A) Elliot W. Eisner B) Hilda Taba C) John Dewey D) Ralph Tyler
A) 1985 B) 1990 C) 1975 D) 1979
A) Diverse student outcomes B) Uniform outcomes C) No student participation D) Fixed teaching methods
A) From random selection B) From teacher preferences C) From student feedback only D) From situational analysis
A) Teaching and learning activities take place B) Standards are created C) Goals are set D) Standards are created
A) To select learning materials B) To assess curriculum parts and make changes C) To create new subjects D) To write lesson plans
A) It allows skipping phases depending on available resources. B) It focuses only on evaluation as the starting point of curriculum development. C) It is a cyclical process where each phase is interdependent and must follow a logical sequence. D) It is a linear model where each phase is independent of the others.
A) It follows a sequential and logical process that is easy to understand. B) It focuses only on evaluation as the central component of curriculum design. C) It allows curriculum developers to skip steps when necessary. D) It emphasizes a cyclical and flexible process with interchangeable steps.
A) A strictly linear sequence of curriculum development steps B) Skipping phases of planning to speed up course development C) Student assessment as the sole focus of course design D) The impact of institutional, social, and environmental factors on planning
A) Curriculum Design B) Curriculum Design C) Platform
A) Platform B) Curriculum Design C) Deliberation
A) Contextual filter B) Linear model C) Dynamic Model
A) Glatthorn’s Curriculum Development Model B) The Systematic Design Model C) The Understanding by Design
A) Sequence B) Scope C) Benchmarks
A) Understand by display B) Understanding by Design C) Understanding by detailed |