3.3.1.4 1 2 3 4 5 6 7 Hidden Curriculum 3.3.2 3.3.2.1 Hafferty 1998 Bieber 1994 Moral Education Emile Durkheim 1961 What is learned in classroom?Robert Dreeben 1967 Education and power Michael Apple 1982 Compromises 3.3.2.2 1 51
2 3 4 5 6 3.3.2.3 3.3.2.4 1 2 3 4 5 6 Null Curriculum 3.3.3 Elliot Eisner 1979 Eisner 52
1 _________________________________________________________________________________ _________________________________________________________________________________ 3.4 Secondary Education Commission, 1952-53 Education Commission, 1964-66 1976 1968 The Curriculum for 1975NCERTNPE-1968 NCERT1975the ten-year school: A Framework NCERT 1986 Concurrent List 1976 NPE-1986 53
NCERT NCERT 1975 1984 Ten year school curriculum1977 National 1988NCERT Elementary and Secondary Education - A Framework, 1988Curriculum for Learning without burden, 1993 1993 3.4.1 1 2 Home Work 3 4 5 6 7 4030 8 9 10 11 12 National Curriculum Frameworks 3.4.2 1986 2000 National Curriculum Framework for School Education 54
(NCFSE), 2000 National Curriculum Framework (NCF), 2005 352005 NCERT2005 2005 3.4.2.1 2005 1 2 3 4 5 2005 3.4.2.2 2005 Perspective Learning and Knowledge Curricular Areas, School stages and Assessment School and Classroom Environment Systemic Reforms 2005 1 2 3 4 5 6 55
1 Holistic 2 3 4 5 6 7 8 9 10 11 12 Language Education 1 Mathematics Education 2 Science Education 3 Social Science Education 4 Art Education 5 Health and Physical Education 6 Work and Education 7 Education for Peace 8 56
Habitat and Learning 9 Assessment and Evaluation 10 1 2 3 57
4 Civics 5 6 58
7 8 59
9 10 2005 60
a b c d a 61
b a b c d 2 _________________________________________________________________________________ _________________________________________________________________________________ 3 _________________________________________________________________________________ 62
_________________________________________________________________________________ 3.5 1 2 3 4 Elliot Eisner 5 6 1952-53 7 1964-66 8 1976 9 Cancurrent List 1976 10 1968 11 The Curriculum for the Ten-year 1975NCERT 12 school: A Framework 1986 13 NCERTNPE-1986 14 National Curriculum for Elementary NCERT 15 and Secondary Education: A Framework, 1988 Learning without Burden1993 16 National Curriculum 2000NCERT 17 Framework for School Education (NCFSE), 2000 NCF-2005 2005NCERT 18 Glossary 3.6 Concept of Curriculum 1 63
Core Curriculum 2 Hidden Curriculum 3 Null Curriculum 4 Curriculum Reforms in India 5 National Curriculum Framework 6 1993 Learning without Burden 7 Education for Peace 8 Systemic Refroms 9 Art Education 10 3.7 NCF - 2005 NCERT 1 _________________________________________________________________________________ _________________________________________________________________________________ 3.8 dcba 5x1= 5 Marks 1 64
a b c d 2 a b c d 3 Elliot Eisner a John Dewey b Robert Dreeben c Hafferty d 1993 4 Systemic Reforms a Learning without Burden b Learning Experience c Curriculum Reforms d NCF-2005 5 UGC a NCTE b CBSE c NCERT d 100 5x4= 20 Marks4 1 2 65
3 4 5 1993 6 NCF-2005 7 NCF-2005 8 250 1x10= 10 Marks10 1 NCF-2005 2 3.9 Aggarwal, J. C. (1990), Curriculum Reforms in India, Delhi, Doaba House. Eisner, E. W. (1979), The Educational Imagination, New York, Millan. John, Dewey (1996), The Child and the Curriculum: the School and Society, Phoenix, USA. Murunalini, T. (2007), Curriculum Development, Neelkamal Publications Pvt. Ltd., Hyderabad. Ministry of Education (1966), Education and National Development, Report of the Education Commission 1964-66. Reprinted in 1971 by NCERT, New Delhi. Ministry of HRD (1993), Learning without Burden, Report of the Advisory Committee appointed by the MHRD, Department of Education, New Delhi. NCERT (1975), The Curriculum for the Ten-year School: A Framework, NCERT, New Delhi. NCERT (1988), National Curriculum for Elementary and Secondary Education: A Framework, NCERT, New Delhi. NCERT (2000), National Curriculum Framework for School Education, NCERT, New Delhi. NCERT (2005), National Curriculum Framework -2005, English Edition, NCERT, New Delhi. 2008 2005- 2003 2007 66
