A model for curriculum development and student evaluation

Abstract

The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY) and Yugoslav (CREATIVITY) previous projects that dealt with developing, investigating and evaluating (a) abilities of creative problem solving within seven types of intelligence after the Gardner model and (b) curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.

Keywords

• curriculum
• evaluation
• multiple intelligence
• problem solving
• creativity
• intercultural investigations.