CURRICULUM

EVALUATION
 CURRICULUM EVALUATION

 The term “evaluation” generally applies to

the process of making a value judgement.
In education, the term “evaluation” is
used in reference to operations associated
with curricula, programs, interventions,
methods of teaching and organizational
factors.
 Worthern and Sanders (1997)
- define curriculum evaluation as “the
formal determination of the quality,
effectiveness, or value of a programme,
product, project, process, objective, or
curriculum”.

 Ornstein and Hunkins (1998)

- define curriculum evaluation as “a
process or cluster of proceses that people
perform in order to gather data that will
enable them to decide whether to accept,
change, or eliminate something- the
curriculum in general or an educational
textbook in particular”.
 PURPOSE OF CURRICULUM
EVALUATION

 Cronbach (1963) distinguishes three types

of decisions for which evaluation is used.
1. Course Improvement

2. Decision about individuals

3. Administrative regulations
1) Course Improvement- deciding what
instructional material and methods are
satisfactatory and where changes are
needed.
2) Decisions about individuals- identifying
the needs of the pupil for the sale of
planning of instruction and grouping,
acquanting the pupil with his own
deficiencies.
3) Administrative regulations- judging how
good the school system is, how good
individual teachers are.
 PURPOSE OF CURRICULUM
EVALUATION
 The goal of evaluation must be to answer
questions of selection, adoption, support and
worth of educational materials and 2
activities.
 It helps in identifying the necessary
improvements to be made in content,
teaching methods, learning experiences,
educational facilities, staff-selection and
development of educational objectives.
 It also serves the need of the policy makers,
administrators and other members of the
society for the information about the
educational system.
 PURPOSE OF CURRICULUM
EVALUATION
o Examine and evaluate the historical,
philosophical, ethical, social, economic and
political influence on curriculum
o Evaluate curriculum methods and structure in
relation to national curricular standards and to
national value-added mandates
o Explore the effects of curriculum on teaching,
learning, supervision and policy
o Evaluate the curricular demands of digital age
WHY CURRICULUM NECESSARY?
 Parents – are interested because they want to be assured
that their children are being provided with a sound,
effective education.
 Teachers – are interested because they want to know that
they are teaching in the classroom effectively help them
cover the standards and achieve the results they know
parents and administration are expecting.
 The General Public – is interested because they need to be
sure that their local schools are doing their best provide
solid and solid and effective educational programs for the
children in they provide.
 Administrators – are interested because because they need
feedback on the effectiveness of curricular decisions.
 Curriculum publishers are interested because they can use
the data and feedback from a curriculum evaluation to
drive changes and upgrades in the materials the provide.
 CURRICULUM EVALUATION IN THE
CLASSROOM
 Classroom teachers have first-hand knowledge of
instructional methods and thus are the best- qualified
to assess a curriculum’s effectiveness in utilizing the
best learning strategies for student success.
 The teacher is qualified to judge if a curriculum
provides appropriate instruction at three levels of
different: REMEDIAL, INSTRUCTIONAL and
ADVANCED.
 A curriculum should include techniques and
strategies for teachers to help students at their
current academic level.
 Teachers should be consulted about curriculum
evaluation because they are ultimately responsible for
translating its objectives into specific lessons.
 FORMATIVE VS. SUMMATIVE EVALUATION
Formative Evaluation Summative Evaluation
(usability) (suitability)
The term formative indicates The summative indicates that data is
that data is gathered during the collected at the end of the
formation or development of the implementation of the curriculum
curriculum. programme.
Formative Evaluation may Summative evaluation can occur just
include may include determining after been new course materials have
who needs the programme (e.g. been implemented in full (i.e. evaluate
secondary schools students), how the effectiveness of the programme), or
great is the need (e.g. students several months to years after
need to be taught ICT skills to materials have been implemented in
keep pace with expansion of full or taught completely. It is
technology) and how to meet the important to specify what questions by
need (e.g. introduce a subject on the evaluation and what decisions will
ICT compulsory for all secondary be made as a result of the evaluation
schools students).
The aim of formative evaluation You may want to know whether the
is usually to obtain information programme produced the desired
to improve programme. outcomes.
 CURRICULUM EVALUATION IN THE
SCHOOL SYSTEM LEVEL

