Evaluation has two clear and distinct segments. Evaluation in cognition applies to the constant reevaluation of the internal processes of the organization. Evaluation is also a system of valuing those things with which the organization is primarily concerned. Therefore, the broad area of evaluation is both the self-evaluation of the processes of…

An aesthetic education has many objectives, all of which must be taken into consideration when attempting to develop a suitable art curriculum. (CK)

Many teachers attempt to ignore value questions in the social studies classroom, emphasizing intellectual development alone. Through actions and selection of topics and materials, however, a teacher suggests that he believes in certain ideas and events and, therefore, teaches values. The key issue here is not whether values should be taught, but…

Outlined are three instructional models that were developed in a pre-service social studies course for junior year education majors. These interrelated models are structured as heuristic paradigms so that different types of content can be included within relevant areas. Specific attitudes, concepts, and skills are related to appropriate content…

Presented is background information related to the third round of science assessment activities (1976-77) conducted by the National Assessment of Educational Progress (NAEP). Chapter one contains a description of the overall assessment plan, the general framework of objectives, criteria for selecting objectives, and procedures used for developing…

Both the cognitive and affective domains of learning may be combined in an integrative model of education which joins awareness of values, feelings, and self with the knowledge and skills necessary for expression and communication. This manual consists of four fantasy exercises which help to develop awareness of personal events, as well as…

A basic goal of the evaluation program described here was the congruence of the evaluation instruments with the course objectives. Following a brief review of MACOS--its assumptions, view of man and learning, and its structural and conceptual components--the specific evaluation instruments are described. Such variables as classroom environment,…

An explication of a normative theory of social education is presented in this essay. Purposes for social education are suggested and their implications in terms of curriculum and instruction explored. The importance of this effort lies in a "need to know where we may be going in order to understand where we are." An axiom, normative assumptions,…

This curriculum guide discusses an English language arts and basic skills program for the senior high school level. The program is designed to reflect the learner's point of view. The authors argue that education is not so much a matter of objectives or subject content as it is a matter of what happens to the student. Accordingly, this guide…

This paper was prepared for a social studies curriculum conference in Alberta in June, 1967. It provides a point of view on curriculum building which could be useful in establishing a national service in this field. The basic assumption is that the social studies should in some measure change the behavior of the students (a sharp departure from…

This curriculum guide discusses an English language arts and basic skills program for the elementary school grades. The program is designed to reflect the learner's point of view. The authors argue that education is not so much a matter of objectives or subject content as it is a matter of what happens to the student. Accordingly, this guide…

This curriculum guide discusses an English language arts and basic skills program for the junior high school level. The program is designed to reflect the learner's point of view. The authors argue that education is not so much a matter of objectives or subject content as it is a matter of what happens to the student. Accordingly, this guide…