This document discusses the Tyler Curriculum Evaluation Model. It provides an overview of curriculum design principles, including that curriculum should represent educational ideas, be communicated to the learning institution, and be open to critique. It then discusses Ralph Tyler's four principles of teaching: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating and revising the curriculum. It notes criticisms of Tyler's model and strengths, and implications for nursing curriculum, including that no single model can adequately guide nursing curriculum evaluation.
This document discusses the Tyler Curriculum Evaluation Model. It provides an overview of curriculum design principles, including that curriculum should represent educational ideas, be communicated to the learning institution, and be open to critique. It then discusses Ralph Tyler's four principles of teaching: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating and revising the curriculum. It notes criticisms of Tyler's model and strengths, and implications for nursing curriculum, including that no single model can adequately guide nursing curriculum evaluation.
This document discusses the Tyler Curriculum Evaluation Model. It provides an overview of curriculum design principles, including that curriculum should represent educational ideas, be communicated to the learning institution, and be open to critique. It then discusses Ralph Tyler's four principles of teaching: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating and revising the curriculum. It notes criticisms of Tyler's model and strengths, and implications for nursing curriculum, including that no single model can adequately guide nursing curriculum evaluation.
educational ideas Must be in a form that communicates to those association with the learning institution Must be open to critique Should be easily transformed into practice Curriculum Design contd Exist on three levels What is planned for the student What is delivered to the student What the student experiences Based on values and beliefs that students should know May be contested and/or problematic Curriculum Design contd Curriculum, health services and the community should share mutually beneficial relationship Curriculum values should enhance health service provision Must be responsive to changing values and expectations in education Curriculum Design contd Two main types of curriculum models 1. Prescriptive Models- tell what curriculum writer should do(intent) and how to create a curriculum 2. Descriptive Models- provides information of what curriculum writer actually do and (content)what the curriculum covers The Tyler Model first developed in 1949 is Prescriptive (Prideaux, 2003) Ralph Tyler Ralph Tyler (1902-1994) published more than 700 articles and sixteen books Best known for The Basic Principles of Curriculum and Instruction (Ornstein and Hunkins, 1998) which is based on an eight year study Tyler posits the problem with education is that educational programs lack unmistakably defined purposes (Ralph Tylers Little Book, n d) A Classic Model: The Tyler Model Often referred to as objective model Emphasis on consistency among objectives, learning experiences, and outcomes Curriculum objectives indicate both behavior to be developed and area of content to be applied (Keating, 2006) Tylers Four Principles of Teaching Principle 1: Defining Appropriate Learning Objectives Tylers Teaching Principles contd Principle 2: Establishing Useful Learning Experiences Tylers Teaching Principles contd Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect Tylers Teaching Principles contd Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006) Criticism of the Tyler Model Narrowly interpreted objectives (acceptable verbs) Difficult and time consuming construction of behavioral objectives Curriculum restricted to a constricted range of student skills and knowledge critical thinking, problem solving and value acquiring processes cannot be plainly declared in behavioral objectives (Prideaux, 2003) Primary Strengths of Tylers Model Clearly stated objectives a good place to begin
Involves the active participation of the learner
(Prideaux, 2003) Simple linear approach to development of behavioral objectives (Billings & Halstead, 2009) Implications for Nursing Curriculum Behavioral objectives no longer the gold standard another prescriptive model has emerged since 1980s, outcomes based education Outcome based education focus on student behavior instead of staff, defines outcomes obtained by student Program designers include statements of intent as broad curriculum aims and specific objectives (Prideaux, 2003) Implications of Nursing Curriculum contd
National League of Nursing & Commission of
Collegiate Nursing Education include outcome assessment in their initial accreditation criteria No one model can sufficiently guide the evaluation of nursing curriculum Recommend that nurse educators blend elements of more than one model to evaluate nursing curriculum (Billings & Halstead, 2009) References Billings, D. M. & Halstead, J.A. (2009).Teaching in nursing: A guide for faculty. St. Louis, Missouri: Saunder Elsevier Keating, S. (2006). Curriculum development and evaluation in nursing. Philadelphia, Pennsylvania: Lippincott Williams & Wilkins. Prideaux, D. (2003). Curriculum design: ABC of learning and teaching in medicine. British Medical Journal, 326(7383), 268-270. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/?tool=pubmed University of South Florida College of Education. (n. d.). Ralph Tylers little book. Retrieved from www.coedu.usf.edu/agents/dlewis/publications/tyler.htm