Reflection week 10

For this week 10, the last topic that we covered is Curriculum Evaluation.

Evaluation

- The process or group of process that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something.

Validity and curriculum evaluation

- There is some ways that teacher can do to evaluate curriculum which is

• Data based judgements
• student achievement
• expert analysis (survey/checklist)

5 value question

1. Instrinsic value
2. Instrumental value
3. Comparative value
4. Idealization value
5. Decision value

Scientific vs Humanistic Evaluation

Scientific evaluation

- Focused on quantifiable data gathering uses test result of experimental subjects analyses data statistically.

Humanistic evaluation

Focused on quantifiable data gathering relies on impression of what is observed engages in actual incidents that are observed today.

Intelligence tests

1. Standards in testing
2. Absolute maximum standard
3. Absolute Minimum standard
4. Relative standard
5. Multi-standard

Formative and summative evaluation

Phases of evaluation

1. Collecting the information
2. Organizing the information
3. Analyzing the information
4. Reporting the Information
5. Recycling the information(continual Update)

Alternative Evaluation

1. Portfolio
2. Norm-references vs competency
3. Norm-referenced
4. Competency

Evaluation vs Grading

The evaluation of student learning is far too complex an enterprise to be reduced to a single grade.

More grades = better evaluation.

Goals and roles of evaluation

Goals - What it is supposed to do

Roles - What it is used to do

Focus on training evaluation

1. Program evaluation
2. individual competence
3. program value

Training evaluation

- take place during and after course implementation.

Calculating costs of training

• All development & personnel cost
• All material costs
• All delivery costs
• Total expenditure

Goal of evaluation

• Learner improvement
• Methods
• Document validation
• Product assessment

Reflection week 9

For week 9, the topic that we covered is Curriculum Implementation.This curriculum is all about developing curriculum. There is five components that we should consider when we want to develop the curriculum.

1. Curriculum component
2. Curriculum contents
3. How to select content?
4. How contents are organized?
5. What criteria for selecting content?

Below are the explanation about the components:

1. Curriculum components

• What subject matter is crucial to learn?
• What is essential to know to be successful citizen?
• What contents best addressed students interests and needs?

2. Curriculum contents

• Postmodernism view knowledge as dynamic and evolutionary. It is not static.
• Knowledge results from a structing and reconstructing of perceived realities.
• Knowledge is that result from environment within which human find themselves.

3. How to select content?

• It addresses to cognitive, social and psychological dimension of the individual student

- What is content?

• It is fact, concepts, generalizations, and theories which are similar to discplined knowledge.
• Non-disciplined- environment education concern the advancement of understanding.

4. How content are organized?

- Based on theories

- Based on Domains

- Should be systematic, practically, and sequenced

5. What criteria for selecting content.?

• Self-sufficiently - to maximize teaching effort and education resources, subject matters, are generalize ability.
• Significance - The knowledge that could contribute meaningfully to student
• Validity - the content selected should be authentic and not absolete or incorrect.
• Interest - must be meaningful to the child's life
• Utility
• Learnability.

Reflection week 8

For this week, our lecturer once again explain the topic curriculum theory and practice.
But for this time, the lecturer explain more about the four ways of approaching or looking at curriculum theory and practice which is:
1. Curriculum as a body of knowledge to be transmitted
2. Curriculum  as an attempt to achieve certain ends in student-product
3. Curricuclum as process
4. Curriculum as praxis

Curriculum Framework

1. Curriculum as a body of knowledge to be transmitted

•  Syllabus - from Greek

- short and clear statement or list of topics for

   discourse.

- the content of a treatise

- the subject of a series of teaching

2. Curriculum as a product

3. Curriculum as a Process

4. Curriculum as praxis

Curriculum in context:

- What actually happen in classrooms

- An ongoing social process comprised of the interact of student, teacher, knowledge and materials.

reflection 7

In week 7, the topic that we had covered is curriculum and practice.
One ways of looking at the curriculum is exploring curriculum theory and practice ant its relation to informal education.

Curriculum can be seen as
1. Syllabus (body of knowledge)
2. Product (an attempt to achieve certain ends in student)
3. Process
4. Praxis

The origin of curriculum
- " In the running / chariot tracks of Greece, which literally means "a course".

Definition of curriculum by John Kerr:

4 ways of looking at or approaching curriculum theory and practice: 
1. Body of knowledge to be transmitted
2. As an attempt to achieve certain ends in student- product
3. process
4. praxis

Aristotle's influential catergorization:
1. Theoritical
2. practical
3. productive