EDU555 CURRICULUM AND INSTRUCTION

WEEK 4
 Introduction
0 This lecture will consist of the following:

1. Curriculum Evaluation:
Types, Purposes, Procedures

2. CIPP Model
 Definition of Curriculum
Evaluation

0 Making judgments about the desirability of certain

changes in students + using info to change teaching

and the curriculum
 Definition
Various definitions:
1. Tyler (1950): the process of determining to what extend
educational objectives are being attained
2. Borg & Gall (1983): the process of making judgment abt
the merit, value or worth of educational prog, projects,
materials and techniques
 Definition
3. Smith & Glass (1987): the process of establishing value
judgments based on evidence abt a program / product

4. Stufflebeam et al. (1971): .. The process of delineating,

obtaining & providing useful info for judging decision
alternatives
 Definition
0 Provus (1971): the comparison of performance to
some standards to determine whether discrepancies
existed
 Types of Evaluation
0 Scriven (1967)
1) Formative evaluation
0 on-going program
0 program improvement
0 provide data abt educational program
to assist developer in improving the program
 Types of Evaluation
2) Summative evaluation
0 done at the completion of a program
0 concerned with overall effectiveness of the
program
0 Provide data to determine the worth of the
program
 Evaluation in curriculum
development
0 Evaluation part of the curriculum development
process
0 Enables curriculum makers reviewing and
modifying to cater the current and future needs
 Evaluation in curriculum
development
0 Curriculum shd be continuously reviewed & reviewed
0 WHY??
0 maintaining and sustaining:

quality of the program

relevance in meeting

adequacy the ever changing

quantity needs
 Evaluation in curriculum
development
0 QUESTIONS SHOULD BE ASKED:
1) Are the program (curriculum) meeting existing or
expected needs?
2) Does the program contain extraneous and outdated
materials?
3) Are the students able to perform adequately once they
finish their study?
 Evaluation in curriculum
development
0 Wentling (1980): EVALUATION MUST DO MORE
THAN :
0 just analyse the extend to which a program had
adhered to an original plan
0 OR attained its primary goals and objectives
 Evaluation in curriculum
development
0 So, based on Wentlings (1980) suggestion..
0 Curriculum evaluation needs to go beyond the
assessment of student behaviour
0 It should include the overall effect on students,
teachers and society
 Evaluation in curriculum
development
0 The task of evaluating the curriculum involves a
COMPLEX PROCESS
0 A comprehensive evaluation framework or model is
necessary to achieve a systematic, effective and
efficient evaluation
 CIPP Model For Evaluation
0 Introduced by Daniel Stufflebeam in 1966.

0 A comprehensive framework for guiding

formative and summative evaluation of
Programs (Curriculum, course design, etc.)
Projects
Personnel
Products
Institutions
Systems
 CIPP Model For Evaluation
0 The model has been widely applied by:
Government officials
Foundation officers
Program and project staffs
International assistance personnel
School administrators
Evaluators, etc.
 Model (framework) for
Curriculum Evaluation
0 CIPP model (Finch & Bjorquist, 1977)

CONTEXT INPUT PROCESS PRODUCT

EVALUATION EVALUATION EVALUATION EVALUATION

CURRICULUM INITIATION
CURRICULUM OPERATION
AND STRUCTURING
 Context Evaluation
0 Involves analysis of goals and needs in a specific education
setting

0 Needs a discrepancy between an existing condition and

desired condition

0 Evaluation of context includes:

Environment
Students
Background
School climate
Goals and objectives of offering the program, etc.
 Input Evaluation
0 Concerns judgment about resources and
strategies needed to accomplish program goals
and objectives

0 This includes the quality of:

The curriculum and syllabus
Students
Teachers
Staffs
Facilities and infrastructures, etc.
 Process Evaluation
0 Involves the collection of data once the program
has been designed and put into operation.

0 Data which is collected over a period of time is

useful in detecting strengths and weaknesses of the
program.

0 Process including:
Teachers methods
The facilities used
The students performance, etc.
 Product Evaluation
0 To determine the extent to which the goals of the program
have been achieved.

0 Data collected can be used to make decisions about the

program and making modifications for improvement.

0 This can be done through feedback from former students

or graduates, employers and the society.

0 Concerns accountability i.e. the number of quality of the

students and graduates produced.
Thank you