The document outlines the stages of curriculum development and evaluation involved in updating an entire curriculum. It discusses 1) establishing general aims from educational policies, 2) the tasks of curriculum developers in determining subject balance and time allocation, 3) defining major educational objectives, 4) important concepts like critical changes in society and minimum learning requirements, and 5) constraints like political, socio-cultural and psychological factors. It emphasizes evaluating objectives, content scope and sequence, teaching strategies, and instructional materials using expert reviews and trials to ensure the curriculum achieves its aims.

1. STAGE OF CURRICULUM
DEVELOPMENT AND EVALUATION
IN UPDATING THE ENTIRE
CURRICULUM

2. 1. General Aims Emanating From The Policy
2. The Task of The Curriculum Developer
3. Major Educational Objectives
4. Important Concepts (Identified Aims & Objective)
5. Constrain In Curriculum Development

3. 1. General Aims Emanating From Policy
 The aims of education are very broad and
give general direction to education
throughout the country
 General educational aims are formally stated by
government or legislative act;
 Value system of the society and in its educational
tradition (countries where such format acts do not
exist)

4.  The general aims of education are political
significance.
 Serve as basis for making decisions on how
the school life be organized and on what
should be taught but they do not constitute
or directly determine the practical details of
school life.

5.  Example of political aims of education
statements.
• Allow equal opportunity for all children
• Be a preparation for life
• Increase the mean level of achievement
• Encourage social integration
• Make school life more enjoyable and friendly
experience
• Develop more complex thinking in the children

6. Global Aims
 In Tanzania-in book entitled Education for
self Reliance by President Julius K.Nyerere
state general education aims is for the
country.
 In New Zealand (New Zealand Educational
Development Conference 1974) – attempted
to canvass opinions on education from many
people within the society.

7. Local Aims
 Barnes committee (1951) enunciated such
general aims as;
• A common Malayan culture should be developed
• equal opportunity for free primary education
• Malay and English should become the media of
instruction

8. Local Aims
 Malaysia Education Review Committee (1960)
• Increasing the relevance of school experiences to
national identity
• good citizenship in the fullest sense of the world
• The inculcation of high standards of moral and
social behaviour

9. Malaysia Education Goal & Objective
 The country‟s educational goals are manifested in the
The National Philosophy of Malaysian Education (NPME) as
stated by Curriculum Development Centre (CDC), 1988
"Education in Malaysia is an on-going efforts towards
further developing the potential of individuals in a holistic
and integrated manner, so as to produce individuals who
are intellectually, spiritually, emotionally and physically
balanced and harmonic, based on a firm belief in and
devotion to God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable and
competent, who possess high moral standards and who
are responsible and capable of achieving high level of
personal well-being as well as being able to contribute to
the harmony and betterment of the family, the society and
the nation at large"

10. 2.The Task Of Curriculum Developer
 To make decision concerning the organization of
the educational program in school
 Relying on the general education aims, they have
to answer questions as;
1) What subject should be taught and what balance (term of time)
among subject.
2) What criteria should be used to determine this balance?
3) How often should the balance be reviewed?
4) What should be the length of the school year vary?
5) Should the length of the school year vary from one level of
education to another?

11. Cont..
6) At what age should different subjects begin to be learned?
7) Should social studies be an integrated subjects?
8) Which educational objective are best learned in school and
which in other setting?
9) Are the differences in the needs of rural and urban children?
10) Should the objective be the difference for boys and girls?
11) What are normal taught in the school?
12) What should be the length of the school year?
13) Are there areas of learning not taught anywhere that should
be introduce in school?
14) What are the mechanism and criteria used to review the
problem?

12. 3. Major Educational Objectives (MEOs)
 MEOs covered in the domain of each area of
studies.
 In history its‟ covered the following 6 point to
the pupils;

13. (MEO‟s) Cont..
1) acquired knowledge (information) of
terms, concepts, facts, event, symbols, idea, conversions, p
roblem, trend, personalities, chronology and
generalization, related to the study of history.
2) Develop understanding of
terms, facts, principle, events, trend, related to the study of
history.
3) Develop critical & creative thinking.
4) Develop practical skills helpful in the study and
understanding of historical phenomena.
5) Develop healthy social attitudes

14. 4. Important Concepts
(Identified Aims & Objective)
1.The Concept Of
2. Relevance & 3. Language of
Critical Change In
Balance Instruction
Society
5. Minimum Learning
4. New Form Of Requirement for
Education Curriculum
Construction

