Tyler’s Curriculum Evaluation Model: Curriculum evaluation is an essential aspect of educational planning, ensuring that instructional programmes remain aligned with learning goals and national priorities. Among the foundational models in curriculum design and evaluation is Tyler’s Goal Attainment Model, developed by Ralph Tyler in the 1930s. His model remains one of the most influential frameworks used globally to measure the success of educational programmes.
What is Tyler’s Evaluation Model?
Tyler’s model is an objectives-centred and product-focused approach. It evaluates a curriculum based on predefined objectives, focusing on whether the learning outcomes have been effectively achieved.
🔄 Four Core Components of Tyler’s Model:
| 1. Defining Objectives | Establishing clear, measurable learning outcomes for students |
| 2. Identifying Learning Activities | Selecting activities that help achieve those objectives |
| 3. Organising Learning Experiences | Structuring activities logically and sequentially |
| 4. Evaluating Performance | Measuring whether students have achieved the intended outcomes |
These components follow a logical progression from goal-setting to evaluation, forming a continuous loop of curriculum planning and improvement.
Sources of Educational Objectives
According to Tyler, curriculum objectives must be derived from three key sources, ensuring relevance and applicability:
| Source | Purpose |
|---|---|
| The Learner | Reflects students’ interests, needs, and developmental levels |
| The Society | Responds to societal values, needs, and expectations |
| The Subject Matter | Ensures disciplinary integrity and academic rigour |
Tyler’s Evaluation Process: Step-by-Step
| Step 1 | Define broad educational goals |
| Step 2 | Classify and refine objectives into measurable behaviours |
| Step 3 | Design learning experiences aligned with these goals |
| Step 4 | Select or develop tools to assess performance |
| Step 5 | Conduct pre-tests to establish a baseline |
| Step 6 | Implement the programme |
| Step 7 | Conduct post-tests and compare with pre-test results |
| Step 8 | Analyse gaps and evaluate effectiveness |
Tyler’s Four Fundamental Questions for Curriculum Evaluation
Tyler proposed four critical questions to guide any curriculum assessment:
- What educational purposes should the school seek to attain?
- What educational experiences can be provided to attain these purposes?
- How can these experiences be effectively organised?
- How can we determine whether these purposes are being attained?
These questions form the philosophical and methodological core of Tyler’s model.
Tyler’s Model: Visual Representation
Here’s a simplified diagrammatic form of Tyler’s Evaluation Triangle:
Objectives
▲
/ \
/ \
Learning Activities ─── Evaluation & Assessment
The triangle reflects the interrelationship between objectives, instructional methods, and evaluation outcomes.
Advantages of Tyler’s Model
| Clarity and Simplicity | Easy to implement and widely accepted |
| Goal-Driven | Keeps the focus on intended learning outcomes |
| Accountability-Oriented | Useful for assessing programme success |
| Quantifiable Outcomes | Data can be collected and analysed systematically |
| Minimal Instructional Disruption | Evaluation integrates smoothly with existing teaching |
| Emphasises Student Achievement | Focuses on what learners should be able to do |
| Cost-Effective | Especially when using standardised tests |
Limitations of Tyler’s Model
| Limitation | Explanation |
|---|---|
| Narrow Focus | Emphasises behavioural objectives, limiting broader learning goals |
| Ignores Process | Concentrates on outcomes, not how learning happens |
| Difficult Objective Formulation | Writing measurable objectives is time-consuming |
| Overlooks Unintended Outcomes | Spontaneous learning or unintended achievements are not considered |
| Rigid Structure | Limited flexibility for adaptive or creative teaching |
| Minimal Teacher Autonomy | Teacher discretion in shaping learning activities is restricted |
| Contextual Blind Spots | Model doesn’t account for learning environment or individual learner context |
Application in Indian Educational Context
In India, Tyler’s model is particularly relevant for:
- Designing curriculum frameworks like the National Curriculum Framework (NCF)
- Assessment planning in CBSE and state boards
- Teacher training and learning outcome measurement in foundational literacy and numeracy programmes
- Monitoring the effectiveness of schemes such as Samagra Shiksha and NEP 2020 implementations
Tyler’s Goal Attainment Model is systematic, objective-oriented, and outcome-driven, making it highly suitable for structured curriculum development and evaluation. However, its rigid focus on behavioural objectives limits its applicability in contexts demanding critical thinking, creativity, and affective outcomes.
A blended approach, combining Tyler’s model with more process-oriented and holistic frameworks, can lead to better curriculum design, especially in today’s dynamic educational landscape.
