ALLAMA IQBAL OPEN UNIVERSITY

Semester Terminal Exam Autumn 2020

Program /level: B. ED
Title /Course Code: Curriculum Development ( 8603)
Question No 1
Critically analyze the main approaches of behavioral objectives. Develop ten
statements of behavioral objectives of the research course of M.Phil level
program.
Answer
The Behavioral Approach is based on a blueprint, where goals and
objectives are specified. Contents and activities are arranged to match with
specified learning objectives. The learning outcomes are evaluated in
terms of goals and objectives that are set at the beginning.
This approach is grounded in scientific principles. Everything the students
do must be observable as this is the evidence that the student has achieved
the goals and objectives, which are also based on observable
behaviors. All activities lead to students being able to do whatever the
goals and objective specify.
The Behavioral Approach, is the oldest, and still the major approach. This
approach relies on technical and scientific principles. It includes
paradigms, model, and step-by-step strategies. Goals and objectives are
specified. All the content and activities are sequenced based on objective,
and learning outcomes are evaluated based on goals and objectives
F r a n kl i n B o b b i t
The key principal for Taylor was the task idea, the notion that each worker
should be given a narrowly defined production assignment that he was to
perform at a specific rate using certain predefined procedures. It was the
responsibility of an emerging profession of efficiency experts to identify
these precise steps. The procedures for curriculum planning, which Bobbitt
referred to as job analysis, were adapted from Taylor's work and began
with the identification of the specific activities that adults under took in
fulfilling their various occupational, citizenship, family, and other social
roles. The resulting activities were to be the objectives of the curriculum.
The curriculum itself, Bobbitt noted, was comprised of the school
experiences that educators constructed to enable children to attain these
objectives.
Fredrick Taylor
Taylor, an engineer working for Bethlehem Steel, developed his
management theory that consisted of four basic principles. Taylor’s four
principles along with how his theories are sti ll affecting education are
listed below:
 Scientific research & analysis of work - Taylor insisted that the duty
of a manager was to examine a task so that the task could be
performed faster and better. According to Taylor the ultimate goal of
any manager was to increase production. Taylor did a number of
studies relating to the tasks of workers and formulated ways in which
production could increase.
Behavioral Objectives of Research Course of M. Phil Education
 prepare educational leaders for educational institutions of public and private
sector;

 provide the learners an understanding of educational process;

 develop proficiency in teaching-learning process and methodologies;

 Provide skills in methodology of conducting various types of research and

their importance in education;

 Make the learners aware of various techniques of educational assessment and

evaluation.

 MPhil Education 2021 enables participants to think critically and deeply about
education as a field of study. Education is a rich field that covers a wide range
of contrasting disciplinary, political and philosophical positions. This
program encourages participants to be communicative and explanative to the
complex and diverse theories and practices in higher education
internationally.
 The program focuses on extending knowledge and research expertise of
students through scientific inquiry. The program enables students to have the
comprehensive understanding, knowledge and skills required for the
scrutinization of critical educational matters and issues and finding novel
solutions for them.
  This course is designed for individuals who have the intellectual capacity for
advanced research and wish to contribute towards future development of
Education discipline.
 The course provides the participants with the understanding of educational
process, equips them with methodological skills of conducting different types
of research and helps them to become proficient educational leaders for both
public and private sector institutes.
 The Education program opens up numerous career prospects for graduates and
prepares them for various professional fields such as research associate,
project officers, librarian, jobs in publishing sector, education sector,
hospitality sector, etc.

