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Tyler's Objective Model
Tyler's Objective Model for Curriculum Evaluation
Tyler came up with a book in 1949, Basic Theory of Basic principle of Curriculum & Instruction
This model takes curriculum as a means of aiming toward an educational objective. Therefore, this model is also called means–objective model.
Underlining questions that he asks:
What is the object of education?
What teaching experience that we have to provide in order to achieve educational object?
How to effectively organize the educational experience?
How can we know whether these objects have achieved? (How to evaluate? )
Which curriculum does the model evaluate: Planned, Enacted, and / or Experienced?
How is data collected? What data is collected? Is there an organizer?
Educational experience is organized
Where does student assessment fit in?
Basic overview: Objective-Choice-Organization-Evaluation
This model aimed student's developing behavior as their target of teaching. The evaluation does not give much feedback on how to execute a better way of teaching.
What are the Pros and Cons to the Evaluation model?
The objective under Tyler’s straight line model has a behavioral orientation. Behavioral objectives have many advantages if applied to curriculum design, but they have some limitations on execution. For example, they do not apply to all subjects or the design of a subject’s content.
Unacceptable verbs are as follow: to know, to understand, to really understand, to appreciate, to fully appreciate, to grasp the significance of, to enjoy, to believe and to have faith in.
Building behavioral objectives takes a very long time and a very tedious process. Besides, this model narrows the span of knowledge and skills which the students must actually be familiar with.
Notable for being the 1st model of objectives for teaching.
Examples of the acceptable verbs are:
(Students will be able) to write, to recite, to identify, to differentiate, to solve, to construct, to list, to compare and to contrast.
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