 Schools evaluate their curricula to ensure they

are continuing to meet student’s needs.
 The evaluation process encompasses several
areas, including student’s understanding of main
concepts, mastery of established academic goals
and objectives, and standardized assessments.
 As the main source of information in each of
these areas, educators are crucial in the
evaluation process.
STEPS IN CONDUCTING A CURRICULUM
EVALUATION
 STEPS IN CONDUCTING A CURRICULUM
EVALUATION
Steps
Identifying primary audiences
Identifying critical issues / problems
Identifying data source
Identifying techniques for collecting data
Identifying established standards criteria
Identifying techniques in data analysis
Preparing Evaluation Report
Preparing modes of Display
What to Consider
Curriculum Programs Sponsors, Managers and
Administrators, School Heads, Participants
(teachers and students), Content Specialist, other
stakeholders
Outcomes (expected, desired, intended), Process
(implementation), Resources (inputs)
People (teachers, students, parents, curriculum
developers), Existing document, Available records,
Evaluation Studies.
Standardized test, Informal test, Samples of
Students work, Interviews, Participant
Observations, Checklist and Anecdotal records.
Standards previously set by agency (DepEd, CHED,
Professional Organization)
Content Analysis, Process Analysis, Statistics,
Comparison, Evaluation Process
Written, Oral, Progress, Final, Summary,
Descriptive, Graphic, Evaluative and Judgemental;
List of Recommendations
Case Studies, Test Scores Summary, Testimonies,
Multi media representation, Product Display
(exhibits); Technical reports.
 MODELS OF CURRICULUM
EVALUATION
1. Tyler’s Model
2. Stufflebeam CIPP Model
3. Stake’s Model
4. Scriven’s Model
5. Galen Saylor & William Alexander Curriculum
Model
 TYLER’S MODEL (RALPH TYLER)
 A curriculum evaluation model that takes into
account information from the active learner and
pays close attention to how well the goals and
objectives of the curriculum are supported by the
experiences and activities provided.
 It emphasizes the planning phase.
 It focuses in four main areas:
 The purpose of curriculum being evaluated (objectives)
 The experiences that are provided to support that
purpose (strategies and content)
 How these experiences are organized (organization of the
content)
 How the outcomes are evaluated (assessment)
 Advantages Disadvantages
It is relatively easy to It does not suggest how the
understand and apply objectives themselves should be
evaluated.
It is rational and systematic It does not provide standards or
suggest how standards should be
developed.
It focuses attention on curricular Its emphasis on the prior
strengths and weaknesses, statement of objectives may
rather than being concerned restrict creativity in curriculum
solely with the performance of development, and it seems to
individual students. place undue emphasis on the pre
– assessment and post –
assessment, ignoring completely
the need for formative
assessment.
It also emphasizes the
importance of continuing cycle of
assessment, analysis and
improvement
 TYLER’S MODEL
Key Emphasis:
 Instructional Objective

Purpose:
 To measure students progress towards objectives
Method:
 1. Specify Instructional Objectives
 2. Collect Performance data with the
objectives/standards specified
Limitations:
 Ignores process
 Not useful for diagnosis of reasons why a
curriculum has failed
 TYLER’S MODEL
What educational goals
should the school seek to
Objectives
attain

How can learning

Selecting learning experiences experience be selected
which are likely to be
useful in attaining these
objectives?

How can learning

Organizing learning experience experiences be organized
for effective instruction?

Evaluation of Students How can the

Performances effectiveness of learning
be evaluated?
STUFFLEBEAM’S CONTEXT, INPUT, PROCESS,
PRODUCT [CIPP] MODEL (DANIEL
STUFFLEBEAM)
 It emphasized the importance of producing
evaluative data for decision making.
 Provides a means for generating data relating to
four stages of program operation:
 Context Evaluation – which continuously assess needs and
problems in the context to help decision decision makers
determine goals and objectives.
 Input Evaluation – which assesses alternative means for
achieving those goals to help decision makers choose
optimal means.
 Process Evaluation – which monitors the processes both to

ensure that the means are actually being implemented to

make necessary modifications
 Product Evaluation – which compares actual ends with
intended ends and leads to a series of recycling decisions.
 STUFFLEBEAM’S CONTEXT, INPUT,
PROCESS, PRODUCT (CIPP) MODEL

 Six stages, specific steps are taken:

 The kinds of decisions are identified
 The kinds of data needed to make those decisions are

identified.
 Those data are collected.

