Curriculum Studies Questions and Answers

Q: ....................... regards learning primarily as cognitive development and the acquisition of knowledge and information.

It is the Subject-centered curriculum.The subject-centred curriculum organises learning around separate academic disciplines and sees the school's task as transmitting organised knowledge. Learning, on this view, is mainly cognitive development: acquiring facts, concepts and information from the subjects.The student-centred, activity-centred and experience-centred curricula, associated with Dewey and Kilpatrick, start instead from the learner's interests, needs, activities and experiences, and treat learning as growth of the whole person rather than the acquisition of information.

Q: Those who are concerned with developing educational curriculum are all guided by the criterion '...........................'.

The guiding criterion is What knowledge is most worth ?Herbert Spencer posed the question 'What knowledge is of most worth?' in his essay of 1859 and answered it in favour of science, as the knowledge most useful for complete living. The question has remained the central one in curriculum making, because every curriculum must select some knowledge and leave the rest out.Availability, popularity and ease are not curriculum criteria: knowledge is chosen for its value to the learner and society, not because it is at hand, fashionable or simple.

Q: The approach of traditional teachers regarding curriculum is ................. .

Traditional teachers are Subject matter minded.In the traditional approach, the curriculum is a body of content to be covered, usually the textbook, and the teacher's task is to transmit it and see that it is remembered for the examination. Success is measured by coverage of the syllabus.Being objective minded, planning from instructional objectives, is the modern approach developed by Tyler and Bloom. Concern with methodology or with evaluation also belongs to newer approaches that look at how students learn and how learning is measured, not just at what is taught.

Q: If some children do not learn well in prescribed curriculum, ....................

It does not necessarily imply an inherent weakness in the curriculum planning.Children differ in ability, background, motivation and pace of learning. A well-planned curriculum will still leave some children behind, and the cause may lie in teaching methods, the learner's circumstances or a learning difficulty rather than in the curriculum. Such children need diagnosis and remedial help.The other options jump to conclusions from a few cases: that the curriculum is too difficult, badly planned or in need of complete revision. Those judgements need evidence about the curriculum itself, not just the fact that some children struggle.

Q: A school curriculum has to be responsive to ..........................

A school curriculum has to be responsive to the needs and aspirations of changing society.Curriculum exists to prepare children for life in their society, so as society changes, through new knowledge, technology, work and values, the curriculum has to change with it. National curriculum frameworks in India have been revised (1975, 1988, 2000, 2005, 2023) for this reason.Teachers' work schedules, the demands of subject associations and the suggestions of a textbook bureau are interests of particular groups. They may be considered in planning, but the curriculum is not meant to answer to them.

Q: Which of the following is a correct statement ?

The correct statement is that syllabus is the part of curriculum.A syllabus is the outline of the content of one subject or course for a given period. The curriculum is much wider: it covers the objectives, all the subjects, the learning experiences and methods, co-curricular activities and evaluation, indeed everything the learner experiences under the school's guidance. The syllabus is one component within it.Saying the curriculum is part of the syllabus reverses the relationship. The syllabus is not a preparatory stage of planning, and curriculum is not just syllabus plus methods, since it also includes objectives, activities and evaluation.

Q: According to Belly, curriculum is a continuous process which will be influenced with four factors namely ..............

The four factors are Objectives, content, method, evaluation.A curriculum seen as a continuous process has four interacting components: the objectives to be achieved, the content selected to achieve them, the methods of teaching and learning experiences used, and evaluation to see whether the objectives were met. Evaluation feeds back into the objectives, so the process is continuous. This four-part model goes back to Ralph Tyler and is repeated in the curriculum writers the question cites.The other options substitute items such as 'specifications', 'support material' or 'syntax and design', which are not among the four basic components.

Q: The concept of core elements in the curriculum reflects the principle of .............. in curriculum.

The key gives Centralizing tendency.A core of curriculum elements is a part of the curriculum that is fixed at the national level and common to all learners. India's National Policy on Education, 1986 provided for a national curricular framework with a common core (the freedom movement, constitutional obligations, values such as common cultural heritage and equality of the sexes, and others) together with flexible components. A body such as NCERT decides the core for the whole country, which is a centralizing tendency in curriculum planning.Common heritage, equality and uniformity are things the core content aims at or promotes, not the principle behind having a core. I could not trace the exact textbook wording behind the question, so the choice of 'centralizing tendency' follows the official key and the reasoning above.

