educated. Thus a deep analysis was done at provincial level to revise the curriculum and the way it is taught.
By systematic we mean that are the content of the curriculum are arranged in a clear way that enhances its understanding. The system design for curriculum should also be complete in terms of content. By being complete we mean that the system design for curriculum should contain all relevant requirements for the instructions that the curriculum is being designed to guide.
In an effort to understand the grim situation and create an appropriate plan, it is fundamental to draw associations between TAKS and TEKS since they focus on attaining superior skills. Subject, grade levels, and objectives that are in need of Improvement It is clear that most students at Crocket State School performed poorly in the Mathematics subject as highlighted by the TAKS Test shows.
Employers are seeking highly qualified trainees from colleges that will effectively serve the total requirements of the job and requisite professional experience. In this regard then, to ensure that students are trained and acquainted with the right skills in a changing environment in the global market, the curriculum has to undergo various changes to ensure that it is in line with the job demands and the entire diverse environment (Jones, 1997).
It is used to document what is taught and when it is taught, to reveal the gap in the curriculum, and to facilitate in the designing of the assessment plan (Bena and Jeff, 2008). On the other hand, assessment strategy is the relationship between learning and teaching procedures used within a course (Assessment strategy, 2013).
The assessment or evaluation of educational curriculum is often viewed to be a continuous process. The main function of curriculum evaluation is not fixed. It is constantly changing according to the varying demands and needs of the society. Thus, it is to be stated that any newly constructed curriculum should fulfill the needs and demands of every societal member by a greater level.
Accordingly, it can enable learners to obtain tangible benefits and contribute to the sustainability of the entire community. Stating precisely, an effective curriculum aims to develop cognitive, emotional, humanistic and judgmental skills of the pupils. This enables them to pursue a promising career in their adulthood and also become a responsible citizen.
This paper will highlight on the evaluation and the efficiency of curriculum based assessment for growing the achievement of special education. It furnishes students with broad range of educational issues. It offers special education with new curriculum domains to various special groups in the society.
This notion is usually related to intellect and rationality, while ontology is the classification or grouping system used to categorize these concepts with relation to the subject or body of knowledge. Ontology and epistemology are both used to describe the thought processes on individual basis depending on their cultural, traditional and social practices on a larger scale.