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