TJHSST Curriculum Development and Design 3 — Questions and Answers
Question 1: Which evaluation model focuses on decision-making and provides information to stakeholders at each phase of a program?
- Tyler Rationale
- CIPP Model (Context, Input, Process, Product) (Correct answer)
- Connoisseurship Model
- Goal-Free Evaluation
Correct answer: CIPP Model (Context, Input, Process, Product)
Stufflebeam's CIPP Model evaluates Context, Input, Process, and Product to support informed decisions throughout program development.
Question 2: At TJHSST, students engage in a multi-year research project. This best exemplifies which curriculum feature?
- Vertical articulation (Correct answer)
- Horizontal integration
- Scope limitation
- Curriculum compacting
Correct answer: Vertical articulation
Vertical articulation ensures coherent progression of skills and knowledge across grade levels, as seen in sustained research projects.
Question 3: What distinguishes formative assessment from summative assessment in curriculum design?
- Formative assessments are graded; summative ones are not
- Formative assessment informs ongoing instruction; summative evaluates final learning (Correct answer)
- Summative assessments are shorter than formative ones
- Formative assessments are only given at the start of a unit
Correct answer: Formative assessment informs ongoing instruction; summative evaluates final learning
Formative assessment provides feedback during learning to adjust teaching, while summative assessment measures achievement at the end of an instructional period.
Question 4: A curriculum designer notices that two courses teach the same content in the same year with no coordination. This is an example of:
- Vertical alignment gap
- Horizontal redundancy (Correct answer)
- Scope creep
- Curriculum compacting
Correct answer: Horizontal redundancy
Horizontal redundancy occurs when parallel courses at the same grade level repeat identical content without intentional reinforcement or integration.
Question 5: Eisner's concept of the 'null curriculum' refers to:
- Content that is explicitly removed for disciplinary reasons
- What schools choose NOT to teach, shaping student knowledge by omission (Correct answer)
- A curriculum with no measurable outcomes
- Lessons that fail to engage students
Correct answer: What schools choose NOT to teach, shaping student knowledge by omission
Eisner argued that what is deliberately or inadvertently left out of the curriculum has as much educational impact as what is included.
Question 6: Which instructional strategy best supports differentiated curriculum for advanced learners like TJHSST students?
- Curriculum compacting (Correct answer)
- Direct instruction only
- Reteaching cycles
- Standardized pacing guides
Correct answer: Curriculum compacting
Curriculum compacting allows students who demonstrate mastery to skip redundant content and accelerate to more challenging material.
Question 7: Which document typically maps the specific topics covered in each course and the order in which they are taught?
- Syllabus policy
- Scope and sequence chart (Correct answer)
- IEP document
- Accreditation report
Correct answer: Scope and sequence chart
A scope and sequence chart outlines the breadth of content (scope) and the order of instruction (sequence) across a course or program.
TJHSST Curriculum Development and Design 3
Which evaluation model focuses on decision-making and provides information to stakeholders at each phase of a program?