Curriculum Analysis & Administration.pptx

Discussion on curriculum analysis

1. CURRICULUM ANALYSIS Presented by Den Mark Galapir , Gina Andres, & Jessica Fullante

2. DEFINITION Curriculum analysis is defined as the systematic process of examining and evaluating the curriculum’s intended goals and objectives, content, teaching methods, assessment strategies, and overall effectiveness. It involves breaking down the curriculum into its constituent parts to gain a holistic understanding of how it functions and impacts student learning.

3. Function of Curriculum Analysis

4. FUNCTIONS Enhancing Student Learning Outcomes Alignment assessment Identifying gaps Improving teaching and learning Curriculum Improvement and Development Identifying strengths and weaknesses Informing curriculum revision Developing new programs

5. FUNCTIONS 3. Program Evaluation and Accreditation Demonstrating program effectiveness Meeting accreditation standards Identifying areas for improvement 4 Resource Allocation and Prioritization Justifying program funding Optimizing resource utilization Making informed decisions 5. Institutional Planning and Development Supporting strategic goals Identifying emerging trends. Fostering innovation

6. Process of Curriculum Analysis

7. 1 2 3 Define the Purpose and Scope Gather Data Analyze the Curriculum PROCESS

8. 4 5 6 Identify Strengths and Weaknesses Develop Recommendations Develop an Action Plan PROCESS 7 Evaluate the Impact

9. THANK YOU

10. Standards are guidelines or criteria that define what students should know and be able to do at specific grade levels or in particular subject areas. These standards serve as benchmarks for assessing student learning, curriculum effectiveness, and instructional quality.

11. TYPES OF STANDARDS 1. Content standards 2. Performance standards 3. Curriculum standards 4. Assessment standards 5. Alignment standards

12. Content standards refer to specific statements or descriptions that outline the knowledge, skills, and concepts students are expected to learn in a particular subject area or grade level. these standards define the essential content that students should master and serve as a framework for curriculum development, instruction, and assessment.

13. Performance standards describe the level of proficiency or mastery that students are expected to demonstrate in relation to the content standards. These standards specify the quality of work or performance that students should achieve to meet academic expectations.

14. Curriculum Standards are specific guidelines or benchmarks that outline the knowledge, skills, and competencies students are expected to acquire at different grade levels or in various subject areas. These standards serve as a framework for designing, implementing, and evaluating curriculum content, instruction, and assessment practices.

15. Alignment Standards focus on ensuring that the curriculum, instruction, and assessments are aligned with the content and performance standards. These standards promote coherence and consistency in educational practices to support student success and achievement.

16. Assessment Standards refer to the criteria and guidelines used to evaluate and measure student learning and achievement. These standards outline the expectations for assessing student performance, determining proficiency levels, and providing feedback on progress.

17. Phases refer to the different stages or components of the curriculum analysis process. These phases typically involve systematic steps to evaluate, assess, and improve the curriculum. The phases may include: Planning Data collection Analysis Evaluation Revision implementation

18. Curriculum Planning is the process of designing and organizing the educational experiences and learning opportunities that students will engage with in a particular course, program, or educational setting. It involves determining the goals and objectives of the curriculum, selecting appropriate content and resources, sequencing learning activities, and assessing how to best deliver and evaluate the curriculum to meet the needs of learners.

19. Key components of curriculum planning include: 1. Setting clear learning objectives 2. Selecting content and resources 3. Sequencing learning activities 4. Designing assessments 5. Considering diverse learner needs 6. Reflecting on and revising the curriculum

20. Data collection is the process of gathering and measuring information on variables of interest in a systematic and organized manner. involves collecting relevant data to assess student performance, evaluate curriculum effectiveness, monitor progress towards educational goals, and make informed decisions.

21. Analysis refers to the systematic examination and evaluation of various aspects of the curriculum to gain insights, identify strengths and weaknesses, and make informed decisions for improvement.

22. Evaluation involves assessing the effectiveness, relevance, and impact of the curriculum on student learning outcomes. This process includes collecting and analyzing data on various aspects of the curriculum, such as content coverage, instructional strategies, assessment methods, and student performance.

