The curriculum adoption committee selection and implementation process opens one up to all the intricate details involved in identifying members of the committee. It further enables one to identify characteristics that will set them apart as suitable candidates; the role they will play in curriculum evaluation and all aspects of the curriculum they will need to look for to ensure that any physical content developed for programs in the Elementary Grade Level are of required standard. Clements (2007) recognizes the importance of evidence based instructional material and this selection process helps encourage the development of such content for elementary students. The process requires one to be well prepared with the appropriate selection and informational tools including aspects of law that touch on the curriculum development process, involvement of officials from the ministry of education and methods of curriculum evaluation. Some methods of curriculum evaluation the members would be trained on include;
Tyler's objective model in curriculum evaluation which involves matching the pre-behavioral goals with the actual results (Vo, 2018). The committee can use Tyler's method of curriculum evaluation that insists on comparing the intended outcomes with the actual results. The objective-oriented model is important in curriculum evaluation as it directs instructional materials towards the educational objective (Vo, 2018).
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The Scriven’s goal free method of curriculum evaluation involves the process of withholding the stated program objectives and goals from the curriculum committee (Vo, 2018). The method concentrates on the outcomes of the designers' educational programs with little regard to the targets of the program developers (Vo, 2018). The goal free model is, therefore, an important technique of assessing curriculum as it aims to eliminate the ineffectiveness of the evaluation process due to the influence of the targets and goals of the project.
Informing the committee of the Stake’s responsive model is necessary as it puts them at the center of the evaluation process (Vo, 2018). The responsive method mentions evaluator as a subjective partner who is highly interactive and involved with the educational program. Vo (2018) highlights the role of the evaluator as the provision of continuous feedback and communication in the process of evaluation. The responsive model is effective as it increases the usefulness of the outcome to people around and in the program by sacrificing some precisions in the evaluations.
References
Clements, D. H. (2007). Curriculum research: Toward a framework for "research-based curricula". Journal for research in mathematics education , 35-70.
Vo, T., (2018). Evaluation Models in Educational Program: Strengths and Weaknesses. VNU Journal of Foreign Studies. https://www.researchgate.net/publication/324891193_
