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Chapter 4 (Module 5 - Lessons 1-3)
Chapter 4 (Module 5 - Lessons 1-3)
Module Overview
This module is all about curriculum evaluation in the context of its definition and
the role of the teacher as an evaluator. It will present the ways of evaluating the
curriculum as written, planned or implemented. It will reference popular models of
curriculum models currently used in educational programs here and abroad.
Curriculum evaluation is a component of curriculum development that responds
to public accountability. It looks into educational reforms on innovations that happen
in the teacher’s classrooms, the school, district, division or the whole educational
system as well. It is establishing the merit and worth of a curriculum. Merit refers to
the value and worth of the curriculum. Test result will only be used as one of the
pieces of evidence of evaluation. For at the end, the purpose of evaluation is to
improve and not to prove.
Curriculum evaluations is premised on the concept of alignment of planned,
written, and implemented curriculum. It is an attempt to answer two big questions as:
1. Do planned courses, programs, activities, as written and implemented
produce desired outcomes?
2. How can these school curricula be improved?
Persons Definition
Ornstein A.& Curriculum evaluation is process done in order to gather data
Hunskin,F, (1998) that enables one to decide whether to accept, change, eliminate,
the whole curriculum of a textbook.
Evaluation answers two questions 1. Do planned learning
McNeil,J. (1977) opportunities, programmes, courses and activities as developed
and organized actually produce desired results? 2. How can a
curriculum best be improved?
Evaluation is to identify the weakness and strengths as well as
Gay, L. (1985) problems encountered in the implementation, to improve the
curriculum development process. It is to determine the
effectiveness of and the returns on allocated finance.
It is a process of delineating, obtaining and providing useful
Oliva, P. (1988) information for judging alternatives for purposes of modifying, or
eliminating the curriculum.
First, you have to identify what curriculum you will evaluate. Example:
Elementary Science Curriculum, Teacher Education Curriculum, Student
Teaching Curriculum, Field Study Curriculum. Then find out if the curriculum you
are evaluating answers Yes or No. Answering Yes to all the questions means,
good curriculum as described by Bradley.
Using all the steps to evaluate the curriculum and obtaining all YES answer
would mean the curriculum has PASSED the standards. Tyler’s model of evaluating the
curriculum is relatively easy to understand which many teachers can follow.
This CIPP Model of Curriculum Evaluation was a product of the Phi Delta
Kappa committee chaired by Daniel Stufflebeam. The model made emphasis that
the result of evaluation should provide data for decision making. There are four
stages of program operation. These include (1) CONTEXT EVALUATION, (2)
INPUT EVALUATION (3) PROCESS EVALUATION and (4) PRODUCT
EVALUATION. However, any evaluator can only take any four stages as the
focus of evaluation.
Context Evaluation- assess the needs and problems in the context for
decision makers to determine the goals and objectives of the
program/curriculum.
Input Evaluation- assess the alternative mean based on the inputs for the
achievement of objectives to help decision makers to choose options for
optimal means.
Product evaluation- compares actual ends with intended ends and leads
to a series of recycling decisions.
For all the four stages, the six steps are suggested.
Author(s)
________Reject (Comments)
Publisher:
Copyright date:
Material Evaluator:
Use the following codes to rate the material
+ o - NA
yes all right no not
Criteria or but not or applicable
no so good poor
Using the checklist of instructional material review or evaluation may help any
curricularist make a decision, which textbook, modules or any instructional support
material will be used, revised, modified or rejected.
A Simple Way of Curriculum Evaluation Process
For a very simple and practical way of curriculum evaluation, responding to the
following questions will provide an evaluation data for curriculum decision. Just ask the
following questions and any NO Answer to an Item will indicate a need for a serious
curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level? (kindergarten, elementary,
secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported
(d) tested and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?
The steps are easy to follow. Begin thinking of how curriculum evaluators will
proceed in finding out if there is a need to modify, enhance or continue with the
implementation of the curriculum. After all, the main purpose of evaluation is to improve
the existing condition, so that it would benefit the students.
Lesson 2: Curriculum Evaluation Through Learning Assessment
Table 3 – Levels and Competency Descriptors Required for Each Level for Basic and
Higher Education Levels
2. Understandin
g of right and
wrong; one’s
history and
cultural
heritage;
deep respect
for self and
others.
It was known as the KPUP Grading System. It stands for Knowledge, Process,
Understanding, Performance. For further understanding, let us look as how the KPUP
is calibrated in the different levels, with Level 1 as the lowest and Level 4 as the higher
level for use in formative assessment.
1.1. Pencil and Paper Test – as the name suggests, the test is written on
paper and requires a pencil to write. However, with the modern time, a
pencil-and-paper test can also be translated to an electronic version,
which makes the test “ paperless. “
1.0.1 Simple Recall – This is the most common tool to measure knowledge.
There are varieties of Simple Recall Test, to include.
Fill in the Blanks
Enumeration
Identification
Simple Recall
1.1.2 Alternative Response Test - This is the type of pencil and paper test,
where two options or choices are provided. The items can be stated in a question
or a statement form. Example of this are:
True or False- Example: The Philippine population has reached one
million.
Yes or No- Example: Has the Philippines population reached one million?
1.1.3. Multiple Choice Test- This is the type identified as the most versatile test
type because it can measure a variety of learning outcomes. It consist of problem
and a list of suggested solutions. The incomplete statement, or direct question is
called the STEM. The list of suggested solutions in words, numbers, symbols or
phrases are called ALTERNATIVES, OPTIONS, or CHOICES. There should be
three to five options in each item. The correct alternative is called the ANSWER
while the remaining options or choices are called DISTRACTERS,
DISTRACTORS, or DECOYS. Some multiple choices items are presented with
STIMULUS MATERIAL.
