ERIC Number: ED110666
Record Type: RIE
Publication Date: 1973-Dec
Reference Count: 0
Educational Product Development and Evaluation. Report No. 11.
Hampson, David H.
The focus of the state of the art paper is on educational product development and evaluation, a relatively new field. After defining the terms curriculum, development, and evaluation, the report classifies the two major forms of curriculum development as system-based (external changes brought into curriculum) and subject-based (internal changes in the content of the curriculum). Three contemporary strategies for curriculum development are: the Tyler strategy (preliminary analysis, selecting and defining objectives, selecting and creating learning experiences, organizing learning experiences, and curriculum evaluation), the DeVault and Anglin strategy, (needs assessment, development and tryout, field verification, and implementation), and the Popham strategy (goal selection, explication of the product's mission, development of the initial product, developmental testing and revision, installation testing, and diffusion). Evaluation in product development involves both summative and formative evaluation, the latter having a major role in the development of curriculum products. Formative evaluation helps form and provide feedback information in a systematic manner and assists the curriculum development process by examining procedures and materials. Implications for further instructional product development emphasize: curriculum development as a practical matter, early dissemination, the unity and continuity of curriculum development, and the necessity of post-publication evaluation. References conclude the report. (JB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: North Carolina State Univ., Raleigh. Center for Occupational Education.