PREPARED BY:

SAN BUENAVENTURA, GIO P.

LOPEZ, JERWIN V.
BTTE IV- B ELC
 ANALYSIS OF THE VARIOUS DEFINITION
REVEAL THAT EVALUATION IS BOTH A
PROCESS AND A TOOL.

 AS A PROCESS:
IT FOLLOWS A PROCEDURE BASED ON
MODELS AND FRAMEWORKS TOGET
THE DESIRED RESULT
 ASA TOOL:
IT WILL HELP TEACHERS AND
PROGRAM IMPLEMENTORS TO JUDGE
THE WORTH AND MERIT OF THE
PROGRAM AND INNOVATION OR
CURRICULAR CHANGE.

FOR BOTH PROCESS AND A TOOL,

THE RESLTS OF EVALUATION WILL BE
THE BASIS TO IMPROVE THE
CURRICULUM
 ORNSTEIN A. & HUNKINS F. (1998)
CURRICULUM EVALUATION IS A PROCESS DONE IN
ORDER TO GATHER DATA THAT ENABLES ONE TO
DECIDE WHETHER TO ACCEPT, CHANGE,
ELIMINATE THE WHOLE CURRICULUM OF A
TEXTBOOK.

 GAY, L. (1985)
 EVALUATION IS TO IDENTIFY THE WEAKNESSES AND
STRENGHTS AS WELL AS PROBLEMS ENCOUNTERED
IN THE IMPLEMENTATION, TO IMPROVE THE
CURRICULUM DEVELOPMENT PROCESS.
 OLIVA P. (1988)
IT IS THE PROCESS OF DELINEATING, OBTAINING AND
PROVIDING USEFUL INFORMATION FOR JUDGING
ALTERNATIVES FOR PURPOSES OF MODIFYING, OR
ELIMINATING THE CURRICULUM.
 CURRICULUM EVALUATION IDENTIFIES THE
STRENGHT AND WEAKNESSES OF AN
EXISTING CURRICULUM THAT WILL BE THE
BASIS OF THE INTENDED PLAN.

 WHEN EVALUATION IS DONE IN THE MIDDLE

OF THE CURRICULUM DEVELOPMENT, IT
WILL TELL IF THE DESIGNED CURRICULUM
CAN PRODUCE OR ITS PRODUCING THE
DESIRED RESULTS.
 BASEDON SOME STANDARDS, CURRICULUM
EVALUATION WILL GUIDE WHETHER THE
RESULTS HAVE EQUALLED OR EXCEEDED THE
STANDARDS, THUS CAN BE LABELLED AS
SUCCESS.

 CURRICULUM EVALUATION PROVIDES

INFORMATION NECESSARY FOR TEACHERS,
SCHOOL MANAGERS, CURRICULUM
SPECIALIST FOR POLICY RECOMMENDATIONS
THAT WILL ENHANCE ACHIEVED LEARNING
OUTCOMES
 BRADLEY EFFECTIVENESS MODEL
IN 1985, L.H. BRADLEY WROTE A
HANDBOOK ON CURRICULUM LEADERSHIP
DEVELOPMENT. THIS BOOK PROVIDES
INDICATORS THAT CAN HELP MEASURE THE
EFFECTIVENESS OF A DEVELOPED OR
WRITTEN CURRICULUM. FOR PURPOSES OF
THE CLASSROOM TEACHERS, SOME OF THE
STATEMENTS WERE SIMPLIFIED.
BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT INDICATORS

INDICATORS DESCRIPTIVE QUESTIONS YES OR

NO
VERTICAL • DOES THE CURRICULUM REFLECT THE
CURRICULUM FORMAT (i.e. K + 12, OBE, etc.) THAT ENABLES
CONTINUITY TEACHERS QUICKLY ACCESS WHAT IS BEING
TAUGHT IN THE GRADE/YEAR LEVELS BELOW
OR ABOVE THE CURRENT LEVEL?