Q: In the real sense of the term, the role of teachers in curriculum transaction is .................... .

The teacher's role is to fulfil the objectives of curriculum.Curriculum transaction means putting the curriculum into practice in the classroom. The teacher chooses methods, materials and activities so that the learners actually achieve the objectives the curriculum sets out, whether knowledge, skills or attitudes.Passing on all the information in the content ('import' is the paper's word), administering tests and preparing pupils for examinations are parts of a teacher's work, but each is narrower than the real purpose, which is achieving the curriculum's objectives.

Q: Which of the following is the limitation of Tyler's model of curriculum evaluation ?

The key's answer is that it is not useful for diagnosis of reasons why a curriculum has failed.Ralph Tyler's objectives model evaluates a curriculum by checking whether learners have attained the stated behavioural objectives. It compares outcomes with objectives, but it does not examine the context, inputs or processes of the programme, so when objectives are not met it cannot show why. This weakness led to models such as Stufflebeam's CIPP.Tyler's model is criticised for being simple rather than complicated, and far from neglecting objectives it is built entirely around them. It does describe the selection and organisation of learning experiences, so that is not its main limitation either.

41.

....................... regards learning primarily as cognitive development and the acquisition of knowledge and information.

A.Subject-centered curriculum
B.Student-centered curriculum
C.Activity-centered curriculum
D.Experience-centered curriculum

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: A

It is the Subject-centered curriculum.

The subject-centred curriculum organises learning around separate academic disciplines and sees the school's task as transmitting organised knowledge. Learning, on this view, is mainly cognitive development: acquiring facts, concepts and information from the subjects.

The student-centred, activity-centred and experience-centred curricula, associated with Dewey and Kilpatrick, start instead from the learner's interests, needs, activities and experiences, and treat learning as growth of the whole person rather than the acquisition of information.

Discuss in Forum

42.

Those who are concerned with developing educational curriculum are all guided by the criterion '...........................'.

A.What knowledge is most available ?
B.What knowledge is most worth ?
C.What knowledge is most popular ?
D.What knowledge is most easier ?

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: B

The guiding criterion is What knowledge is most worth ?

Herbert Spencer posed the question 'What knowledge is of most worth?' in his essay of 1859 and answered it in favour of science, as the knowledge most useful for complete living. The question has remained the central one in curriculum making, because every curriculum must select some knowledge and leave the rest out.

Availability, popularity and ease are not curriculum criteria: knowledge is chosen for its value to the learner and society, not because it is at hand, fashionable or simple.

Discuss in Forum

43.

The approach of traditional teachers regarding curriculum is ................. .

A.Subject matter minded
B.Objective minded
C.Methodology minded
D.Evaluational minded

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: A

Traditional teachers are Subject matter minded.

In the traditional approach, the curriculum is a body of content to be covered, usually the textbook, and the teacher's task is to transmit it and see that it is remembered for the examination. Success is measured by coverage of the syllabus.

Being objective minded, planning from instructional objectives, is the modern approach developed by Tyler and Bloom. Concern with methodology or with evaluation also belongs to newer approaches that look at how students learn and how learning is measured, not just at what is taught.

Discuss in Forum

44.

If some children do not learn well in prescribed curriculum, ....................

A.Means that the curriculum is difficult
B.Implies that curriculum is not planned properly
C.Does not necessarily imply an inherent weakness in the curriculum planning
D.Indicates that the curriculum should be revised completely

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: C

It does not necessarily imply an inherent weakness in the curriculum planning.

Children differ in ability, background, motivation and pace of learning. A well-planned curriculum will still leave some children behind, and the cause may lie in teaching methods, the learner's circumstances or a learning difficulty rather than in the curriculum. Such children need diagnosis and remedial help.

The other options jump to conclusions from a few cases: that the curriculum is too difficult, badly planned or in need of complete revision. Those judgements need evidence about the curriculum itself, not just the fact that some children struggle.

Discuss in Forum

45.

A school curriculum has to be responsive to ..........................

A.Convenience of teachers' work schedule
B.Demands of subject teacher associations
C.The needs and aspirations of changing society
D.The suggestions of textbook bureau

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: C

A school curriculum has to be responsive to the needs and aspirations of changing society.

