Dr. Mukhopadhyay’s model of curriculum evaluation is a comprehensive, outcome-based educational framework developed specifically for Indian educational conditions. Drawing inspiration from Hilda Taba’s grassroots model and grounded in B.S. Bloom’s taxonomy of educational objectives, this model offers a structured yet flexible approach to curriculum design and evaluation.
Philosophical Underpinnings
Mukhopadhyay’s model emphasises that learning is not a passive process, but one that emerges from objective-centred teaching and is continuously evaluated through observation and feedback. It promotes a congruent integration of knowledge, skills, and attitudes — especially crucial in professional and vocational education like medical training.
Core Principles:
- Outcome-based education (OBE)
- Continuous curriculum improvement
- Behavioural objectives
- Integration of teaching and learning activities
- Contextual relevance to Indian classrooms
Two Stages of Curriculum Development
Mukhopadhyay’s model divides the curriculum development process into two major stages, each comprising specific, sequential steps.
Stage I: Curriculum Development
| Step | Description |
|---|---|
| 1. Identification of Initial Objectives | Define the broad aims, goals, and learning outcomes expected from students. |
| 2. Writing Specific Objectives | Frame behavioural objectives across the cognitive, affective, and psychomotor domains using Bloom’s Taxonomy. |
| 3. Instructional Planning | Decide on teaching strategies, instructional materials, and content organisation for effective delivery. |
Stage II: Curriculum Implementation & Evaluation
| Step | Description |
|---|---|
| 4. Resource Use and Teacher Experience | Integrate teachers’ expertise and available materials into the curriculum for better delivery and learner engagement. |
| 5. Continuous Observation and Feedback | Monitor teaching-learning activities consistently to identify gaps, leading to cyclical modification of the curriculum. |
Model Structure: Visual Representation
This cyclic structure reflects a feedback-driven system, where curriculum is regularly evaluated and updated based on outcomes and classroom observations.
Characteristics of Mukhopadhyay’s Model
✅ Grounded in Bloom’s Taxonomy: Objectives are written at memory, understanding, and reflective levels.
✅ Outcomes-Oriented: Emphasis on what students can actually do as a result of instruction.
✅ Feedback Loop: Evaluation is not terminal; it is ongoing and feeds directly into curriculum reform.
✅ Teacher-Centric and Contextual: Leverages teachers’ classroom experiences and available school resources.
✅ Domain Integration: Addresses all three domains of learning – cognitive, affective, and psychomotor.
Applications of the Model in Indian Education
Mukhopadhyay’s model aligns closely with the goals of the National Education Policy (NEP) 2020, which stresses competency-based learning, assessment reform, and contextualised curriculum development.
Common Use Cases:
💉 Medical and professional training
🏫 Teacher Education programmes (D.El.Ed, B.Ed)
📘 State Curriculum Frameworks
🎓 Higher education curriculum planning
🧪 Vocational and skill-based education modules
Strengths of Mukhopadhyay’s Model
| Advantage | Explanation |
|---|---|
| 📌 Contextualised | Designed specifically for Indian educational settings. |
| 🧠 Cognitive Rigour | Based on Bloom’s detailed classification of learning outcomes. |
| 🔁 Cyclic Feedback | Ensures continuous improvement through evaluation and feedback. |
| 👨🏫 Practical Focus | Encourages use of existing resources and teacher experience. |
| 📊 Performance-Oriented | Clear focus on measurable student performance and learning outcomes. |
Limitations to Consider
| Limitation | Impact |
|---|---|
| ⏳ Time-Consuming | The model requires continuous observation and data collection. |
| 🧑🏫 Depends on Teacher Expertise | Teachers need training in Bloom’s taxonomy and objective writing. |
| 📈 Needs Systematic Implementation | Without administrative support, the evaluation-feedback loop may break. |
| 📚 Limited Flexibility | May be rigid for creative or interdisciplinary subjects. |
Conclusion
Mukhopadhyay’s curriculum evaluation model is a robust, structured framework that places learning outcomes and continuous evaluation at the centre of curriculum development. It supports practical, evidence-based teaching and is well-suited for India’s diverse and evolving educational landscape. By integrating Bloom’s taxonomy, contextual awareness, and real-time feedback, this model enables responsive, efficient, and student-focused curriculum planning.