15. 1. The Concept Of Critical Change In Society
1.1 Manpower Employment Pattern At A
Particular Point In Time
 If there is significance switch from one industry
to another industry, the type of knowledge, skills
and values will be change.
 Thus, it is necessary to study what the
employment patterns are different point in time

16. 1.2 New Behavior Requirements in Health,
Welfare, and Political and Social Activities
 Changes an evaluation in the social and culture
pattern should be identifies.
 Ensure the young people acquired the generalized
competencies to cope with everyday living.
 Transition from traditional to scientific medicine-
hygiene
 New welfare regulation for medical care are
introduced
 In political – new voting system pattern maybe
introduced

17. 1.3 Changes In The Perception Of Students
Regarding Their Learning Needs
 It is desirable to check on what the learners feel
about the curriculum they receive, and not.
 Survey done Anderson (1975), discovered possible
reason for students dissatisfaction with school;
o Certain aspect of the curriculum irrelevant to their needs
o Some issues such as environment pollution, population
growth, international politics were not deal with in school

18. 1.4 New Developments in Subject Matter
Contents
 Revise or new curriculum due to new
finding, topics and words
 Form a groups of university, professor, teacher
training personnel and teacher
 Informal discussions to identify the new
development that considered important
 Study can be undertaken on the requirements of
various agencies regarding the types and amount
of knowledge, skill and values

19. 2. „Relevance‟ and „Balance‟
The major reason for examining the critical changes
in society to ensure the needs of the society will be
met of what young or old people in order to cope with
their home and lives.
Relevance
The curriculum corresponds to an existing
need in the society.
Balance
The curriculum developers have weighted the
importance they have given to each need.

20. 3. The Language of Instruction
 Many children in developing countries are
instructed in their first, second and third
language.
 Children will learn more quicker in their first
and second language
 Changes in policy about the language of
instruction are great importance to the
curriculum in certain countries.

21. 4. New Form of Education
 Several development countries emerge from
colonial rule to new social order/ different
type of education.
 Tanzania: The concept of self reliance was
introduce
 Africa countries: link between the school and
community
 Tendency to make school less 'bookish‟ and
gear education more toward work
 Few concept of education

22. Cont...
 Few concept of education
1) Education for development
2) Education and work
3) Lifelong learning
4) Open school, smart school, cluster
school, high performance school, etc..

23. 5. „Minimum Learning Requirement‟ for
Curriculum Construction
 This concept is meant to denote the
knowledge, skill and values that all person
should learn in order to be able to play their
roles adequately in the society

24. 5. Constrains In Curriculum Development
2. Socio
1.Political
Cultural
3. Psychological
and Pedagogical

25. Political
 In some country, the ministry will form ad
hoc group of educators or national
commissions of educators to decide on the
broad educational objectives to be followed
in the curriculum
 In the operationalization of the
objective, the centre still need to undertake
some studies of the critical changes in the
society

26. Social Cultural
From the perspective of social, cultural and
religion
Different traditional and religious values
Example:
1. Respect for and non questioning of the
opinion of elder people
2. Not eating particular fruits
3. Sexual value

27. Psychological and Pedagogical
‣The studies of what might loosely be called
„cognitive style can be very useful in helping
to operationalize specific objective.
‣Studies in Iran found that, type of cognitive
process in basic arithmetic skills was
different from what in curriculum being
taught.
‣Havighurst (1973) has shown how
individuals play different roles different
stages life - preschool, primary
school, adolescent, middle age and
retirement

28. Psychological and Pedagogical
‣Some study shown that certain outcomes of
education are more influenced by variations
among than schools.
‣Exposure to media and learning conditions in
school are more important than homes

29.  In order to determine the general aims of a
system of education and major objective.
‣Each child has an economic role and social role to play in society.
‣Studies of a major types of employment into which students go
‣Time allocation for major areas of study and sub-areas of each
major area for all students and for different subgroups of
students within the society.
‣Inclusion or exclusion of areas of groups of educators, senior
educational administrator and other group in the society.
‣Evaluation studies are important to provide empirical evidence
-on the views of students, parents, employer & others

30. EVALUATION AT THE PLANNING STAGE
1. Curriculum Development Activities
• Identification and formulation of instructional objectives
• Specification of the scope and sequence of the content of
instruction
• Selection of teaching – learning strategies
• Development of instruction material

31. EVALUATION AT THE PLANNING STAGE
2. Role of Development
• The purpose is to provide some form of assurance that these activities
will in fact lead to the achievement of agree-upon educational goal.
• Obviously only at the tryout stage can we have empirical evidence
about the effectiveness of a program.
• How well selected, conceptualized and formulated the activities.

