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