INTRODUCTION
The purpose of preparing instructional design is to strengthen the learning process effectively, make the learning enjoyable, meet the learning objectives and help teachers, students and stakeholders find the applicability of education. As a result, curriculum design is required to make good preparation for the goal of learning to be attained. It is believed that consideration of the perceived needs of a specific population, determining better standards requirements of the curriculum are necessary needs design.
CONSIDERATION IN NEEDS ASSESSMENT
Extensive survey has shown that the use of needs assessment in education recommended these methods to be legitimate and important. The proposals include:
- Considering the values that the curriculum should achieve to help in developing a survey instrument
- Considering contemporary issues affecting the people to help in determining the procedures on the usage and needs assessment in curriculum in different schools
- Required balance within the various geographical regions
- Different groups that are to be affected by the curriculum so as to incorporate their needs
- Consider how the curriculum is going to be received, its legality, testing procedures depending and its weaknesses
EDUCATIONAL QUALITATIVE AND QUANTITATIVE NEEDS
Various needs can be developed in curriculum design depending on either the subject or the grade level of study. First the educational needs have never effectively addressed the human behavior. The curriculum should be able to study the individuals in depth using qualitative techniques such as interviews. This help in broadening our knowledge base and understanding of humanity. Interviewing grade six students on how they behave to examination can help initiate better methods of instruction and evaluation.
Secondly the educational needs have never met the balance on group difference and regional balances among students. This requires an empirical quantitative research on the number that can access the developed curriculum.
DESIGNING EFFECTIVE INSTRUCTION BY MORRISON
According to Morrison, educational needs in curriculum development can be classified into various categories. This classification is determined by the fulfillment that it should realize.
For instance a need can be anticipated. This need addresses the core goal of the designed curriculum. This helps in giving focus in a given direction. Educational need can also be normative such as the ability to measure the regional balance and individual difference. Such need considers how various groups are to be catered for by the new curriculum. A normative curriculum need should also be able to address the inherent value of evaluation or testing procedures.
The legality and how the curriculum design is to be received are both critical for the adoption of a design. This is referred to as critical component of the study. A good needs design should be able to address all the aspects of the design which include; normative, comparative need, expressed needs of recipients, expectations of the designers and the critical issues to be encountered.
Normative need: Curriculum administrators should be to address the measures and evaluating ability of the design. Teachers are best implementers of curriculum needs since they interact with students and are able to focus their behavior towards the goal. Standard methods of evaluation should be adopted so as to help realize the normative aspect of the needs assessment.
Legal need: The type of needs assessment adopted in the educational curriculum should be within the framework of the laws of the land. This ensures a total support from the riling government who are also the policy makes. It is important for both the teacher and the administrator of the curriculum to understand the vital aspects of the rule of law.
A legal need will be received and find support of the policy makers. The instruction of a legal need will be based on inculcating values to both learners and instructors on the importance of citizenship and patriotism. The learners are advised to live peacefully with one another, develop morally accepted virtues and be productive to the entire society.
ANALYSIS AND DESIGN OF THE INSTRUCTIONAL PLAN
Learning process which considers the legality of the curriculum provides administrator with an opportunity of support. Through this implementation and learning procedures become faster and effective. The technical knowledge is provided. Students get opportunity to participate in the piloting and eventual inaction.
A need analysis that focuses much on the legal issues might deviate from the main goal to please those in power. Sometimes it fails to address individual needs and differences.
RECOMMENDATION
A legal curriculum assessment should respect group desire to be above individual person. At the end of this study the leaner should be able to coexist with others amicably, apply the moral values gained to the society and contribute to the overall productivity of the entire society without any constrains.
The learner in the grade six should be able to cop up with others in secondary school effectively without finding any difficulty The learner in the 8th grade should be ready to venture into the job market to provide the learnt skills to the society so as to demonstrate the applicability of their learning.
Summative evaluation is basically quantitative. Use of instructional design to evaluate the effectiveness of the learning materials and learning process. Performance based evaluation. This focus on performance of all learners but on individual basis or in groups. Attitude and achievement assessment is done collecting data on the impact of the programs operation in the society.
The learners develop a broad view of having to contribute to the society development. The learner acquires moral and mental development of skill required to cop with others. Learners with 80% performance have a higher IQ while those with below 40% require special attention.
The learning process will occur mostly in a classroom setting. Its application can be in the field where they are allowed to interact in groups. The teacher identifies the learning procedure and facilitates the process either through open debate.
The assessment can be research oriented where learner finds information. Action oriented assessment to allow the learner to take part in the learning process. Conducting short tests in groups to validate their understanding through group discussions with the trainees to gain feedback Having target in the learning process to provide the drive. Observe trainee behavior by having informal talks about the training activity with them
Having the learners conduct demonstration lessons encouraged their effective involvement in the learning process. Encouraging mentorship among the learners enhanced good behavior development. Comprehensive tests encourage learners in mastering the concept. Further use of questionnaires and interview provided feedback.
Needs assessment in curriculum design relies most on the evaluation strategy that one adopts. Interviews and questionnaires should be used to evaluate the applicability and the progress of any needs assessment design.
Work cited
- Morrison, G. (2006). Designing Effective Instruction. USA: Paperback Printers.
- Johnstone, G. (2003). Effective Curriculum Development. New York, USA.
- Bhola, H. (2005). Evaluating: Curriculum Needs Assessment. Hamburg, Germany: SIL International.
- Bhola, H. (2005). Evaluation Planning, Design and Implementation, and Utilization of Evaluation Results. Hamburg, Germany: SIL International.
