Curriculum Design, Implementation and Evaluation

This Chapter begins with a definition of the curriculum. The curriculum is always subject to minor changes as teachers take up the prevailing ideas and respond to technological change. Sometimes it is necessary to formalize these changes. Formalization has to take into account the mission, aims and objectives of the institution in which the department resides. Engineering departments are also subject to the requirements of their profession. Change is often caused by external factors. It often demands substantial changes in the culture of the organizational unit responsible for delivering the curriculum.

A theoretical model of the curriculum process derived from a proposal by Tyler is discussed. Since Tyler's proposal the terminology has become very confused. An example of the application of the model to the problem of curriculum overload is discussed.

It is noted that there are many variations of this model but, the implications of all these models for the role of the teacher and the institution are similar. Taking into account any professional requirements, the role of the teacher is to determine (a) the aims and objectives (outcomes) of the course (program) to be given, (b) the best methods of achieving those aims and objectives (outcomes), (c) the sequence of learning and instruction, and,, if as a result of (b) and (c) they have been achieved. Traditionally the last process has been called evaluation. A distinction is made between the assessment of student learning and evaluation. Evaluation embraces the assessment of student learning. It would detect mismatches between the formal learning environment and the experiences of students in that environment achieving desired outcomes. It would also include the evaluation of teaching performance, the continuing appraisal of goals in response to sociotechnical change, and the attention to the core values of the course (program).

The Chapter concludes that the determination of aims and objectives (outcomes) is an important but difficult process that involves their screening using the philosophy, sociology, and psychology of education.