GOAL ATTAINMENT MODEL
Ralph W Tyler (1950) proposed a goal
attainment model. Tyler describes education as a process in which three
different foci should be distinguished - education objectives, learning
experiences and examination of achievements. According to him, evaluation means
an examination of whether desired educational objectives have been attained or
not. Tyler model has been used mainly to evaluate the achievement level of
either individuals or a group of students. The evaluator working with this
model is interested in the extent to which students are developing in the
desired way. The relationship between educational objectives and students
achievement constitutes only apportion of the model. The study of other
relationships described in the model also form part of curriculum evaluation.
Tyler' s goal attainment model or sometimes
called the objective centered model is the basis for most common models in
curriculum design, development and evaluation.
Major parts of Tyler model
The Tyler model is comprised of four major
parts. These are:
1) Defining objectives of the learning
experience
2) Identifying learning activities for
meeting the defined objectives
3) Organizing the learning activities for
attaining the defined objectives
4) Evaluating and assessing the learning
experiences.
The Tyler Model begins by defining the
objectives of the learning experience. These objectives must have relevancy to
the field of study and to the overall curriculum. Tyler's model obtains the
curriculum objectives from three source
·
The student
·
The society, and
·
The subject matter.
Nature and characteristics of Tyler's objective model
« The nature of Tyler's
objective model is that it evaluates the degree to which an instructional
program s goals or objectives were achieved.
« The model mainly involves
the "careful formulation according to three educational goals (the
student, the society, and the subject matter) and two goal screen (a psychology
of learning and a philosophy of education).
« The result goals are then
transformed into measurable objectives.
With Tyler's evaluation, the evaluator can
determine the level to which the objective of the program are achieved.
Attained objectives show successful instructional education program. The
objectives can be changed during the implementation of the program or the
program may not have clear objectives.
« Tyler' s objectives model can be only used to evaluate those with
clear and stable objectives.
Criticism of Tyler's goal attainment
model
« The first criticism is that,
it is difficult and time consuming to construct behavioural objectives. Tyler's
model relies mainly on behavioural objectives. The objectives in Tyler's model
come from three sources (the student, the society, and the subject matter) and
all the three sources have to agree on what objectives needs to be addressed.
This is a cumbersome process. Thus, it is difficult to arrive to consensus
easily among the various stakeholders groups.
« The second criticism is
that, it is too restrictive and covers a small range of student skills and
knowledge.
« The third criticism is
that Tyler' s model is too dependent on behavioural objectives and it is
difficult to declare plainly in behavioural objectives the objectives that
covers none specific skills such as those for critical thinking, problem
solving, and the objectives related to value acquiring processes.
« The fourth and last criticism
is that the objectives in the Tyler's model are too student centered and
therefore the teachers are not given any opportunity to manipulate the learning
experiences as they see fit to evoke the kind of learning outcome desired.
