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st notes_1

st notes_1

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Published by are_niece02

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Published by: are_niece02 on Apr 28, 2010
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Making judgments about thedesirability of certain changes instudents and using that info to changeteaching and the curriculumVarious definitions:1.
Tyler (1950):
the process of determining to what extendeducational objectives are beingattained2.
Borg & Gall (1983):
the process of making judgment aboutthe merit, value or worth of educational programmes, projects,materials and techniques3.
Smith & Glass (1987):
the process of establishing value judgments based on evidence abt a program / product4.
Stufflebeam et al. (1971):
the process of delineating, obtaining & providing useful info for judgingdecision alternatives5.
Provus (1971):
the comparisonof performance to some standardsto determine whether discrepanciesexisted
Types of evaluation
Acccording to Scriven (1967), there aretwo types of evaluation in curriculum:
1) Formative evaluation
  – an on-going program- it is a program improvement – provide data about educational program
to assist developer in improving the program
2) Summative evaluation
  – it is done at the completion of a program- it concerned with overalleffectiveness of the program- it provides data to determine theworth of the program
Evaluation in curriculumdevelopment
Evaluation is part of thecurriculum development processEnables curriculum makers
reviewing and modifying – tocater the current and future needsCurriculum should becontinuously reviewed & reviewedWHY??To maintain and sustain- quality- relevancy- adequacyQUESTIONS SHOULD BE ASKED:1)Are the program (curriculum)meeting existing or expectedneeds?2)Does the program containextraneous and outdatedmaterials?3)Are the students able to performadequately once they finishtheir study?1
Wentling (1980): EVALUATIONMUST DO
THAN :just analyse the extend to whicha program had adhered to anoriginal planOR attained its primary goalsand objectivesTherefore, curriculumevaluation needs to go beyondthe assessment of student behaviour It should include the overalleffect on students, teachers andsocietyThe task of evaluating thecurriculum involves aCOMPLEX PROCESSA comprehensive evaluationframework or model isnecessary to achieve asystematic, effective andefficient evaluationCIPP model
CIPP model (Finch & Bjorquist,1977)
1) Context evaluation
Whether or not to offer acurriculum
If so, what its parameters will be – including goals and objectives
It includes- environment,students’ b/ground, school climate,goals and objective of thecurriculum
It involves analysis of goals andneeds in a specific education setting
Goals should be reviewed andrevised periodically in relation to:1) the reasons for offering the program2) the intended target group3) the contentAs curriculum developers:
Establish conducive learningenvironment to promote a positivelearning climate
Monitor current trends andissues in education
Responsive to latest innovationand development in education
2) Input evaluation
Deciding what resources andstrategies that will be used toachieve curriculum goals andobjectivesThis includes – the quality othe curriculum and syllabus,students, teachers, staff, facilitiesand infrastructure
3) Process evaluation
Focuses on decisions associatedwith curriculum effects on studentsWhether the content is learned by studentsInvolves the data collectionData is collected over a periodof time to detect strengths andweaknesses of the programProcess evaluation includes:teachers’ methods of teaching,students’ performance /achievement, the facilities usedConduct professionaldevelopment courses to upgrade(teaching) skills of teachersReview students assessment2

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