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.
REFERENCES
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Nigeria
Ibadan. Sam
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and
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Pratt, D. (1994). Curriculum planning: A handbook
for
professionals. NY. Harcourt Brace,
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Lawton, D. (1980) The politics of the school
curriculum,
London: Rontledge and Kegan
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