Question No 2
Design strategies and methods for the evaluation of curriculum of higher
secondary level of education in accordance with the future need of Pakistan.
Answer
Strategies for Curriculum Evaluation
With high-stakes testing and a hefty emphasis on accountability, assessing the
curriculum is a key part of making sure that schools are functioning at an adequate
level. There are two primary types of evaluations -- formative and summative -- that
assess academic curriculum for effectiveness. Within each major category, you'll
find different models that guide the assessment process when it comes to information
that you need and how to gather it.
Formative Evaluation
A formative type of evaluation assesses the curriculum as it is used. Instead of
waiting until the end of the school year to look back on how well the curriculum
worked, using a formative evaluation allows you to get feedback on a consistent
basis. This type of assessment allows educators and administrators to make changes
as the school year progresses and adapt the curriculum for different learning styles.
Methods for formative evaluation may include collecting student reflection papers
after lessons, midterm course evaluations or reviewing summaries that the students
write on instructional units.
Summative Evaluation
Unlike formative evaluations that take place on a consistent basis, giving ongoing
feedback, the summative type is done at the end of a course or school year or through
standardized assessment testing. Summative evaluations measure curricular success
by reviewing the outcomes against benchmark standards. These are evaluations of
learning for accountability and are not necessarily used to boost the educational
process.
Methods and Models
Within both formative and summative evaluations, there are models that inform how
you conduct the individual assessments. Based on educational research and theory,
evaluation models not only guide the process of the assessment but also provide a
framework for it. In this model, the evaluator chooses and uses several assessment
tools and compares the results. In contrast, a goal-free model places the evaluator as
an unbiased observer who creates a need profile. The assessment then compares the
effects of the curriculum to the students' needs.
Choice Considerations
Choosing a specific type of evaluation means reviewing the many different models.
Teachers and evaluators may have personal preferences or policy requirements, or
they may choose a type based on the most current research. Other considerations
may include the process, cost-effectiveness or the actual propose of the evaluation.
Combined Strategies
Effective evaluation requires a combination of insiders and outsiders. An effective
evaluation design encourages stakeholder participation, concentrates on skill
development, and establishes the usefulness of the report and its recommendations.
It uses a variety of data collection and analysis tools that encourage participation and
ownership.
Evaluation by Outsiders
Outsiders may be consultants, inspectors or administrators. They are considered
experts because they have spent years teaching, running projects or training, with
the drawback of not having being involved with the programme to be evaluated.
Evaluation by Insider
Insiders may be teachers, students, staff and anyone else closely involved in the
development and implementation of the programme.
When to do Internal Evaluation
Additional valuable knowledge can be gained by doing the evaluation in-house that
would not be obtained if it was commissioned to external evaluators
 The information that will be used during the evaluation is confidential.
 We do not have enough money to pay for external evaluators.
Methods of Curriculum Evaluation
Some of the methods used to determine the effectiveness of an educational
programme are outlined below:
(i) The cosmatic method deals with the apparent activities and face value of
the programme. Evidence about students' leaming is not collecțed.
(ii) The cardiac method involves an empirical approach. The effectiveness of
the programme is shown through the collection of dáta.
(iii) The colloquial method recomnends the diseussion of the finding on the
programmes' effectiveness by a group of people associated with it.
(iv) The curricular method attempts to show how the new programme could fit
into the old one for improvement. The computational meilhod usés the
statistical analysis of the data on performance in the programme.

Question No 3
Identify the recommendations regarding curriculum reforms contained in all
educational policies of Pakistan. Suggest at least five recommendations for
curriculum reform to meet the needs of 21 century.
Answer
Pakistan inherited a system of education which had been designed to produce literate
manpower to assist the colonial masters at lower levels of government and cconomic
administration. Education was meant only for the privileged few who were supposed
to govern the masses rather than to serve them. In order to produce an efficient class
of administration generalists, the main stress was on arts. Scientific and professional
education was limited. At the time of independence, Pakistan's-90% of population
was illiterate with only a handful of educational institutions. General policy and
overall coordination was handled by the national government through the Ministry
of Education. Six regional directorates of general and two directorates of technical
education handled administration. Intermediate and secondary edueation were under
the control of four 'Boards'. Those who could afford, quality education was available
to them in privately financed schools. Most of these schools were run by missionary
groups which meant a continuation of British influence.
Recommendations Curriculum Reforms
The Education Commission analysed the situation pertaining to curriculum reforms
and pointed out their recommendations :
 First, it must provide adequate knowledge of subject that will be needed by
every pupil tor leading a useful and happy life in a fast developing society.
Tlhis should form the core of compulsory subjects which every student must
take up. Secondly, the curriculum should include such additional subjects and
training.as will form a preparation for specific vocation and careers;
 The process of curriculum construction and its revision in the light of evolving
social and individual interests and needs be a continuous one;
 The curriculum should be adapted to the mental abilities of children aged five
to ten related to the normal situations they are faced with in everyday life. It
must be so designed as to develop the basic skills in reading, writing and
arithmetics, a liking of patriotism. Teaching methods should, as far as
possible, use the Aetivity or Project Approach, and teachers should show
initiative in the use of local materials as teaching aids.
 Religious education should be a compulsory subject throughout the primary
stage.
Due emphasis should be placed on the teaching of the national languages. With
regard to Textbooks, the relevant recommendations also of the Conmission are
produced below:
"The responsibility fbr drawing up syllabuses and prescribing courses is normally
that of the education authorities. However, to realise the national objectivcs of
edueation laid down in this report, the Ministry of Education set up a Textbook
Board. It should be a small and autonomous body with representatives from the
provinces and should work through textbooks committees operating within the
sphere of each education authority.
The responsibility of the Textbook Board should be:
(i) to frame the syllabuses according to the recommendations made in this
report; and
(ii) To lay down policy for the preparation, printing and puhlication of
textbooks.
Recommendations
National Textbook Board , which aims to enhance the quality of education offered
to learners and improve the general academic performance, attitude and behaviour
of students.

Think broadly this curriculum centres around ensuring that our students learn to
collaborate and are critical thinkers. These are the characteristics that our students
need to survive in the 21st century.

School of Education for hosting the timely forum, as it seeks to implement its own
reform of the practicum component of its student-teacher training.
The reform, among other things, will enable student-teachers in their first semester
of their final year to spend a longer, more enriching time in the classrooms in which
they are assigned to teach before they graduate.
21st century learners have to be equipped with skills that make them adaptable to
the environment in which they live.
Think differently about learning in the 21st century to be able to support teachers
when you go out there to help them become agents of change for 21st century
students.
Informing school administrators of the new changes to the student-teacher practicum
this year and to enable the administrators to raise questions.