23. R evision refers to the process of making changes or updates to the curriculum based on the findings from the evaluation process. Revision aims to improve the quality, relevance, and effectiveness of the curriculum to better meet the needs of students and achieve educational goals. It is an essential component of continuous improvement in curriculum development and implementation .

24. Implementation refers to the actual execution of the curriculum plan that has been developed and analyzed. This phase involves translating the curriculum goals, objectives, and content into instructional activities, lessons, and assessments that are delivered to students.

25. MODELS OF CURRICULUM ANALYSIS ROLES AND FUNCTIONS OF CURRICULUM LEADERS

26. MODELS OF CURRICULUM ANALYSIS TYLER’S OBJECTIVES-CENTERED MODEL DANIEL STUFFLEBEAM’S CIPP MODEL STAKE’S CONGRUENCY-CONTINGENCY MODEL

27. MODELS OF CURRICULUM ANALYSIS Curriculum Analysis Models are frameworks or approaches used to examine and evaluate the different aspects of a curriculum. What is being taught? How it’s being taught? How Well It Meets Students’ Needs?

28. TYLER’S OBJECTIVES-CENTERED MODEL RALPH TYLER (1902-1994) Father of “Evaluation” The educational impact of the works of Ralph Tyler cannot be estimated in the context of curriculum evaluation. Published more than 700 articles and 16 books. Tyler posits the problem with education is that educational programs lack unmistakably defined purposes (“Ralph Tyler’s Little Book)

29. TYLER’S OBJECTIVES-CENTERED MODEL SPECIFIC MEASURABLE ACHIEVABLE RELEVANT TIME-BOUND RELEVANT MEANINGFUL APPROPRIATE Developing a Scope and Sequence Creating Lesson Plans Designing assessments. Assessing student learning Evaluating the effectiveness of the teaching strategies and materials used, Making any necessary revisions to the curriculum.

30. DANIEL STUFFLEBEAM’S CIPP MODEL DANIEL STUFFLEBEAM’S CONTEXT, INPUT, PROCESS, PRODUCT MODEL (CIPP) Was a product of Phi Delta Kappa committee chaired by Daniel Stufflebeam .

31. DANIEL STUFFLEBEAM’S CIPP MODEL DANIEL STUFFLEBEAM’S CONTEXT, INPUT, PROCESS, PRODUCT MODEL (CIPP) Context Evaluation - assess needs and problems in the context for decision makers to determine the goals and objectives of the program/curriculum. Input Evaluation- assesses alternative means based on the inputs for the achievement to help decision makers to choose options for optimal means.

32. DANIEL STUFFLEBEAM’S CIPP MODEL DANIEL STUFFLEBEAM’S CONTEXT, INPUT, PROCESS, PRODUCT MODEL (CIPP) 3. Process Evaluation - monitors the process both to ensure that the means are actually being implemented and make necessary modifications. 4. Product Evaluation- compares actual ends with intended ends and leads to a series of recycling decisions.

33. STAKE’S CONGRUENCY- CONTINGENCY MODEL ROBERT E. STAKE Born: December 18, 1927 Professor Emeritus of Education at the University of Illinois, Urbana Champaign. Studied classroom experience, institutional practices, personal interactions, and context.

34. STAKE’S CONGRUENCY-CONTINGENCY MODEL DEFINITION OF TERMS

35. STAKE’S CONGRUENCY-CONTINGENCY MODEL CONGRUENCY-CONTINGENCY MODEL Stake’s model of curriculum evaluation is more than just an evaluation process. It also looks at the development of the curriculum. When using this model, it is necessary to compare the developed curriculum with what actually happens In the classrooms.

36. STAKE’S CONGRUENCY-CONTINGENCY MODEL Antecedents - include data on students and teachers, the curriculum to be evaluated, and the community context. Transactions - the interactions that occur between teachers and students, students and students, and students and curricular materials and students and educational environment. Outcomes - results and impacts of the curriculum implementation on students, teachers, administrators and community.

37. Roles and Functions of Curriculum Leaders

38. ROLES AND FUNCTIONS OF A CURRICULUM LEADER

39. THANK YOU FOR LISTENING!