32. EVALUATION AT THE PLANNING STAGE
Evaluation of
Instructional
Objective
3.
Evaluation of the
Evaluation of Activities Scope &
Instructional Carried Out Sequence of The
Materials Content of
at Planning
Instruction
Stage
Evaluation of
Teaching-Learning
Strategies

33.  Instructional Objective are;
◦ Related to the objectives of the program
◦ Clearly stated
◦ Appropriate for, and attainable by, the pupils at
particular level of education and stage of mental
development
◦ Important enough to encourage further learning
by the pupils in the next level of the course or in
the related subject area

34.  Identify expert to evaluate the
instructional objective to be formulated.
◦ Table 3.1 refer page 64
-the competency of an expert to evaluate the criteria
◦ Table 3.2 refer page 65
- decision making on whether to retain, reject or modify the
instructional objective
◦ Table 3.3 refer page 66
-to re-examine the objective which categories we need to
strengthened

35.  Mostly subject based
 Curriculum developer /subject
specialist responsible for identifying
and organizing course contents.
 The purpose of course contents is to
seek a wide representation of view as
to relevance and potential
effectiveness in achieving the course
objective.

36. Evaluation of course content
 Relevance to instructional objective
 Up-to-dateness of contents
 Relevance to the child and his environment
◦ Related to the stage of mental development of pupil in
question
 Relevance to the pupil experience and
environment
 Contents balance
◦ Between various subdivision & subject matter
◦ Contents in term of pupil activities envisaged
 Organizational structure of the contents
◦ Related to the objectives of the program
◦ Clearly stated

37.  In this stage we have to decide the most
practical means of obtaining responses
from an expert.
 Table 3.4 page 71:Outline of an Evaluation
Design for the Evaluation of Content of
Instruction

38.  Teaching-Learning strategies imply
more than just technique of teaching
 It‟s defined as being meaning to
bring out about changes in pupils
behaviour through the use of some
structure processes involving the use
of instructional material.

39.  Within the context of curriculum
development, the teaching-learning
strategies includes;
◦ Principles for structuring teacher activities and
corresponding pupils activities.
◦ Instructional materials for use by teacher and
/or pupils, e.g., Textbooks, worksheet, self
instructional material, actual environmental
phenomena.

40.  Evaluation Criteria;
◦ Effectiveness And Economy.
-in term of time taken to carry out a learning process and
resources need to back up learning process.
◦ Feasibility In Classroom.
-analyze the demands of the strategies in term of
constrains existing in school
◦ Teacher Competence
-evaluation of teacher perception and readiness (attitude
and professional competency)

41.  Evaluation Procedure;
◦ Curriculum evaluator & developer conduct in-
house analysis and discussion-planned
strategies and tryout.
◦ Refer Table 3.5 (page 75)- Possible procedure
for the evaluation of Teaching-Learning
Strategies

42.  Instructional material come in many
form and media
 Depending on the course
objective, contents, teaching-
learning strategies, etc.
 It‟s identify as “good” or
“bad”, “effective” or “ineffective,” in
pupils learning.

43. Evaluation Criteria;
-it‟s concern both the pedagogical and
practical characteristics of the
material being developed;
A. Instructional Characteristic-10
points
B. Practical Characteristics- 7 points

44. A. Instructional Criteria -10 points
1. Contents related to instructional objectives
2. Contents valid and reliable
3. Contents logically organized
4. Contents psychologically relevant
5. Accuracy and suitability of language used
6. Appropriate sequence learning task
7. Reinforcing to pupils, allowing for immediate feedback
8. Ensuring the development of understanding and critical thinking
9. Providing preferably multisensory-simulation approach
10. Transfer value

45. B. Practical Characteristics- 7 points
1. Cost range
2. Flexibility to adapt the program to a variety of
teaching – learning strategies
3. Durability
4. Easiness to use
5. Attractiveness
6. Adequate guide / instructions
7. Easy replacement

46.  Who should evaluate?;
◦ Subject matter expert
◦ Curriculum specialist
◦ Experience teacher
◦ Educational psychologist
◦ Material production expert
◦ Prospective users of the program

47.  Evaluation Procedure;
◦ Panel Evaluation
◦ Evaluation by mail
◦ User reaction
◦ Task analysis

48.  At the planning stage the cooperation venture
among, educators, curriculum
specialist, educational psychologist &
sociologist, subject matter experts, experience
teacher, pupils very important.
 Curriculum planning and material should
undergo a series of revision before they are
„passed‟ for use in school.
 During this stage we discuss 4 activity in
curriculum planning with curriculum developer
and evaluator in why, what and how to evaluate
the activities. The detail instrument will be
discuss in other stage.