- I have experienced the Tyler rationale because Ralph Tyler was the father of assessment and evaluation. Obviously, assessment and evaluation are a major part of schooling today. At times in my schooling experience, what I now know was the Tyler’s rationale, was at times frustrating. Some teachers get caught up in the evaluations rather than making sure we actually learned the content. As long as we could memorize it for the test and get a good mark it didn’t matter if we could remember it a week down the road. I once had a teacher who had to teach us History 10, and on the first day she said “I hate history, I don’t want to teach it, but I was told I have to. So here I am.” It was a great way to start the semester. Throughout the rest of the year she only cared about getting the marks. She flipped through boring power point slides with nothing but words on them, and talked in a miserable monotone voice the entire time. For me, she was a good example of the Tyler rationale because she took it to a different extent than the other teachers did.
- I think that the Tyler rationale can create limitations on creativity for some teachers. I think of it as the same way we talked about curriculum in class. It is not necessarily set in stone that everything has to be done/taught a certain way, however some teachers my take it that way.
- There are benefits to the Tyler rationale because it is a huge basis for school. Without it there wouldn’t really be a way to assess the students. Students do need to be taught certain things in school which is why we have mandatory subjects. We do need to teach in a way that they will learn. Things do need to be organized in a classroom, and plans do need to be made. We also need to provide some form of assessment to judge how well they are doing. I agree with the general concepts of Tyler’s rationale but do not think the rules need to be lived by. I look at this rationale like the way we are supposed to look at curriculum as a loose guideline. We can stray away from it, it is not set in stone. One of my teachers in high school was a perfect example of a way to follow the rationale, but expand from it. He was also the principal at our school and he realized that many of the females in our school were taking more of the maths and sciences while a good percentage of the boys were dropping out. We are from an agricultural and mining community so many of the boys were wanting to go into the trades. So, he told everyone that if they wanted to do a project he would find a way to get them a credit for it. One kid loved music and wanted to learn how to play the guitar. So, during the “spare” he would’ve had for dropping chemistry he would watch YouTube videos or google things to learn how to play a song. Their agreement was that if he could play a song y the talent show which was almost the end of the year then he could have a music 10 credit, and he got it. Another student had an old truck on his farm and he wanted to fix it up. So, his goal was that he wanted to drive this truck to his high school graduation. He would check in on his progress frequently, and he ended up driving this truck to grad, and got a mechanics credit. Many other students succeeded in various other ways, and they learnt a lot in the process. But, he found a way to loosely follow Tyler’s rationale and assess the students. To me, this is very admirable, and it set a good example to me about curriculum. It has its benefits, but it is a guideline. What you do with that guideline is what’s important.