BOHOL WISDOM SCHOOL

College of Education

Prof Ed 6 : The Teachers and the School Curriculum

Topic: Curriculum Evaluation

This chapter discusses the different models of curriculum evaluation. It aims to help the teacher s and
education students understand the processes in evaluating a curriculum from basic education to higher
education, especially in the Philippine context. In this chapter , you should be able to:

1. Analyze different curriculum evaluation models and

2. Identify several factors that are considered in evaluating curriculum in the Philippines context.

Curriculum Evaluation

In general, evaluation is concerned with giving value or making judgments . Consequently , a person
acts as evaluator when he or she attributes worth or judgment to an object, place, a process, or a behavior.
Usually, evaluation is done using a set of criteria. This enable the evaluation process to be always objective
rather than subjective.

m
er as
Various curriculum scholars define curriculum evaluation base on how they viewed curriculum , the purposes

co
of the curriculum, curriculum influences, and how curriculum is implemented. Basically, curriculum evaluation
eH w
is:

o.
rs e
 The process of delineating, obtaining, and providing information useful for making decisions and
ou urc

judgements about curricula(Davis,1980)

 The process of examining the goals, rationale, and structure of any curriculum.(marsh,2004)
 The process of assessing the merit and worth of a program of studies, a course, or a field of study
o

(Print,1993)
aC s
vi y re

 The means of determining whether the program is meeting the goals (Bruce Tuckman, 1985)
 The broad and continuous effort to inquire into the effects of utilizing content and process to meet
clearly defined goals.(Doll,1992)
ed d

 The process of delineating, obtaining’, and providing useful information for judging decision
ar stu

alternatives(Stufflebeam,1971)
 In this book, curriculum evaluation is defined as the process of making objectives judgment to a
curriculum-its philosophy, goals and objectives,contents,learning experience, and evaluation.
is
Th

Purposes of Curriculum Evaluation

Print(1993) identified several important purposes and functions of evaluation in school setting:
sh

 Essential in providing feedback to learners- provides useful information in helping the students
improve their performance and help teachers identify the strengths and weaknesses of the learners
 Helpful in determining how well learners have achieved the objectives the curriculum- describes
whether the students learned or mastered the desired outcomes and objectives of the curriculum.
 To improve curriculum- the result of the evaluation serves as basis for improving curriculum and for
suggesting innovations to improve learning.

In addition, curriculum evaluation is also useful to administration and teachers in many different ways. For
example:

 It helps in shaping academic policies.

 It guides in initiating curricular changes and innovations.
 Itby ensures
This study source was downloaded quality
100000828136628 fromof any curricular
CourseHero.com program.
on 10-06-2021 09:41:41 GMT -05:00

https://www.coursehero.com/file/58278050/prof-ed-6-CURRICULUM-EVALUATION-BLOCK-Adocx/
  It helps school align their curriculum to different curriculum sources and influences.
 It determines the level of success of the school’s vision and mission.

Conducting curriculum evaluation is a determinant of an academic institution or school’s commitment

to quality and continuous improvement. It shows how serious a school can be in realizing its
philosophy, vision, and mission.

Curriculum Evaluation in the Classroom

Doll(1997) asserted that classroom in fact could be the first site of gathering important data
that will lead to curriculum evaluation. Within the classroom, teachers and important can collect data
using several instruments like:

 Test results
 Anecdotal records
 Checklist
 Interview guides
 Observation guides
 Personality inventories
rating scales

m


er as
 IQ TEST

co
 Interest inventories
eH w
o.
Teachers play an important role in conducting curriculum evaluation in the classroom level. They must be
rs e
guided in gathering data from these instruments and in interpreting the data. The result of classroom-based
ou urc

evaluation may help in improving instruction and in the effective implementation okf the curriculum.

Curriculum Evaluation at the School or School System Level

o
aC s

Curriculum evaluation is done mostly at a school or school system level. This is usually done to
vi y re

evaluate how the curriculum goals are attained in the macro level. At this level, the following instruments can
be used to gather data for the evaluation of the curriculum:
ed d

 Opinion polls
ar stu

 Surveys
 Focus group discussion
 Follow up studies (Graduate tracer studies)
is

 Standard evaluation instruments

Result of district or national test
Th

The schools that gather and analyze data on the implementation of the curriculum can also do research
acticities.
sh

Models of Curriculum Evaluation

Curriculum scholars and curriculum workers have identified various models that can be used for
evaluating curriculum. Each of these models is a product of endless works of curriculum scholars trying to
assess the value of a particular curriculum.

A. Provus’ Discrepancy Evaluation Model

This model for curriculum evaluation was developed by Malcolm Provus(1971) to evaluate
projects under the Elementary-Secondary Education Act in the United States. Using the taxanomy of
program
This study source content
was downloaded developed byfrom
by 100000828136628 Robert Stake. on 10-06-2021 09:41:41 GMT -05:00
CourseHero.com

https://www.coursehero.com/file/58278050/prof-ed-6-CURRICULUM-EVALUATION-BLOCK-Adocx/
 Provus’ identified four major stages of conducting curriculum evaluation as shows in figure 16.

