Module 4: CURRICULUM EVALUATION

Introduction

Congratulations for completing the previous module! You’ve learned the process
of implementing the curriculum. What could be the next major undertaking after
curriculum implementation? What could be one of the most important endeavors in
curriculum implementation? Who are in a position to evaluate the implementation of
curriculum? You will find out in this module.

What is curriculum evaluation? Curriculum evaluation is an attempt to toss two

questions: Do planned courses, programs, activities, and learning opportunities as
developed and organized actually produce desired results?; and How can the curriculum
offerings be improved (SAGE Publication)? In reviewing the literature and acquiring a
broader understanding of purpose, two concepts described by Guba and Lincoln (1981)
seem especially useful: merit and worth. Curriculum evaluation has two phases:
Formative and Summative.

Learning Outcome

At the end of this module, you should be able to:

describe curriculum evaluation

4.1 CURRICULUM EVALUATION AND ITS IMPORTANCE

Learning Content

The implementation of any curriculum is not complete if evaluation is not put in

the picture. It is this process that provides feedback relative to the emergence of
misconceptions such as problems, favorable reports, underlying weaknesses, and the
extent of improvement (Gredler, 1996). It is also this component that provides feedback
whether objectives of the program were achieved. It is indeed one of the hearts of the
implementation of any curriculum.

The prime concern of any school is towards the delivery of quality education. The
teaching and learning process always ends with an assessment of the achievement of
students. Specifically, the proficiency level of the students is an indicator of their
achievement and it is the major aspect in evaluating whether goals and objectives of the
curriculum were met. In this way, targets for improvement can be determined.

Thus, evaluation of existing projects and programs, particularly curricular

programs are both essential in the process in order to determine whether they are
excellent in responding to the needs of the society.

We can describe curriculum evaluation as a process in the following:

The process of delineating, obtaining, and providing useful information for

judging decisions alternatives (PDK, 1971)

Refers to the formal determination of the quality, effectiveness, or judgment of

value of a curriculum (Stufflebeam, 1991)

It refers to the full range of information gathered in the school district to

evaluate (make judgments about) student learning and program effectiveness in
each content area.

Refers to an ongoing process of collecting, analyzing, synthesizing, and

interpreting information to aid in understanding what students know and can do.
 The process of measuring and judging the extent to which the planned courses,
programs, learning activities and opportunities as expressed in the formal
curriculum actually produce the expected results.

A process that can enable to draw decisions to be made about improvements

and future progress.

Consists of process and product assessment.

You will notice that there are key words in the above descriptions of curriculum
evaluation. Some of these are: is a process and on an going process, gathering and
analyzing information, judging the extent, and draw decisions for improvement.

You may visit the link below for further understanding of the concept of
curriculum evaluation.

https://www.slideshare.net/valarpink/curriculum-evaluation-46065566

What you do mean when we say, curriculum evaluation is an on-going process?

Curriculum evaluation is and on-going process, that is, it must be done on and
on. In other words, evaluation process never stops in order that the current curriculum
will be appropriate and relevant in the modern situation. Two decades ago, there was a
radical change in our lives brought to us by the advent of technology. Curricular
programs were re-designed in higher education with the integration of computer
education and gradually thereafter in basic education as early as in elementary level
with the goal to equip learners with technology. Also, in our desire for our graduates to
compete globally, another radical change was considered in our basic education. This
change was that of following the pattern of other countries having our basic education
curriculum to start from kindergarten and increase the number of high school education
to 2 years (or a shift to K to 12 program). Pre-sc-school education was made mandatory
in this curriculum. The shift to this new paradigm enables our graduates to practice their
profession globally or in other countries.

Recently, a world-wide state of public health emergency came into our lives.
With the declaration of pandemic, brought by the harmful and deadly Corona Virus
Disease 2019 (CoViD 2019) which abruptly and drastically changed our normal lives into
“new normal”, a shift in the mode of instruction to cope with the situation was
considered. A thorough evaluation and assessment of our existing mode of learning has
been done and new modalities of learning were introduced since face to face is not
applicable. A shift to home schooling was encouraged through flexible, alternative,
blended, etc. learning modes by means of on-line and modularized approaches.

Thus, curriculum evaluation is dynamic.

ACTIVITY 1: Deep Thinking

1. Describe briefly curriculum evaluation.

_______________________________________________________________________
_______________________________________________________________________

2. Discuss briefly why curriculum evaluation is an on-going process or a dynamic

process.
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4.2 Process of Curriculum Evaluation

Learning Outcome

At the end of this module, you should be able to:

explain the phases of curriculum evaluation; and

discuss the systematic procedures in curriculum evaluation.

