Theoretical proposal which describe the manner in which curriculum evaluation should be carried out. A number of authors have attempted to classify the available models into groups according to their natural relationships. Popham 197 in Nwankpa (2000). Classified them into four groups namely:
i) Goal attainment models
ii) Judgmental model emphasizing intrinsic criteria
iii) Judgmental model emphasizing extrinsic criteria
iv) Decision facilitation models.
For Lowton (1980) we have six models of curriculum evaluation from most quantitative to the most eclectic
i)The classical (or Agricultural Botanical research) model
ii) Research and Development model
iii) illuminative model
iv) Briefing Decision –makers model.
v) Teacher as researcher model and
iv) Case study model.
While Asoegwu (2009) outlined them as
i) Behavioural objective model
ii) Decision making model
iii) Goal free model
iv) Accreditation model
However the focus of this work is on metfessed and Micheal’s model of evaluation which is mostly found in Goal attainment model of Nwanpka (2000), Behavioural the goal attainment models are mainly concerned with how far the instructional objectives were achieved.
This process begin with a systematic generation of educational objectives-ensuring that the three main sources of educational goals namely: The learner, the society and the subject-mater are exploited.
Next is the screening of the tentative goals with psychology learning and philosophy of education to yield specific instructional objectives. When the instructional programme is complete, then the learners would be tested to see how well they perform.
Note that, the objectives that are attained by the students show the success of the instructional program.
Those objectives that not achieved represent the failure of the instructional programme.
Thus this goal attainment model was first stated by tyler, but the most elaborate of them all was offered by metfessels and Micheals.
According to Asoegwu (2000) Metfessel and Micheal originated in 197. his model involve the use of multiple objective criteria measure (individual attainment) which do not use class norm to judge performance. They have eigh steps Viz:
1) Specifying the objectives in behavioural terms and in doing these members of the school community are involved. So you have professionals and non-professionals to compare different views % organizations eg STAN, who set questions in different areas in science. All these parts are integral part of the curriculum evaluation team.
2) Identifying the learner, where the desired behavioural objectives are specified.
3) The specified objectives are put in implementable form by breaking down the objectives into the judgment criteria that is defining the type of outcome to be expected of the students or translating the objectives into instructional terms (expected behavioural objectives). Eg it seeks to answer this question, what is the relationship between the educational objectives and students achievement?
4) Appropriate instruments for data collection by developing the necessary instrument for evaluation.
5) Relevant information are collected through administering periodical data step by step.
6) Analysis of the data collected
7) Dealing with the interpretation of data cpllected with conditions to show the direction of growth, ie the progress of students and the effectiveness of the total programme.
8) Using the feed back to make recommendations and conclusions which will provide a basis for curricula retention, elimination. Modification, improvement and further implementation of the curriculum.
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