In this posting, there is one more concern this
blog addresses regarding a proposed approach to civics education. For interested readers, they are encouraged
to look up the posting, “A Practical Turn” (March 19, 2024). It is there that one finds the beginning of
this effort. It can be found through the
citation here,[1] or, along
with subsequent postings, by using the archive feature of this blog. In total, those postings provide a rationale
for the course of study being proposed.
As for the remaining concern, i.e., what this
posting addresses, that would be the evaluation of the course itself –
curriculum evaluation. To evaluate this
course of study several aspects are reviewed.
This evaluation scheme categorizes those factors according to a
procedural model of evaluation devised by Lawrence Halprin.[2] The model is entitled the RSVP Cycle and
seems more appropriate here than usual curriculum models because what is needed
is not the evaluation of a school wide curriculum, but of a course of study.
While dated, this model is still well regarded.[3] The letters R, S, V, P refer to the
categories of concerns or criteria Halprin says are present in ideal procedural
relationships during the performance of a multidisciplinary event. Because of the decision-making emphasis of
this course, such a model promises to be useful and is open-ended to concerns
of the environment in which this course of study would be utilized.
The categories are:
R = resources upon which a course can draw.
1. Does this course operate within and take
advantage of physical limitations?
2. Does this course operate within financial
constraints?
3. Does this course respect societal,
institutional, cultural expectations?
S = sources evaluating preparation processes
leading to implementation.
1. Are the roles of participants defined and
sensitive to their needs and dispositions?
2. Are the curriculum goals and objectives
accepted by significant others?
3. Are time allocations reasonable for completion
of tasks?
4. Are communication preparations adequate for
acquiring needed information?
V = valuaction (coined term) which analyzes the
consequences of actions (decisions) taken.
1. Are all predicted outcomes accounted for in the
progression of the course?
2. Are values incorporated at decision points
clearly stated and understood?
3. Are the two above concerns given adequate
priority in terms of their utility?
P = performance, that is evaluation of actual
behaviors during the process.
1. Are specified behaviors appropriate to meet curricular
and instructional objectives?
2. Are behaviors and processes efficient?
3. Are processes flexible enough to meet
reasonable unplanned changes?
It is suggested here that if this course were
to take on any level of implementation among schools, that, for each
implementation, this model be considered to develop evaluative instrument
specifically suitable to that implementation, both on a summative and formative
basis. This process should be done by
school site curricular administrators.
A couple of things should be kept in mind. One, this course is offered as a transition
stage toward an approach that is communal, a course guided by a liberated
federalism construct. And two, if this course,
with administrative approval, is only being utilized by a particular teacher –
not a school or school district –these ideas are suggested to assist
that teacher. That is, they should not
be considered a “must do” list of required criteria. And with that, the rationale for a consumer
government course of study is complete.
[Note:
Due to medical reasons, this blogger is ceasing the blog’s
Tuesday-Friday posting schedule. He
anticipates he will, from time to time, issue new postings. He also wishes to thank readers for their
readership.]
[2] Lawrence Halprin, The RSVP Cycles: Creative Processes in the Human Environment
(New York, NY: George Braziller, Inc.,
1970).
[3] Interested?
See URL, https://www.youtube.com/watch?v=QbIi966lOLs.