Learning Content

The process of curriculum evaluation seeks to find out misinterpretations, weak

points, problems encountered and lacking elements during the implementation. These
concerns must be properly addressed in order to achieve the goals and objectives of the
curriculum. This undertaking must take place during the initial implementation of
curriculum so as to document at the earliest possible time what went wrong in the
process and proper remediation should be done for the success of the implementation.
Meanwhile, the most vital and exciting in curriculum evaluation is whether the goals and
objectives are met. What could be the proper time for this undertaking to happen?
Ideally, it should come during and after the implementation of the program. It can also
take place during the development process, particularly on course programs and
instructional materials.

The aforementioned insights about curriculum evaluation would imply that this
process comes during and after implementation. Just like a teacher when planning a
lesson, he/she always make sure that assessment tasks during and after the lessons are
in place so as to determine whether the learning objectives/outcomes are achieved after
the lesson. Thus, curriculum evaluation process comes during and after the
implementation and this is categorized into two phases, process evaluation and product
evaluation.

We shall now introduce the concept of process evaluation and product evaluation

Process Evaluation – is used to

1) provide information about the extent to which plans for curriculum
implementation are executed and the wise use of resources;
2) to provide assistance for changing or clarifying implementation plans, and,
3) asses the degree to which curriculum implementers carry out their roles.

Product evaluation- is used in gathering, interpreting and appraising curricular

attainments, as often as necessary, to determine how well the
curriculum meets the needs of the students it is intended to
serve.

Procedures in Curriculum Evaluation

Curriculum evaluation is a very sensitive undertaking. It is not just for the sake
of having the task but it should be taken seriously since it is one of the hearts of
curriculum implementation. It is at this point whether the attainment of goals and
objectives of curriculum are being met. As such this process follows systematic
procedures which include the following:

1) focusing;
2) preparing;
3) implementing;
4) analyzing, and,
5) reporting

The point persons behind the evaluation process should focus on what to
evaluate. What are the bases for evaluation or relevant aspects and logistics to be
considered in the process? In other words, there must be a direction in undertaking the
process. The foci of evaluation must be clear and explicitly described so as to attain and
arrived at the accurate and genuine information about how is the implementation of the
curriculum is carried on. Hence, focusing as a procedure means that the direction of
the evaluation process is clear as to know “what is the purpose”, “what to evaluate”,
“what accurate data and information will be gathered” and “what is the limit of
curriculum”.

Preparations for the evaluation include three major steps:

 Setting the curriculum parameters

 Selecting the evaluation tasks force
 Preparing the evaluation documents

Also, the preparation and documentation of evaluators or task force as to how

they will carry the evaluation process is significant. In setting curriculum parameters,
key officials and school board should be consulted as to the purpose, focus and limits of
the curriculum project. The main purpose of the review should be clear because the
purpose will affect both issues to be examined and methods to be used. Once the foci of
evaluation are in place, the evaluators may entertain necessary questions. Some of
these questions may be,

“how long will the evaluation be completed”?

“what human, fiscal, and material resources will be provided”?
“what fields will be evaluated?
“to whom the data or information be gathered relative to different foci?”,
“do I need to familiarize ourselves about the curriculum?”,
“to whom should we consult the purpose and limits of the project or
curriculum”?
“what evaluation model/s will be used?”
“what data will be gathered relative to a particular focus?”,
“how will we determine the data or information relative to this particular
focus?”,
“will we be using questionnaire, interview, observation and document
analysis?”
“where will the data be gathered relative to a particular focus?”,
“in the event that this strategy or method of gathering the data will not
be possible, “what alternative will be considered?”, etc.

With these questions, the evaluators will have clear picture on what to prepare
for the evaluation process. You can imagine a researcher without preparing what to
observe and how to document the relevant information to be gathered if he/she intends
to observe a classroom about the performance of students on a lesson and teaching
effectiveness. He/she just entered the room without any pre-conceptualized thing to do
during observation, and prepared notes to follow or prepared observation checklist.
Definitely he/she will be not able to gather accurate information and his/her
documentation will be topsy-turvy or unorganized. Chances are that this researcher will
not be able to achieve what he/she intends to. It’s really difficult to invent on an
undertaking you are not prepared on what to do because you will be caught flat footed.

