Daniel L. Ashworth February 10, 2014 Oral Reflection SAFE 808 Curriculum Evaluation in Safety Education Daniel L. Ashworth February 10, 2014

Articles: The Role of Assessment in the Revised Taxonomy Peter W. Airasian and Helena Miranda Definitions and Models in Curriculum Theory Mauritz Johnson Jr.

The Role of Assessment in the Revised Taxonomy The original Taxonomy consisted of 1 dimension The Revised Taxonomy places a dual perspective on LEARNING and COGNITION The 2 dimensions aid in stating the objectives and in planning/guiding instruction, leading to more clearly defined assessments It provides a connection of the assessment to both the objectives and instruction The Revised Taxonomy emphasizes the need for assessment practices to extend beyond simply regurgitating knowledge and focuses on more complex aspects or learning and thinking Out with the Multiple Choice and in with Essay!

The Role of Assessment in the Revised Taxonomy Different types of objectives require different assessments Objective: “Recognize WWII Battle Dates….” Assessment: Quiz Objective: “Understand Conflicts Leading to WWII” Assessment: Essay Writing objectives – ambiguous verbs such as “state,” “list,” “demonstrate,” etc. should not be used because these are more applicable to assessment techniques than to learning The information obtained during the assessment process is influenced a great deal by the instructional process Misaligning assessments, objectives, and instruction causes difficulties If instruction is not aligned with assessment, even the highest quality instruction will not lead to high performance on assessment

The Role of Assessment in the Revised Taxonomy (Discussion of Figure 3) The Taxonomy Table focuses on student learning rather than performance and highlights the need to focus on the cognitive knowledge required to achieve, not general items included on state- mandates assessments Using a Taxonomy Table to align the curriculum and instruction with state-mandated standards and state-mandated assessments will enable teachers to focus on the standards without “teaching to the test”

Definitions and Models in Curriculum Theory Educational researchers are more concerned with improving education than understanding it Scholars are more concerned with improving school programs than with gaining insight and understanding of the nature or curriculum Educational practitioners while interested in improving curriculum are not concerned with curriculum theory The focus is on improvement, action, and results – not understanding and inquiry Today, curriculum projects are focused on instructional planning in an effort to make curriculum “teacher-proof”

Definitions and Models in Curriculum Theory 1924 – 1926, Bagley Bobbitt, Bonser, Charters, Counts, Courtis, Horn, Judd, Kelly, Kilpatrick, Rugg, & Works prepared “The Foundations of Curriculum-Making” The report contained 58 “principles” – a consensual position, not theory Not until the 28th item was a mention or definition of Curriculum provided “Experiences and Enterprises” were considered to be essential – a blurred distinction between curriculum and instruction Vocabulary was an issue and still is: The 1926 Committee admitted the problem of terminology and they did not understand each other 1962 ASCD pamphlet: “Curriculum” is confused with “Curriculum Development” and “Source” is confused with “Determinant”

Definitions and Models in Curriculum Theory The Concept of Curriculum “Curriculum” is to be distinguished from “Instruction” Curriculum indicates what is to be learned, not why Curriculum involves what it is intended students learn, not what it is intended they do Curriculum Structure Curriculum indicates relationships – concepts and generalizations do not occur Curriculum does not specify activities/methods to be used during instruction, but it does indicate relationships among the intended outcomes

Definitions and Models in Curriculum Theory Source of Curriculum The needs and interest of the learners The values and problems of society Organized subject matter Selection of Curriculum Items “Only that which is teachable and available is eligible for inclusion” Training vs. Education – Learning for predictable and unpredictable situations

Definitions and Models in Curriculum Theory Curriculum is not a system, but can be viewed as the output of development and the input of instruction Curriculum (structured series of intended learning outcomes) Instructional System Curriculum Development System Selection Criteria Learning Outcome Structuring Criteria Teaching Behavior Repertoire Instrumental Content Source (Available, teachable Cultural Content)

Definitions and Models in Curriculum Theory Curriculum Evaluation and Research Curriculum evaluation is too often conducted at the output point of instruction rather than at the input position – Confusing curriculum evaluation with instructional evaluation Feedback from instruction only provides evidence of the structural validity of a curriculum Curriculum provides a framework for observation and analysis – curriculum must be put to use and then evaluated for results in terms of overall achievement.

Definitions and Models in Curriculum Theory A Schema Curriculum is a structured series of intended learning outcomes Selection is an essential aspect of curriculum origination Structure is an essential characteristic Curriculum guides instruction Curriculum evaluation involves validation of selection and structure Curriculum is the criterion for instructional evaluation

Question When reviewing the “course classes/topics” included in the Safety Science’s Ph.D. program, can you identify another source of curriculum that you would have included? Defend your response by justifying its further need (Is it an interest of the learners or a problem in society?, Is truly teachable and available?). or Knowing that curriculum evaluation is not just evaluating the learning outcomes, how would you assess or evaluate the curriculum that comprises the Safety Science’s Ph.D. program? What judgment would you make in regards to the curriculum being successful?