1. CT 600;
CURRICULUM & TEACHING
MODELS OF CURRICULUM EVALUATION:
TYLE’R MODEL
BY
MR.KAYUNI, EMMANUEL (MSc.Ed/Bl)
MS: BONIFACE, FLORENCE (MSc.Ed/Bl)
2. TYLER’S MODEL
The Tyler's model is also referred to objective model because
of its objective approach to educational evaluation.
It was founded by Ralph Tyler
It emphasizes consistency among objectives, learning and
experience as well as outcomes
Curriculum objectives indicates both behaviour to be
developed and the area of the content to be applied
3. Tyler recommends that curriculum planners identify
general objectives by gathering data from three sources
a. The learner
b. Contemporary life outside the school
c. Subject matter
After identifying numerous objectives, the planner refine
them by filtering them through two screens;
a. The philosophical screen and
b. The psychological screen
4. The Tyler model, a curriculum evaluation model that takes into account
information from the active learner and pays close attention to how well the
goals and objectives of the curriculum are supported by the experiences and
activities provided. The model focuses on four main areas:
i. The purpose of the curriculum being evaluated (the objectives)
ii. The experiences that are provided to support that purpose (the strategies
and content)
iii. How these experiences are organized (organization of the content)
iv. How the outcomes are evaluated (assessment)
To this model, planned learning objectives must be evaluated whenever
learning takes place to see if objectives are attained
5.
6. STRENGTH OF THE MODEL
Involves the active participation of the learner
Objectives are clearly defined in the purposes; theses
purposes rae translated into education objectives
Simple linear approach to development of behavioural
objectives
7. CRITICISMS OF THE TYLER’S MODEL
Difficulty and time consuming construction of behavioural
objectives
Curriculum restricted to a constricted range of student skills
and knowledge
Narrowly interpreted objectives
Learning experiences are individual and are not totally within
the power of the teacher to select
8. CRITICS CONT…..
The teacher can control the learning experience through the
manipulation of the environment which results in stimulating
situations sufficient to evoke the kind of learning outcomes
desired
Critical thinking, problem solving and value acquiring
process cannot be plainly declared in the behavioural
objectives.