The following are some possible documents will typically be needed:

 A statement of the curriculum goals for the field
 A comprehensive description of the community and the student body
 A list of all required courses in that field, with time allocations and brief
descriptions of each course
 Enrollment figures
 A random selection of student schedules
 Syllabi or course guides for all courses offered
 Faculty schedules showing class enrollments
 inclusion of validated gathering instruments and identified sources of
 Once the foci of evaluation are clear and preparation has been set up,
implementation of the assessment plan and “actually hands on” conduct of evaluation
can take place. What do you think would be the possible major achievement in this
stage? It is now evident that gathering of desired data will be in place.

At this stage, what would evaluators opt to undertake with the readiness of the
desired data? Evaluators are now excited to analyze the data in order to establish
results of evaluation. Analysis of data will take a quiet time depending upon the nature
of the curriculum to be evaluated (in terms types of curriculum: curriculum program as a
whole including all different logistics or instructional materials only, or on content only,
or on pedagogy only, or plant and physical facilities only or manpower resources only,
etc.) and the focus of evaluation. The wider the scope of curriculum in terms of content,
beneficiaries (teachers and students), number of schools, etc., the bulk of data will be
collected.

Now, what do you think is relevant and important in curriculum evaluation after
analysis and interpretation of data has been thoroughly done? The manuscript or the
write up of the results of evaluation should not be placed neither in shelve nor just filed
in the cabinet. It should be disseminated or reported to stakeholders in order that the
results will be made known by concern individuals for their cooperation in terms of
improvement and sustainability of the curriculum logistics.

ACTIVITY 2: Deep Thinking

1. Discuss briefly the difference between process and product evaluation.

_______________________________________________________________________
_______________________________________________________________________
2. Discuss briefly the systematic procedures in curriculum evaluation.
_______________________________________________________________________
_______________________________________________________________________

We just have learned the systematic procedure in the conduct of curriculum

evaluation. This time, let’s look into the criteria to be observed in evaluating the
curriculum.

4.3 Criteria to be Observed for Curriculum Evaluation

Learning Outcomes

At the end of this module you should be able to

discuss the criteria for curriculum evaluation.

Learning Content
The following are the criteria to be observed in evaluating curriculum:

1) consistency with objectives;

2) comprehensive scope;
3) sufficient diagnostic value;
4) validity;
5) unity of evaluative judgment;
6) continuity

The backbone of any curriculum or program or project is its goals and objectives.
It is in this concept that guides the proponents toward development of curriculum. The
main purpose of curriculum evaluation is to determine whether goals and objectives of
the curriculum are met. Thus, the purpose of evaluation should be consistent with
the objectives of the curriculum.
 The scope of evaluation must be comprehensive enough to encompass the
elements of the curriculum and its implementation. If the main purpose of evaluation is
toward the implementation, the focus and scope may include different logistics. These
logistics should include the following: background of manpower resources, student
performance and attitude, content, pedagogy, instructional supervision, plant and
physical facilities (including laboratory, library, guidance, etc.) management of financial
resources, student services, etc. In other words, evaluation should focus on the entirety
not only the outer surface of the curriculum. In evaluating the context, the evaluators
may consider seeking answers to following questions:

 What are the prevailing attitudes, values, and expectations of the community?
 What significant aspects of the school imposed on the field of study: size,
leadership, organizational structure, financial resources?
 What are the special characteristics of school facilities imposed on or constraint
in this field of study?
 What are the special characteristics of the student body: scholastic aptitude,
achievement, home background, ethnic identity, social and physical
development?
 What are special characteristics of the faculty experience, educational values,
oral competence, educational background?
 What is special about the school organization nature of leadership,
organizational structure?

One of the most sensitive in curriculum evaluation is gathering of data. Thus,

preparation of data instruments should be given utmost consideration. Triangulation of
method and sources of information and data must be employed. These means that the
evaluators should not be contented on gathering data through questionnaire, particular
the non-test but they should include conduct of interview, observation and using
document analysis. This will ensure that the data gathered will have sufficient
diagnostic value. Further, the evaluators may also gather information from different
sources such as students, teachers, administrators and parents in order to arrive at
consistency of data or information. For instance, you want to evaluate the teaching
effectiveness. You should not only involve the teacher in process but other stakeholders
who can probably provide necessary information. The head teachers, students and
parents may also be included as sources of data. This process will also ensure validity
of the data or information gathered. It may also reach the level of seeking and
establishing validity not only on face validity but content validity, criterion related validity
and construct validity depending on what is applicable.

The evaluators must see to it that they have common understanding and
agreement on what to do and expectations in order to arrive at evaluation results
toward a unanimous evaluative judgment. In this case, a well deliberated and
collaborative decision-making among evaluators should be in place. If in the event that
there are misconceptions or disagreement, a consultation with experts and proponents
of curriculum is necessary in order to arrive at reliable results and decision.

