Quantitative plans should be outcome-oriented. First, I need to have predefined outcomes for the HighScope curriculum. The first quantitative assessment is to test or establish the progress of the curriculum in terms of outcomes using numerical data. For instance, as an evaluator, I must have Key Developmental Indicators (KDIs). For instance, it is necessary to ascertain if the curriculum supports toddlers and pre-schools’ learning standards. KDI is a general statement that identifies observable evaluation standards in diverse contexts. In balancing life and technical skills, it is imperative to establish if toddlers exhibit empathy, attachment, and playing with peers. I, therefore, need to keep indicators in mind when planning learning activities and designing the learning environment.
The second phase includes observation, note-taking, and interview plans. In this case, I should be able to record the frequency of a child’s behavior, skills, and knowledge in several fields such as literacy, physical environment, and creative arts. A quantitative observation is effective in assessing the relationship between different factors. This will involve recording what children say and documenting the behaviors as they occur. Recording actions in the natural context offer insights into understanding how learning activities shape learners’ knowledge. Similarly, I will record field notes in terms of numbers or numerical. For instance, how often or frequently did learners perform a positive or negative outcome? Numerical data are accurate in assessing the impact of this curriculum on skill acquisition. The third evaluation measure is an interview. Quantitative interviews contain closed-ended responses, assigned numerical values. For instance, high preferred can be assigned five while less preferred contains zero.
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These plans are adaptable to evaluate curriculum in diverse contexts because an evaluator has to accommodate differences in diversity. For instance, I should establish if learners are using a first or second language in order to create appropriate standardized KDIs. An observer should ascertain how ethnic background and cultural differences influence the learning process. It is important to establish if the learning environment accommodates multiculturalism. For example, a culturally responsive classroom should display images that foster inclusion and diversity. Overall, evaluation should establish if this curriculum fosters or hinders inclusivity.
In a nutshell, the purpose of a quantitative evaluation is to assess the curriculum against the set outcomes. It would establish of the curriculum needs any adjustment to respond to learners’ needs. Overall, quantitative would determine if the curriculum promotes a child’s development and knowledge acquisition, and offer lasting benefits.
Reference
Briars J., D. (2014). Curriculum Materials Matter: Evaluating the Evaluation Process
