Curriculum
design is a phase of curriculum development phases. It falls between two
phases, planning and implementing[1].
Tyler's curriculum development model[2]
shows that curriculum designing consists of two processes that are selecting
& organizing of learning experiences. Designers need to test the curriculum
in authentic settings to measure its validity and efficiency. The next
paragraph will discuss the positive washback on curriculum design processes.
Testing the
curriculum in authentic settings provides designers with a great deal of
information about their work. From test results designers can determine wither
the learning experiences that they select and organize work to achieve the
desirable objectives or not. Test helps designers to measure the efficiency of
the provided teaching/learning activities.
It also gives a clear view about the quality of the chosen experiences. Designers
may re-sequence or re-grade some experiences in accordance with the test
results. Test also helps in avoiding unnecessary details in the content
(redundancy). There is a possibility that the content is good but it is
presented in a way that does not suite the target students; in this case,
designers have the opportunity to represent it in an interactive way. One of
the information that test provides and need to be dealt with carefully is
students' needs and interests. Designing curriculum according to students'
needs and interests increases the chance of their learning autonomy. In terms
with teaching, test shows wither, the followed methods are sufficient to achieve
the objectives or not.
The aforementioned positive washback helps
designers to avoid defects in the curriculum and to enhance strengths. This
kind of washback comes as a result of a well constructed test i.e. to get such
washback we need a test that have the characteristics of the good test.
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