Curriculum evaluation should have a definite time frame or period of undertaking

without any disruption. In other words, there should be continuity in accomplishing the
scope of work and time should be properly observed. The period of time should be
agreed upon by evaluators and proponent of the curriculum. Why do you think so? If
there is a deviation from what have been agreed by both parties, the evaluators may
not be able to gather valid and reliable data and information. The evaluators should
capture the proper time and availability of sources of information. It may happen that
the school year is about to end and chances to complete the data gathering does not
warrant the evaluators to accomplish it because they are constraint with time and the
respondents, specially the learners may not be reporting to class anymore. Evaluators
should always grab the opportunity to gather relevant data without sacrificing validity
and reliability of data and information. Proper coordination of schedule of gathering data
should be well planned and coordinated with proper individuals in order to avoid
disturbance in the process.

ACTIVITY 3.

Graded recitation
Human Chain Activity to develop critical and creative thinking:

1. Assign every student a number.

2. Ask one to pose/ask a problem/question, then let the one next to him to answer the
problem (e.g., if the chosen one is number 5, number 6 will the question) .
3. After answering, let him/her connect to form a chain until everyone has finished
his/her turn

4.4 Questions to be Considered in Curriculum Evaluation

Learning Outcome

At the end of this module, you should be able to:

explain why evaluate curriculum;

discuss what to evaluate in curriculum; and
discuss how to evaluate curriculum.

Learning Content

The following are questions to be considered in curriculum evaluation:

a) What for?
b) What to evaluate?
c) How to evaluate

Why Evaluate?

How good is curriculum? The response to question comes from evaluating the
curriculum. Results of evaluation can help decide whether the existing courses
(academic program) or some specific elements such as instructional materials,
methods, assessment tools, etc. are effective so that changes may occur for
improvement and enhancement. It can also aid in identifying learners’ strengths and
weaknesses and judging how good the school system and individual teachers.
Curriculum evaluation also aims to examine the impact of implementation on student
achievement. Thus, we have the following three (3) types of decisions for which
evaluation is utilized:

1. Course improvement
2. Decisions about individuals
3. Administrative regulations

Specifically, the following are the main reasons why evaluation is important in
the implementation of curriculum:

1) meet demands that current educational reforms have made;

2) provide direction, security, and feedbacks to all concerned (stakeholders);
3) determine appropriate and available resources, activities, content, methods or
whether curriculum has coherence, balance, articulation, etc.
4) in order to meet curriculum goals/objectives.

ACTIVITY 4
Make a list of all possible importance/significance of curriculum evaluation.
_______________________________________________________________________
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What to Evaluate?

1. Goals and objectives

2. Content and methodology
3. Outcomes/ results

The attainment of goals and objectives of a curriculum depends primarily on

its implementation. The goals and objectives are what curriculum “ought to be” or
“hopes to achieve?” Specifically, the goals of curricular programs are statements that
describe in general what learners should be able to DO forever after experiencing a
distinct unit of instruction. It is broad in nature as an instructional intervention. It is also
often as a direct solution to an instructional need. On the other hand, objectives are
statements of what students will LEARN in a class or in a class session. These
statements are focused on student learning (What will students learn today?) rather
than instructor teaching (What am I going to teach today?).

What are aspects of curriculum should be considered in evaluation to achieve its

goals and objectives? Thus, curriculum evaluation is bent on finding out whether the
content and methodology as planned are properly delivered by the teachers with the
strong supervision and guidance of administrators in the process. Specifically, the
attainment of prescribed content and proper use of teaching modalities and
methodologies and integrating state-of-the-art resources could be measured from the
performance of students. This will manifest during the delivery of instruction process. As
mentioned earlier, the proficiency level of the students is an indicator of their
achievement and it is the major aspect in evaluating whether goals and objectives of the
curriculum were met. In this way, targets for improvement can be determined. It is at
this level of implementation of curriculum where outcomes and results can be drawn.
Other outcomes and results may also be in the form of how did the students, teachers
and administrators interplay in the implementation such as: problems encountered
perceptions, notions and experiences about their journey in the curriculum. Judgment
and decisions can now be drawn from outcomes and results of implementation.

Thus, in this stage, you can now respond to the two questions posed by SAGE
Publication: Do planned courses, programs, activities, and learning opportunities as
developed and organized actually produce desired results?; and How can the curriculum
offerings be improved? Also, the two concepts described by Guba and Lincoln about the
merit and worth of curriculum after having been evaluated can now be determined.