HORIZONTAL • DOES THE CURRICULUM PROVIDE CONTENT

CURRICULUM AND OBJECTIVES THAT ARE COMMON TO ALL
CONTINUITY CLASSES OF THE SAME GRADE LEVEL?

INSTRUCTION •ARE LESSON PLANS / SYLLABI / COURSE

BASED ON DESIGN DERIVED FROM THE CURRICULUM
CURRICULUM AND STRATEGIES? ARE THE MATERIALS USED
CORRELATED WITH THE CONTENT, OBJECTIVES
AND ACTIVITIES?
BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT INDICATORS

INDICATORS DESCRIPTIVE QUESTIONS YES OR

NO
BROAD • IS THERE EVIDENCE OF INVOLVEMENT OF THE
INVOLVEMENT DIFFERENT CURRICULUM STAKEHOLDERS IN THE
PLANNING, DESIGNING AND
IMPLEMENTATIONAND REVIEW OF THE
CURRIRCULUM
LONG RANGE • IS REVIEW CYCLE FOLLOWED WITHIN THE
PLANNING PERIOD OF PLANNING AND IMPLEMENTATION
AND REVIEW OF THE CURRICULUM?

POSITIVE •DID THE INITIAL THOUGHTS ABOUT THE

HUMAN CURRICULUM COME FROM TEACHERS,
RELATIONS PRINCIPALS, CURRICULUM LEADERS AND
OTHER STAKEHOLDERS?
 TYLER OBJECTIVES CENTERED MODEL
RALPH TYLER IN 1950 PROPOSED A
CURRICULUM EVALUATION MODEL WHICH
UNTIL NOW CONTINUES TO INFLUENCE
MANY CURRICULUM ASSESSMENT
PROCESSES. IN USING TYLER’S MODEL, THE
FOLLOWING CURRICULUM COMPONENTS
AND PROCESSES ARE IDENTIFIED IN
CURRICULUM EVALUATION.
 CURRICULUM EVALUATION PROCESS YES OR
ELEMENTS NO
1. OBJECTIVES / PRE – DETERMINE INTENDED LEARNING
INTENDED LEARNING OUTCOMES OR OBJECTIVES
OUTCOMES
2. SITUATION OR IDENTIFY THE SITUATION/CONTEXT THAT
CONTEXT GIVES OPPORTUNITY TO DEVELOP BEHAVIOR
OR ACHIEVED OBJECTIVES
3. EVALUATION SELECT, MODIFY AND CONSTRUCT
INSTRUMENTS / EVALUATION INSTRUMENTS OR TOOLS.
TOOLS CHECK ITS OBJECTIVITY, RELIABILITY AND
VALIDITY
4. UTILIZATION OF UTILIZE THE TOOLS TO OBTAIN RESULTS
TOOL COMPARE THE RESULTS OBTAINED FROM
SEVERAL INSTRUMENTS BEFORE AND AFTER
TO DETERMINE THE CHANGE
5. ANALYSIS OF ANALYZE THE RESULTS OBTAINED TO
RESULTS DETERMINE STRENGHT AND WEAKNESSES.

6. UTILIZATION OF USE THE RESULTS TO MAKE THE NECESSARY

RESULTS MODIFICATIONS
BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT INDICATORS
INDICATORS DESCRIPTIVE QUESTIONS YES OR
NO
THEORY INTO • IS THERE CLARITY OF VISION, MISSION,
PRACTICE GRADUATION OUTCOMES, PROGRAM
PHILOSOPHY, LEARNING OUTCOMES IN THE
CURRICULUM?
PLANNED • ARE THERE TANGIBLE EVIDENCE TO SHOW
CHANGE THAT THE INTERNAL AND EXTERNAL PUBLICS
ACCEPT THE DEVELOPED PROGRAM?

* IF ANY OF THE INDICATORS IS ANSWERED WITH A “NO”, ACTIONS

SHOULD BE MADE TO MAKE IT YES