 The criteria for determining quality are established

 The data are analyzed on the basis of those criteria.

 The need information is provided to decision makers.

 STUFFLEBEAM’S CONTEXT, INPUT,
PROCESS, PRODUCT (CIPP) MODEL
Advantages Disadvantages
Its emphasis on decision making Failure to recognize the
seems appropriate for complexity of the decision
administrators concerned with making process in organization.
improving curricula
Its concerns for the formative It assumes more rationality than
aspects of evaluation remedies exists in such situations and
which is a serious deficiency on ignores the political factors that
Tyler’s model play a large part in these
desicions.
Detailed guidelines and forms Difficult to implement and
created by the committee provide expensive to maintain.
step – by step guidance for users.
STAKE’S RESPONSIVE MODEL (ROBERT
STAKE)
 Responsive model is based explicitly on the
assumption that the concerns of the stakeholders
– those for whom evaluation is done – should be
paramount in determining the evaluation issues.
 It is an approach that trades off some
measurement precision in order to increase the
usefulness of the findings to persons in and
around the programme.
 It orients more directly to programs activities
than to program intents, responds to the
audience requirements for information, and if
different value perspectives present are referred
to in reporting the success and failure of the
program.
 ROBERT STAKE RECOMMENDS TO THE
CURRICULUM EVALUATOR THE FOLLOWING
STEPS:
 Step 1 – Meets with stakeholders to identify their perspectives
and intentions regarding curriculum evaluation.
 Step 2 – Draws from Step 1 documents to determine the scope
of the evaluation.
 Step 3 – Observes curriculum closely to identify the
unintended sense of implementation and any deviations from
announced intents.
 Step 4 – Identifies the stated real purpose of the program and
the various audiences.
 Step 5 – Identifies the problems of the curriculum evaluation
at hand and identifies and evaluation design with needed
data.
 Step 6 – Selects the means needed to collect data or
information.
 Step 7 – Implements the data collection procedures.
 Step 8 – Organizes the information into themes.
 Step 9 – Decides with stakeholders the most appropriate
formats for the report.
 SCRIVEN CONSUMER – ORIENTED
EVALUATION ( MICHAEL SCRIVEN)

 Primarily qualitative in nature, the evaluator

assesses the actual effects of the program.
 Uses criteria and checklist as a tool for either
formative or summative evaluation purposes.
 The use of criteria and checklist was proposed by
Scriven for adoption by educational evaluators.
 TABA MODEL (HILDA TABA)
 Curriculum evaluation model emphasizing
inductive reasoning.
 Taba who believed that true curriculum should
be developed by the teacher rather than decide
upon by administration or another authority.
 Taba model, also called “Inductive Approach” –
uses a series of stages and steps, which can be
applied in both the development and evaluation
of curriculum.
 These Stages are:
 Deciding on Objective

 Selecting Content

 Selecting learning experiences and activities

 Organizing learning experiences and activities

 Deciding what and how to evaluate

GALEN SAYLOR & WILLIAM ALEXANDER
CURRICULUM MODEL
 Goals, Objectives and Domain – curriculum
planners begin by specifying the major educational
goals and specific objectives they wish to accomplish.
The goals, objectives and domains are identified and
chosen based on research findings accreditation
standards, and views of the different stakeholders.
 Curriculum Designing – designing a curriculum
follows after appropriate learning opportunities are
determined and how opportunity is provided.
 Curriculum Implementation – a designed
curriculum is now ready for implementation.
 Evaluation – the last step of curriculum model is
evaluation . A comprehensive evaluation using a
variety of evaluation techniques is recommended.