Correct Answer Type – Other alternatives are clearly wrong and only one is
the correct answer. This can be constructed in either direct question or
completion of the sentence.
Examples:
Direct Question:
Incomplete Sentence:
Best answer Type- All the alternatives are correct but only one is the best.
Direct Question:
What do progressive educators consider as the most important factor in the
teaching-learning process?
A. Teacher C. Books
B. Learner D. Principal
Incomplete Sentence:
According to progressive educators, the most important factor in the teaching –
learning process is
A. Teacher C. Books
B. Learner D. Principal
1.1.4 Matching Type Test – The most common matching type test is made up of two
parallel columns, the first column (A) as the Premise that presents the problem and the
second column (B) that provides the Answer. There are many modified matching type
as well.
Matching type test is useful in measuring factual information as well as
relationships between two things, ideas or concepts. It reduces guessing to the
minimum as compared to alternative response test. Some of the relationships that can
be matched are found in the matrix below:
1.2.4.1. Perfect Matching Type- The number of premises in Column A is less than the
number of responses in Column B. The response can only be used once.
Example:
In Column A are popular descriptions of Presidents during their term of office. Match
then with the names of Philippines Presidents in Column B.
1.2.4.2. Imperfect Matching Type- The number of premises in Column A is not equal
to the number of the responses in Column B, or the other way around. The responses
or the premise can be used more than once.
Example:
In column A are names of well known curriculum evaluators. Match them with the
evaluation models they have been identified within Column B. You can use the letter
once or more than once.
1.2 Subjective Test- Learning outcomes which indicate learner’s ability to originate,
and expresses ideas is difficult to test through objective type test. Hence in subjective
type test, answers through reflections, insights, and opinion can be given through easy.
1.2.1. Essay test items allow students to freedom of response. Students are free
to select, relate and present ideas in their own words. The type of answers would
reflect the extent of the learner’s knowledge of the subject matter, ability to use
higher thinking skills and express ideas in an accurate creative and appropriate
language.
1.2.1.2 Extended Response Item- The student is generally free to select any
factual information that can help in organizing the response. The contents of an
extended essay will depend on the analysis, synthesis, evaluation and other
higher order thinking skills of the test takers.
Examples:
1. Evaluate the significance of the result of national referendum of Scotland
to the global peace condition.
2. What can you say about NATO’s position on the ISIS?
3. Comment on the term “new normal” that refers to the environmental
condition and climate change.
Type of Essay Test Item Example of Complex Learning Outcomes that can
be Measured
Ability to:
Explain cause – effect relationships
Restricted response Essay Items Describe application of principles
Formulate valid conclusion
Enumerate and explain
Explain methods and procedure
Ability to:
Organize ideas
Extended Responses Essay Items Integrate learning
Design an experiment
Evaluate the worth of ideas
2. Rating Scale is a tool that uses a scale in a number line as a basis to estimate the
numerical value of a performance or a product. The value is easier to score if the
points are in whole numbers. The most popular rating scale is called Likert Scale.
Placing Value to Assessment Results from KPUP (D.O. 73. 2012) to Written Work,
Performance Task, Quarterly Exam (WW-PT-QE) D.O. 8, s. 2015
While the KPUP is still utilized in the grading system, however it has been slightly
modified by WW-PT-QE.
A summative assessment is composed of Written Work (WW) Performance
Tasks (PT) and Quarterly Assessment (QA). This will be explained in the table below.
Quarterly Assessment Synthesize all the learning Once, at the end of the
(QA) skills, concepts, and quarter.
values learned in an entire
quarter.
Grades at the End of the School Year and How These are Computed
Kindergarten: Use of checklist, anecdotal records and portfolios are used instead
of numerical grades which are based on Kindergarten Curriculum Guide.
Grade 1 to Grade 10 (Junior High)
1. The average of the quarter grades produces the end of the year grade.
2. The general average is computed by dividing the sum of all final grades by
the total numbers of learning areas. Each learning area has equal weight.
Components Languages, AP, Science, Math MAPEH, EPP/TLE
ESP
Written Work 30% 40% 20%
Performance Task 50% 40% 60%
Quarterly 20% 20% 20%
Assessment
Evaluating Planning
Implementing
The focus of this chapter is evaluation after planning, and implementation was
done. It is very necessary to find out at this point, if the planned or written curriculum
was implemented successfully and the desired learning outcomes were achieve.
Curriculum evaluation as a big idea may follow evaluation models which can be
used for programs and projects. These models discussed in the previous lesson guide
the process and the corresponding tools that will be used to measure outcomes.
However, when used for assessment of learning, which is also evaluation, more
attention is given to levels of assessment for the levels of learning outcomes as defined
by the Department of Education, The use of the description for proficiency the learner is
described by the qualified values of the weighted test scores in a interval scale.
Key Idea: What has been planned, should be implemented and what has been
implemented should be evaluated.
Finally the PIE. The cyclical flow of the three process in curriculum development
is very easy to remember and follow. As a curricularist, these guiding ideas clarify our
understanding that one cannot assess what was not taught, nor implement what was
not planned. PLAN then IMPLEMENT then EVALUATE and the next cycle begins.
References:
Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2020). The teacher and the school
curriculum. Lorimar Publishing, INC. Quezon City, Metro Manila.
Bilbao, P.P., Dayagbil, F.T., & Corpuz, B.B. (2014). Curriculum development. Lorimar
Publishing, Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City,
Metro Manila