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- 1. MOED7013 MODULE LECTURER : DR LEE KEOK CHEONG T U T O R I A L Q U E S T I O N S : 1 . W H A T A R E T H E F A C T O R S A N D E L E M E N T S Y O U H A V E T O C O N S I D E R W H E N I M P L E M E N T I N G C U R R I C U L U M ? 2 . E X P L A I N W I T H E X A M P L E S F R O M Y O U R R E G I O N 3 . W H A T A R E T H E N A T U R E A N D P U R P O S E O F E V A L U A T I O N ? 4 . H O W D O F O R M A T I V E A N D S U M M A T I V E E V A L U A T I O N S D I F F E R ? 5 . D E S C R I B E T H E E V A L U A T I O N M O D E L R E C O M M E N D E D B Y E L L I O T E I S M E R .
- 2. PRESENTATION BY : ANIS HUDA BT AMIR HAMZAH 20221005005 BABY HARJIT KAUR KHAIRA 202210050003 ELINDA BT NISABURY 202210050002
- 3. 1. WHAT ARE THE FACTORS AND ELEMENTS YOU HAVE TO CONSIDER WHEN IMPLEMENTING CURRICULUM? National education policies Cultural diversity Teaching and learning strategies Assessment and evaluation Professional development
- 4. 2. EXPLAIN WITH EXAMPLES IN MALAYSIA National education policies: In Malaysia, the Ministry of Education sets the national education policies that guide the development and implementation of the curriculum. One example of a policy that impacts curriculum implementation is the Malaysia Education Blueprint, which outlines strategies to improve the quality of education in the country. Cultural diversity: Malaysia is a multi-ethnic and multi-religious society, and this diversity is reflected in the curriculum. For example, students in Malaysia are required to take Islamic Studies classes regardless of their religious background. Additionally, the curriculum includes lessons that highlight the contributions of Malaysia's various ethnic groups to the country's history and culture. Teaching and learning strategies: The curriculum in Malaysia emphasizes the use of student-centered and active learning strategies. One example of this is the use of project-based learning (PBL), which allows students to explore real-world problems and work collaboratively to find solutions. PBL is used in a variety of subjects, including science, social studies, and language arts. Assessment and evaluation: In Malaysia, assessment and evaluation are an important part of the curriculum. Students are evaluated using a combination of formative and summative assessments, including regular quizzes and tests as well as national standardized exams. One example of a national exam in Malaysia is the Sijil Pelajaran Malaysia (SPM), which is taken by students at the end of their secondary education. Professional development: Teachers in Malaysia are provided with opportunities for professional development to help them improve their teaching skills and stay up-to-date with changes in the curriculum. For example, the Ministry of Education offers online courses and workshops for teachers on a variety of topics, including the use of technology in the classroom and strategies for teaching students with special needs.
- 6. NATURE OF EDUCATIONAL EVALUATION Education is a continuous process Academic & non-academic Involves measurement Includes examination of academic aspects Final assessment in teaching-learning Determining competency among students Procedure to improve students Discover needs of individual Designs the learning experience
- 7. PURPOSE OF EDUCATIONAL EVALUATION 1. Classifying students in classes based on their ability 2. Diagnosing weaknesses and plan remedial work in order to revise teaching strategy 3. Ascending students progress 4. Predicting students future academic success 5. To ascertain the worth of time, energy and resources 6. To acquaint parents or guardians with students performances 7. To identify problems that might hinder or prevent the students achievement.
- 8. TYPES OF EVALUATION EVALUATION FOR LEARNING (FORMATIVE) VS EVALUATION OF LEARNING (SUMMATIVE)
- 9. FORMATIVE SUMMATIVE Occurs frequently throughout instruction (e.g., during a unit of study) Occurs after the instruction is complete (e.g., at the end of a unit of study) Focuses on assessment for learning Focuses on assessment of learning Informs ongoing instruction to improve student learning outcomes in real time Evaluates how well the instruction worked in the past Usually covers discrete content (e.g., one skill or concept) Covers larger instructional units of study such as a full semester or a year Often uses qualitative (descriptive) data to evaluate a current state based on informal measurement Often uses quantitative (numerical) data to apply formal measurement and evaluation techniques to determine outcomes
- 10. EVALUATION MODEL ELLIOT EISNER Elliot Wayne Eisner (March 10, 1933 January 10, 2014) was a professor of Art and Education at the Stanford Graduate School of Education, and was one of the United States' leading academic minds. He was active in several fields including art education, curriculum reform, and qualitative research.
- 11. EISNERS EDUCATIONAL EVALUATION MODEL The Evaluation Model places a strong emphasis on the application of organized and impartial evaluation techniques to determine the efficacy of educational initiatives. Clarifying the intended learning outcomes, creating evaluation instruments, gathering and evaluating data, and using the findings to improve the programme are the four steps of this strategy. The Evaluation Model highlights the significance of assessing educational programmes using a variety of factors, such as curriculum coherence and clarity, instructional quality, student learning outcomes, programme effectiveness, and continual
- 12. KEY FACTORS AND ELEMENTS IN EISNER'S EVALUATION MODEL: Curriculum clarity and coherence Quality of instruction Student learning outcomes Effectiveness of the program Continuous improvement
- 13. REFERENCES Woods, J. D. (1988). Curriculum Evaluation Models : Practical Applications for Teachers. Australian Journal of Teacher Education, 13(1). Curriculum Development Centre, (1982) Curriculum Evaluation: How It Can Be Done, Canberra, CDC. Davis, E. (1980), Teachers as Curriculum Evaluators, Sydney George Alien and Unwin, Sydney. Eisner, E. (1979), The Educational Imagination, MacMillan Publishing Company, New York. Hunkins, F. (1980), Curriculum Development; Programme Improvement, Colombus, Ohio Merrill. Marsh, C. & Stafford, K. (1984), Curriculum: Australian Practices and Issues, Sydney, McGraw-HilL Seiffert, M. (1986), "Outsiders Helping Teachers", CurriculUm Perspectives 6, 2, 37-40. Grunland, Norman E (1981) Measurement & Evaluation in Teaching MacMillian Publishing New York. Aggarwal, J.C. (1997) Essentials of Examination System : Evaluation, Tests & Measurement, Vikas, New Delhi. Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Macmillan.