4 Curriculum Evaluation Structure Introduction 4.1 Objectives 4.2 (Need and Importance of Curriculum Evaluation) 4.3 Criteria for Evaluating the Curriculum 4.4 4.5 (Stage Specific Curriculum: Pre-Primary, Primary, Secondary, Higher Secondary) Formative and Summative Curriculum 4.6 Curriculum Evaluation Models 4.7 4.8 4.9 4.10 4.11 Introduction 4.1 (5) (2) 67
3 (4) 2005 objectives 4.2 4.3 Need of Curriculum Evaluation 68
.1 .2 .3 .4 69
.5 .6 .7 Importance of Curriculum Evaluation .1 .2 .3 70
.4 .5 .6 .7 .8 1 _________________________________________________________________________________ _________________________________________________________________________________ Criteria for Evaluating the Curriculum 4.4 Efficiency .1 71
Validity .2 Reliability .3 1 _________________________________________________________________________________ _________________________________________________________________________________ 4.5 (Stage Specific Curriculum: Pre-Primary, Primary, Secondary, Higher Secondary) 1-6' 6 .1 Objectivity .2 72
Importance .3 Relevency .4 Scope .5 Early Primary Stage BA 3 Class 1 & 2A .1 .2 Art, Healthy and Productive Living .3 Class 3 & 4 B .1 .2 Environment & Value Education .3 - EVS .4 Upper Primary Stage 3 .1 .2 .2 .3 .4 73
.5 Secondary Stage ApplicationConcept Higher Secondary Stage Foundation Course .1 Elective Course .2 .1 Humanities .3 Commerce .2 Science .1 1 _________________________________________________________________________________ _________________________________________________________________________________ 74
4.6 Formative and Summative Evaluation in Curriculum Formative Evaluation Formative Evaluation 1 2 Mastery Level Summative Evaluation 75
Consumer MadausHastongs Bloom Formative Assessment Evaluation Judgement Activity 1 _________________________________________________________________________________ _________________________________________________________________________________ Curriculum Evaluation Model 4.7 Select 1949Tyler's Model .1 CIPP Model or Stufflebeams .2 Stake Model1969 .3 Kaufman Roger's Model1973 .4 Michael Seriven's Goal free Model1973 .5 Hilda Taba Model .6 Tyler's Objective Model of Evaluation1949 .1 R. Tyler (1949) Bloom 76
Tyler .1 .2 .3 .4 .5 .6 .7 Stufflebean's CIPP Model .2 Context, (C), Input (I), CIPPStufflebean Product Process (P), Product (P) CIPP .1 .2 .3 .4 Stake Model1969 .3 Robert R.E. Stake Antecedents .1 Transactions .2 Outcomes .3 Transactions 77
Outcomes Stake Countenance Kaufman Roger's Model1973 .4 Kaufman's Five Level of Evaluation Resource & Process 1 2 Application of Acquired Skills 3 Michael Seriven's Goal Free Model (4) Michael (1973) Hilda Taba Model .6 Taba 1 _________________________________________________________________________________ 78
_________________________________________________________________________________ 4.8 Efficiency .1 Validity .2 Reliability .3 4.9 .1 _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 4.10 .1 .2 .3 .4 79
.1 .2 .3 .4 4.11 1. Rao, Vinay (2007) Curriculum Development, Authorspress, Global Network Publications, New Delhi. 2. Bhalla, Navneet (1999) Curriculum Development, Pearl Publishing House, Daryaganj, New Delhi 3. Mrunalini, T. (2007) Curriculum Development, Neel Kamal Publications Pvt. Ltd., Sultan Bazar, Hyderabad 4. Moosa, M.M. and Shazia, R. (2007) Curriculum Development and Instructions, Jardan Bork House-Lahore. 5. Singh, P. (1989)-Scheme of Contineous Comprehensive Evaluation for Navodaya Vidyalaya , Navodaya Vidyalaya Samiti, MHRD-New Delhi 6. Guilford, N.E. (1981) Measurement and Evaluation in Teaching, Hou-Rinehat and winston, Inc. New York 7. Patil, R.N. (1978) Educational Evaluation-Theory and Practice, Himalaya Publishing House, Bombay 80