This diagram is intended to help you visualize the disparities that may exist between what we claim the curriculum does and what it actually does in terms of what students learn. Again, when we use the idea of T engages P in X such that Y, we are trying to determine if the "Y" we intend is what the students actually learn.
Y, Y1, Y2, and Y3, represent progressively more incongruence or disparity between what we wish, believe, or claim the results of curriculum are and what the actual results are. In the case of Y3, the actual outcome is the inverse or exact opposite of what we wish, claim, or believe it is.
Historically, little if any attention has been given to examining the degree to which the curriculum was doing what we intended. Indeed, most traditional curriculum discussion and development simply claimed the outcome was whatever the curriculum developer declared it to be.
In the case of the vision for curriculum that is empowering, the outcome is critical because, by definition, empowerment is the outcome, and anything less is a compromise of the integrity of the vision. Therefore, assessments of student learning are inexhorably connected to our review of the effectiveness of the vision, goals, and objectives of the empowering curriculum.
Likewise every curriculum, whether empowering or not, has a hidden or collateral curriculum that must also be examined in terms of its appropriateness and role in empowering the learners. (See: Aspects of Curriculum Opportunities)
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© Randy L. Hoover, 1999