1. The Tyler Curriculum Evaluation Model
TWU Nurs 5253 Elouise Ford, RN, BSN, MHEd
Curriculum Design
The curriculum represents the expression of
educational ideas
Must be in a form that communicates to those
association with the learning institution
Must be open to critique
Should be easily transformed into practice
2. Curriculum Design cont’d
Exist on three levels
What is planned for the student
What is delivered to the student
What the student experiences
Based on values and beliefs that students should
know
May be contested and/or problematic
3. Curriculum Design cont’d
Curriculum, health services and the community
should share mutually beneficial relationship
Curriculum values should enhance health service
provision
Must be responsive to changing values and
expectations in education
4. Curriculum Design cont’d
Two main types of curriculum models
1. Prescriptive Models- tell what curriculum
writer should do(intent) and how to create a
curriculum
2. Descriptive Models- provides information of
what curriculum writer actually do and
(content)what the curriculum covers
The Tyler Model first developed in 1949 is
Prescriptive (Prideaux, 2003)
5. Ralph Tyler
Ralph Tyler (1902-1994) published more than 700
articles and sixteen books
Best known for The Basic Principles of Curriculum and
Instruction (Ornstein and Hunkins, 1998) which is
based on an eight year study
Tyler posits the problem with education is that
educational programs lack unmistakably defined
purposes (“Ralph Tyler’s Little Book, ”n d)
6. A Classic Model: The Tyler Model
Often referred to as “objective model”
Emphasis on consistency among objectives,
learning experiences, and outcomes
Curriculum objectives indicate both behavior to
be developed and area of content to be applied
(Keating, 2006)
9. Tyler’s Teaching Principles cont’d
Principle 3: Organizing Learning Experiences to Have a
Maximum Cumulative Effect
10. Tyler’s Teaching Principles cont’d
Principle 4: Evaluating the Curriculum and Revising
Those Aspects That Did Not Prove to be Effective
(Keating, 2006)
11. Criticism of the Tyler Model
Narrowly interpreted objectives (acceptable verbs)
Difficult and time consuming construction of
behavioral objectives
Curriculum restricted to a constricted range of
student skills and knowledge
critical thinking, problem solving and value acquiring
processes cannot be plainly declared in behavioral
objectives (Prideaux, 2003)
12. Primary Strengths of Tyler’s Model
Clearly stated objectives a good place to begin
Involves the active participation of the learner
(Prideaux, 2003)
Simple linear approach to development of behavior
al objectives
(Billings & Halstead, 2009)
13. Implications for Nursing
Curriculum
Another Prescriptive Model has emerged –Outcomes
based education since
Focus on student behavior instead of staff , defines
outcomes obtained by student
Program designers will include statements of intent as
broad curriculum aims and specific objectives
(Prideaux, 2003)
NLN & CCNE include outcome assessment in their initial
accreditation
No one model can sufficiently guide the evaluation of
nursing curriculum ( Billings & Halstead, 2009)