Curriculum exists to prepare children for life in their society, so as society changes, through new knowledge, technology, work and values, the curriculum has to change with it. National curriculum frameworks in India have been revised (1975, 1988, 2000, 2005, 2023) for this reason.

Teachers' work schedules, the demands of subject associations and the suggestions of a textbook bureau are interests of particular groups. They may be considered in planning, but the curriculum is not meant to answer to them.

Discuss in Forum

46.

Which of the following is a correct statement ?

A.Curriculum is the part of syllabus
B.Syllabus is the part of curriculum
C.Syllabus is a preparatory stage of curriculum planning
D.Curriculum is syllabus added with teaching methodology

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: B

The correct statement is that syllabus is the part of curriculum.

A syllabus is the outline of the content of one subject or course for a given period. The curriculum is much wider: it covers the objectives, all the subjects, the learning experiences and methods, co-curricular activities and evaluation, indeed everything the learner experiences under the school's guidance. The syllabus is one component within it.

Saying the curriculum is part of the syllabus reverses the relationship. The syllabus is not a preparatory stage of planning, and curriculum is not just syllabus plus methods, since it also includes objectives, activities and evaluation.

Discuss in Forum

47.

According to Belly, curriculum is a continuous process which will be influenced with four factors namely ..............

A.Objectives, specifications, support material, evaluation
B.Content, method, support material, evaluation
C.Objectives, content, method, evaluation
D.Aims, objectives, syntax, design

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: C

The four factors are Objectives, content, method, evaluation.

A curriculum seen as a continuous process has four interacting components: the objectives to be achieved, the content selected to achieve them, the methods of teaching and learning experiences used, and evaluation to see whether the objectives were met. Evaluation feeds back into the objectives, so the process is continuous. This four-part model goes back to Ralph Tyler and is repeated in the curriculum writers the question cites.

The other options substitute items such as 'specifications', 'support material' or 'syntax and design', which are not among the four basic components.

Discuss in Forum

48.

The concept of core elements in the curriculum reflects the principle of .............. in curriculum.

A.Common heritage
B.Equality
C.Uniformity
D.Centralizing tendency

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: D

The key gives Centralizing tendency.

A core of curriculum elements is a part of the curriculum that is fixed at the national level and common to all learners. India's National Policy on Education, 1986 provided for a national curricular framework with a common core (the freedom movement, constitutional obligations, values such as common cultural heritage and equality of the sexes, and others) together with flexible components. A body such as NCERT decides the core for the whole country, which is a centralizing tendency in curriculum planning.

Common heritage, equality and uniformity are things the core content aims at or promotes, not the principle behind having a core. I could not trace the exact textbook wording behind the question, so the choice of 'centralizing tendency' follows the official key and the reasoning above.

Discuss in Forum

49.

In the real sense of the term, the role of teachers in curriculum transaction is .................... .

A.to fulfill the objectives of curriculum
B.to import the information of the whole content prescribed in the curriculum
C.to administer varieties of tests
D.to provide guidance for preparing for examination in right way

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: A

The teacher's role is to fulfil the objectives of curriculum.

Curriculum transaction means putting the curriculum into practice in the classroom. The teacher chooses methods, materials and activities so that the learners actually achieve the objectives the curriculum sets out, whether knowledge, skills or attitudes.

Passing on all the information in the content ('import' is the paper's word), administering tests and preparing pupils for examinations are parts of a teacher's work, but each is narrower than the real purpose, which is achieving the curriculum's objectives.

Discuss in Forum

50.

Which of the following is the limitation of Tyler's model of curriculum evaluation ?

A.It is complicated in case of evaluation procedure
B.It is not useful for diagnosis of reasons why a curriculum has failed
C.It does not explain learning experiences in detail
D.It neglects the importance of objectives

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: B

The key's answer is that it is not useful for diagnosis of reasons why a curriculum has failed.

Ralph Tyler's objectives model evaluates a curriculum by checking whether learners have attained the stated behavioural objectives. It compares outcomes with objectives, but it does not examine the context, inputs or processes of the programme, so when objectives are not met it cannot show why. This weakness led to models such as Stufflebeam's CIPP.

Tyler's model is criticised for being simple rather than complicated, and far from neglecting objectives it is built entirely around them. It does describe the selection and organisation of learning experiences, so that is not its main limitation either.

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