This document outlines Tyler's rationale for curriculum development and evaluation. It discusses the purposes of education which are informed by studying learners, society, and subject specialists. Learning experiences must give opportunities to practice objectives, be satisfying, and developmentally appropriate. Experiences should achieve multiple outcomes and objectives in thinking, knowledge, and attitudes. Experiences must be organized with continuity, sequence, and integration. Evaluation assesses if objectives are met by measuring behavioral changes in students over time through early and later assessments.

2. Purposes of the School
Educational experiences related
to purposes
Organization of the Experiences
Evaluation of Experiences

3. PURPOSES OF
THE SCHOOL

4.  Studies of the learners themselves as a source
of educational objectives
 Studies of contemporary life outside the school
 Suggestions about objectives from subject
specialists
The use of philosophy in selecting objectives
 The use of a psychology of learning and
selecting objectives

5. EDUCATIONAL
EXPERIENCES
RELATED TO
PURPOSES

6. Tyler pays much of attention to arguing for general
principles in selecting learning experiences:
 The first of these is that for a given objective to be
achieved, the child must have experiences that give
him/her an opportunity to practice the kind of behavior
implied in the objective.
 The second principle states that the learning experience
must be such that the child obtains satisfaction from
carrying on the kind of behavior implied by the objectives.
 The third general principle is that the reactions desired in
the experience are within the range of possibility for the
child involved.

7.  The fourth principle is that there are many
particular experiences that can be used to
attain the same objectives.
 The fifth principle stresses the fact that the
same learning experience will usually bring
about several outcomes. Learning
experiences contribute to attaining various
types of objectives. They develop the child's
ability to think, to acquire information, and
to develop social attitudes and interests.

8. ORGANIZATION
OF THE
EXPERIENCES

9. Tyler points out three criteria to be met in building an effectively
organized group of learning experiences:
 The first is continuity, which refers to the vertical set of relations. This
means for instance that over time the same kinds of skills will be
brought into continuing operation.
 The second criterion is sequence, which is related to continuity. A
curriculum element might recur again and again but merely at the same
level. Sequence emphasizes the importance of having each experience
built upon the preceding one but to go more broadly and deeply into
the matters involved.
 The third criterion integration refers to the horizontal relationship of
curriculum experiences. Integration will help the child increasingly to
get a unified view and to unify his/her behavior in relation to the
elements dealt with.

10. EVALUATION OF
EXPERIENCES

11. According to Tyler, the basic task of evaluation is to determine
to what extent the objectives have been realized through the
program of curriculum and instruction. His conception of
evaluation contains two important aspects:
 First, it implies that evaluation must appraise the behavior of
students because it is the change in behavior which is sought
in education.
 Second it implies that evaluation must involve more than a
single appraisal at any one time as to see if change has
occurred. It is necessary to make a judgment at any early
point and other judgments at later points to identify changes
that may occur. As a consequence of this concept a teacher
cannot evaluate an instructional program by testing a group
of students only at the end of the program. Without knowing
where they were at the beginning, it is not possible to tell how
far changes have taken place.

12. Jhoanne Estrella Rafon