1 1.Determing programs
standards
2. Determing program
performances

3.Comparing performance
with standard

4.Determining whether a
discrepancy exists
between performance
and standard
Figure 16. Provus’ Discrepancy Evaluation Model

Ronald Doll(1997) noted that the Provus model has been called the discrepancy model because it compares
performance with standards to determine whether there is a discrepancy between the two. This model enable
the curriculum evaluators and administrators of the school to collect or gather concrete evidence on how
the curriculum satisfies the set standards.

m
er as
B. Tyler’s Model of Curriculum Evaluation

co
eH w
Aligned to his model of curriculum development], Ralph Tyler(1950) proposed seven steps for
evaluating curriculum:

o.
rs e
1. Establishments of goals and objectives
ou urc

2. Classification of the objectives

3. Definition of the objectives in behavioral terms
4. Identification of situations in which achievement of the objectives could be shown
o

5. Selection of criterion of measurement procedures

aC s
vi y re

6. Collection of data about pupil performances

7. Comparison of findings with the stated objectives

The completion of the seven stages will lead to the revision of the objectives. This evaluation model is a
ed d

cyclical type of model.

ar stu

C. Stufflebeam’s CIPP Model

is

The Phi Delta Kappa National Study Committee on evaluation, chaired by Daniel L. Stufflebeam,
developed and published a curriculum evaluation model.
Th

Known as the CIPP (context,input,process,product) model (stufflebeam,1971-2001) defined evaluation

as the process of delineating, obtaining and providing useful information for judging decision
sh

alternatives.

context input process product

Figure 17. Stufflebeam’s CIPP Evaluation model

Context evaluation according to stufflebeam,is the most basic kind of evaluation. Its purpose is to provide a
strong rationale for determining curriculum objectives, in this point, curriculum evaluator describes the
environment and determined the different needs of the society,school, and students. If there are unmet needs,
the curriculum evaluator seeks to find reason for not meeting the needs. The curriculum context also
includes problems;,issues,and challenges that the curriculum seek to address.
This study source was downloaded by 100000828136628 from CourseHero.com on 10-06-2021 09:41:41 GMT -05:00

https://www.coursehero.com/file/58278050/prof-ed-6-CURRICULUM-EVALUATION-BLOCK-Adocx/
 Input evaluation aims to provide information for determining how resources utilized to achieved curriculum
objectives. At this level, the resources of the school and the different designs for implementing the curriculum
are considered.

Process Evaluation focuses on providing periodic feedback while the curriculum is being implemented. This
phase aims to detect the problems in the implementation of the curriculum, provide information for
programmed decisions, and maintain record of the procedures as it occurs.

Product Evaluation aims gather. Interpret,and apprise curricular attainments not just the end of an
implementation of a curriculum.

When using CCIP model, while it is desirable and ideal to conduct curriculum evaluation by looking at the
four phases identified by stufflebeam, one can also focus on one or two phases of evaluation.

D. Staker’s Congruency Evaluation Model

Robert Stake(1975) claimed that curriculum evaluation is not complete unless three categories of
data are made available.These category of data are:
1. Antecedants- include data on students and teachers, the curriculum to be evaluated, and the
community context.
2. Transactions- include the allotment;, sequence of steps, social climate, and communication flow.
3. Outcomes- encompasses students learning in the form of understanding,skills and values or

m
attitude, as well as the effect of the curriculum on the teachers,students,and the school.

er as
co
eH w
The data gathered will provide necessary information for the evaluation process. The term congruency

o.
refers to the degree of alignment between what was desired and what was actually achieved. Continguency
rs e
ou urc

refers to the relationship between one variable to the other, for example, between the curriculum and the
community context.
o

E. Eisner’s Educational Connoisseurshop Model

aC s

Elliot Eisner (1985) provide a qualitative way of evaluating a curriculum. The mode does not have
vi y re

methodical procedures compared with other evaluation models. Eisner’s model calls for a deeper and
wider observation results of evaluation that are expressed in written form. The results, however, are
not merely descriptions; they provide excellent and accurate interpretation and appraisal.
ed d

Using this models calls for thorough and comprehensive observations of classroom and school
ar stu

activities in relation to curriculum. It tries to capture every aspect of curriculum activities including the
hidden curriculum. The emphasis of his model is always on the quality rather than on the measurable
quantity of learning and interaction.
is

Overerall, curriculum evaluation is important as it is intended to provide meaningful information in

Th

almost every aspect of the curriculum. These information or results of evaluation provide strong bases
for all decisions done about the planning. Design,,development, and implementation of the curriculum.
Curriculum leaders can utilize the results of the evaluation in instituting educational reforms and in
sh

finding ways to make the curriculum more relevant and responsive to the needs of the learners.

Reflection on Curriculum Evaluation

 The purpose of curriculum evaluation is to make judgments on the effectiveness of a
curriculum.
 Curriculum evaluation follows a scientific and logical process. The procedures of curriculum
evaluation are linked with how the curriculum was developrd.
 Each curriculum model is based on a set of principles that embodies a curriculum theory or
education principles.
 Curriculum evaluation could be done in a national level or school-based curriculum evaluation
 The results of curriculum evaluation are essential in making curricular decisions.

This study source was downloaded by 100000828136628 from CourseHero.com on 10-06-2021 09:41:41 GMT -05:00

https://www.coursehero.com/file/58278050/prof-ed-6-CURRICULUM-EVALUATION-BLOCK-Adocx/

Powered by TCPDF (www.tcpdf.org)