CURRICULUM INQUIRY

Year	No.	Offer	Mode	Description			Cred. Pts
96	80421 	S12 	X 	CURRICULUM INQUIRY        	2.00

Contents

• Staffing
• Pre-requisite(s)
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Recommended References
• Student Workload
• Assessment Details
• Other Requirements

STAFFING:

PRE-REQUISITE(S)

THERE ARE NO FORMAL PRE-REQUISITES FOR THIS UNIT, HOWEVER STUDENTS SHOULD BE AWARE THAT THIS IS AN ADVANCED LEVEL UNIT AND ASSUMES PREVIOUS CONTACT WITH THE AREA OF CURRICULUM THEORY.

RATIONALE:

Over the last few years, there has been a more overt attempt to refocus attention on the role of the teacher in curriculum decision- making. Evidence of this can be clearly seen in the various curriculum policy statements issued by central authorities and the less prescriptive nature of the syllabus documents prepared by central authorities for use by teachers in schools. This unit represents a response to these developments for it aims to equip teachers with skills that will allow them to engage in curriculum research, development and evaluation at a level which is appropriate to what is expected of a professional teacher. The skills involved include those associated with problem identification, action research, collection and analysis of evaluative data, and the design and implementation of curriculum programs.

SYNOPSIS:

The  unit  is  structured  around an evaluation  model  (Stufflebeam's
C.I.P.P.  model).   This  model serves as a framework  for  an  action
research-type curriculum exercise.  The identification of a classroom-
related problem (Context Evaluation) provides the focus for the design
and  development of a program (Input Evaluation) which is  implemented
and evaluated in the classroom (Process and Product Evaluation).

OBJECTIVES:

Upon completion of this unit, students will be able to:

1. conduct a contextual evaluation of a classroom problem using appropriate action research techniques;
2. develop a curriculum program which (a) demonstrates an understanding of the relationship between data collected by means of contextual evaluation and data collected by means of input evaluation; (b) demonstrates an understanding of sound principles of curriculum design;
3. evaluate the effectiveness of a curriculum program using appropriate process and product evaluative techniques;
4. contribute to debate in curriculum theory concerning (a) the use of models in the process of curriculum development; (b) the selection and organisation of those elements which constitute design - objectives, content, strategies and evaluation.

TOPICS:

 Description                                                    Weighting(%)

Curriculum defined - models of and models for                         5.00

Curriculum as hypothesis testing                                      5.00

An introduction to the C.I.P.P. model                                 5.00

Contextual Evaluation - tools and techniques                          10.00

Input evaluation - tools and techniques                               5.00

Models of evaluation                                                  10.00

Curriculum Design - sources and elements                              20.00

selecting appropriate curriculum designs                              5.00

Evaluation design                                                     10.00

Product Evaluation - analysing and organising data                    5.00

Process Evaluation - analysing and organising data                    5.00

Report Writing                                                        10.00

School-based curriculum development - roles and                       5.00
responsibilities

TEXT and MATERIALS to be PURCHASED:

Popham, W.J., (1993) Educational Evaluation, 3rd edn,
Allyn & Bacon, Needham Heights.

RECOMMENDED REFERENCE MATERIALS:

Worthington, R., "School-based Evaluation Series", Booklets 1-10,
Brisbane, Division of Planning & Services, Dept. of Education,
Queensland, 1982.

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	140
Private Study                                 	130
Assessments                                   	60

ASSESSMENT DETAILS:

No	*F/S	Marks		Due		Description					Wtg(%)		LBL
1 	F 	        	11/03/96	CML TEST                                	        	Y
2 	S 	        	13/05/96	PROBLEM ANALYSIS                        	33.00   	Y
3 	S 	        	05/08/96	INSTRUCTIONAL PROG                      	33.00   	Y
4 	S 	        	04/11/96	PROG EVALUATION                         	34.00   	Y

OTHER REQUIREMENTS:

1 Grading will be on a HD, A, B, C, I, F basis.
2 Students will be expected to have made a satisfactory
  attempt at each item of assessment.
3 Make-up will not normally be granted for students who
  fail to reach a pass level.
4 Assessment 1&2 are in Semester 1 and Assessment 3&4
  are in Semester 2