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HMEF5073_V2
CURRICULUM DEVELOPMENT
SEPTEMBER SEMESTER 2017

ASSIGNMENT
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INSTRUCTIONS TO STUDENTS

1. Your assignment should be typed using 12 point Times New Roman font and 1.5 line
spacing.

2. You are to submit assignment only in MS-WORD format unless specified otherwise.
Please refrain from converting text/phrases into picture format such as .gif / .jpeg / print
screen / etc.

3. Submission Method:

a. Face-to-face student:
You MUST submit a softcopy of your assignment online through myINSPIRE
and a hardcopy to your facilitator.

b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE and another
softcopy to the e-facilitator via e-mail.

You can submit your assignment ONCE only in a SINGLE file in myINSPIRE. You are
advised to keep a copy of your submitted assignment and the RECEIPT as evidence of
online submission.

4. Your assignment must be submitted on 3rd 5th November 2017.

5. Your assignment should be prepared individually. You should not copy another persons
assignment. You should also not plagiarise another persons work as your own.

EVALUATION
This assignment accounts for 60% of the total marks for the course.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a similarity check. If

plagiarism is detected, marks would be deducted as follows:

No. Similarity Percentage Marks Deduction (%)

1. 0 30 0
2. 30.01 50 5
3. 50.01 70 10
4. 70.01 - 100 100

If you are not sure what is meant by plagiarism, refer to the various websites which discuss
this matter, e.g. owl.english.purdue.edu/handouts.

OBJECTIVES:
The aim of this assignment is to help you to acquire knowledge on the foundations which are
often considered in developing a curriculum, factors to consider in evaluating the curriculum
and to devise activities based on a suitable taxonomy.

PART A

One of the objectives of school education is to fill the classroom with joy and life that would
eventually support the development of holistic individuals. To achieve this, it is often said
that there is a need to humanize the classroom.

Write an essay in about 5 -6 pages on how this can be achieved based on relevant literature
reviewed. The essay should be presented in an organized and coherent manner that includes
reference to sources from books, journal articles and expert opinion.

Marks will be awarded for the essay written based on the following criteria:
i. The title that reflects the content of the essay
ii. Organization of the essay according to various subsections and coherence
iii. Clarity in relation to introduction, content and conclusion
iv. In depth discussion of the issue.
v. Use of APA style in citation and referencing

[30 marks]

PART B

You are required to:

Review relevant articles on Stufflebeams CIPP Model on curriculum evaluation and write a
summary of the key aspects of the model and its strengths.

[25 marks]

PART C
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning
objectives into levels of complexity and specificity.

You are required to:

1) Review the revised Blooms taxonomy and discuss the need to develop students
students in the cognitive, affective and psychomotor domains.
2) Choose 1 2 topics of a particular subject and prepare activities in each of the levels
of the cognitive domain. You must explain the objective of the activity and describe
clearly the activities that you propose to carry out in the classroom.

[ 45 marks]

Assessment Criteria
Your response to each task will be graded separately based on the scoring scheme attached.
For maximum credit, be sure that your response addresses each of the scoring criteria
components.

Additional Guidelines

1. The assignment should be submitted according to the due date.

2. You are to submit a softcopy of your assignment online through myVLE / facilitators
email and a hardcopy to your facilitator.
3. Plagiarism is not acceptable. If you are not sure what is meant by plagiarism, please
refer to the various websites which discuss this matter, e.g.
owl.english.purdue.edu/handouts.

SEPTEMBER SEMESTER 2017

HMEF5073_V2 CURRICULUM DEVELOPMENT
 MARKING SCHEME: ASSIGNMENT (60%)

GRADE (26-30)% (21-25)% (16-20)% (11-15)% < 10%

PART A
(30%): Excellent review of Well developed Good review of Satisfactory review Poor review of
articles with expert review of articles articles with some of articles. No
Humanizing opinions or with some opinions and articles with some opinions
the suggestions of the opinions and suggestions of the opinions and or suggestions
Classroom issue. Excellent suggestions of the issue. Good suggestions of the given. Poor
organization of issue. Good organization of issue. Average organization of
thoughts. A very organization of thoughts. organization of thoughts.
coherent synthesis thoughts. Good Candidate thought Synthesis is not
with evidence synthesis with has illustrated average. Synthesis evident. Limited
provided. Relevant evidence synthesis with is or no evidence is
literature provided. average evidence. evident with some provided.
references were References to or few evidence.
made. literature is evident.

GRADE (20-25)% (15-19)% (11-14)% (7-10)% < 6%

PART B
(25%) All four key aspects Three of the key Two of the four One of the four key None of the
of the model were aspects of the key aspects of the aspects of the aspects of the
CIPP Model adequately model were model were model was model were
explained. More explained. Up to explained. Up to discussed. Limited discussed.
than four three references two references references were Writing is based
references were were provided. were provided. given. Limited on personal
made. Very clear Clear explanation Some explanation explanation of the opinion.
explanation of the of the strengths of of the strengths of strengths of the
strengths of the the model is the model is model is provided.
model is provided. provided. provided.

GRADE (36-45)% (26-35)% (19-25)% (10 - 18)% <10%

PART C
(45%) Clear explanation Adequate Adequate Limited explanation No explanation
on the need to explanation on the explanation on the on the need to on the need to
Need for develop students in need to develop need to develop develop students in develop students
developing all three domains students in all three students in two of all three domains in all domains of
students in of the taxonomy is domains of the the three domains of the taxonomy is the taxonomy is
all areas of provided and taxonomy is of the taxonomy is provided. Limited provided. No
the Blooms justified using provided and provided. Limited references are references have
taxonomy numerous justified using some reference to made. Clarity of the been made.
and literature. literature. Most of literature. Some of explanation is an None of the
suitability of All activities the activities the activities issue. Limited activities
the developed matches developed matches developed number of activities matches the
activities. the cognitive level the cognitive level matches the developed matches cognitive level of
of Blooms of Blooms cognitive level of the cognitive level Blooms
Taxonomy. All Taxonomy. All Blooms of the Blooms Taxonomy. None
activities are activities are Taxonomy. Some Taxonomy. Limited of the activities
suitable to suitable to students activities are number of activities are suitable to
students level. level. suitable to are suitable to students level.
students level. students level.