Curriculum, Pedagogy, and Evaluation
This domain tests curriculum design, teaching-learning methods, lesson planning, continuous and comprehensive evaluation, and measurement. Expect questions that require you to distinguish assessment for learning from assessment of learning, and to choose the method that fits the objective.
Core concepts
- Curriculum design: subject-centred, learner-centred, integrated, and competency-based.
- Lesson plan: clear objectives, prior knowledge, teaching-learning activities, TLM, assessment, and reflection; Herbartian steps are useful but not mandatory.
- Methods: lecture, demonstration, discussion, project, inquiry, role play, and cooperative learning.
- CCE: formative assessment during learning plus summative assessment at term end; covers scholastic and co-scholastic areas.
- Measurement: validity (measures the intended outcome), reliability (consistency), objectivity, and practicability.
- Bloom's taxonomy: remember, understand, apply, analyse, evaluate, create.
Worked example
A teacher uses a project, an oral quiz, and a term test. Reasoning: the project and quiz are formative because they provide feedback during learning; the term test is summative because it judges achievement at the end. If promotion depends only on the term test, the CCE formative component is being ignored.
Traps
- Calling every test formative; formative assessment requires feedback and adjustment.
- Confusing validity with reliability; a scale can be reliable but invalid.
- Writing lesson objectives as teacher activities rather than student learning outcomes.
- Treating CCE as only academic marks; co-scholastic areas are included.
- Using a method that does not match the objective, such as lecture for a psychomotor skill.