What curriculum qualities to evaluate:

1) mission statement (philosophy);

2) sequence (order);
3) continuity (without disruptions);
4) scope (depth / variety of content)
5) articulation (how parts fit);
6) balance (quantitative and qualitative aspects of content);
7) coherence (relationships among different components)

In particular, curriculum evaluation establishes the following:

  Specific strengths and weaknesses of a curriculum and its implementation;
 Critical information for strategic changes and policy decisions;
 Inputs needed for improvement of learning and teaching; and
 Indicators for monitoring.

ACTIVITY 5. Graded Recitation (On-line Class)

Discuss the bases for curriculum evaluation.
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___________________________________________________________________

How to Evaluate?

You have learned in assessment of learning that evaluation of students’

performance can take place before, during and after the execution of the lesson. This
pattern is also true in evaluating the effectiveness of the implementation of curriculum.
There also two main functions of curriculum evaluation, formative and summative.

Forms of Evaluation

1. Formative Evaluation - the process of looking for evidence of success or failure of a

curriculum program, a syllabus or a subject taught during implementation intended to
improve a program (Glickman, Gordon, Gordon, 2004). This phase of evaluation takes
place during the process of curriculum development and implementation to
identify the weak points, problems encountered and lacking elements components in
this stage. The results may be utilized for the modification or formulation of curriculum
such as in the

selection of curriculum elements and

modification of curriculum elements

Why do you think evaluation process can take place during the development of
curriculum? Also, a built-in process in curriculum development is pilot testing or try out
stage wherein, it will be conducted or utilized by a representative sample. This
undertaking will provide opportunities for improvement of curriculum prior to final
implementation at the national level. You have also learned in previous chapter,
particularly on curriculum development that try out or pilot testing of instructional
materials is fundamental prior to final implementation. Meanwhile, why do you think,
evaluation will also take place during implementation? Just like in assessment of
learning, you had experienced taking a quiz in a class session. The teacher wanted to
find out how well you progress in the lesson and what are your strengths and weakness.
Similarly, this evaluation phase is meant to find out the weakness of the curriculum.

2. Summative Evaluation -is the form of evaluation used at the end of the
implementation of a program. It takes place after the
implementation of the curriculum to document the
worth/merit and demerit. If the curriculum is a four (4) year
offering/program, then summative evaluation can be carried
out after 4 years.

However, there is a need to have a permanent follow-up evaluation and quality

control of the program to allow the curriculum to become responsive to the current
situation. This should be a built-in in the process of curriculum implementation so as to
prevent from becoming obsolete.

Use this link to enhance your learning about formative and summative evaluation
of curriculum or program
 http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html

ACTIVITY 6: (Open Forum or a Quiz)

B. Discuss briefly the difference between functions of formative and summative
evaluation.

A module as specific component of a curriculum can be evaluated using

quantitative, qualitative or both. Quantitative evaluation yields numbers like scores and
ratings while qualitative is expressed in words. The trend in curriculum evaluation is to
have both quantitative and qualitative. For curriculum materials like module, favorable
quantitative evaluation may lift the spirit of the author. However, qualitative evaluation
in the form of specific suggestions is more useful to the author in revising the curriculum
material.

Evaluation Criteria for a Module

1. Attainment of Objectives
2. Content Analysis
3. Accuracy of Concepts and Skills
4. Originality
5. Clarity and Appeal

An essential evaluation for a curriculum material is the attainment of its

objectives. How will you know that the objectives of your module have been attained?
If one objective or outcome is for the learner to be able to explain the concept for
example, area of a region, will a correct answer on appropriate test item be your
indicator for the attainment of this objective? Your indicator may be a class mean score
on a test addressing the objective of your module. This test may be the mastery test, if
you made one for your module. It may be an achievement test.

You may use other measure such as interview questions to probe learner’s
understanding of a concept. A class or project can be another measure of the
attainment of instructional objective or outcome. For instance, a prototype figure or
device showing an area of regions made by learners can be an evidence of a group’s
application of principle of the area of a region.

Curriculum development requires a complete set of skills. As a future teacher,

you need skills in teaching, writing, editing, art layout and evaluation aside from
mastery of subject matter. Content analysis by an expert in the field or a colleague of
the learning opportunities provided in your module is another way of determining or not
the module as written enables the learner to attain its objectives. It is possible that your
module expected students to apply a concept and yet you did not have activities or
examples of applications of that concept in your module.

Another equally important criterion for curriculum material is accuracy of

concepts and skills presented in the module. For science and mathematics curriculum
materials, accuracy of content is best evaluated by a scientist or mathematician while for
language curriculum should be evaluated by an expert in language.

Another criterion is originality of the curriculum material, measured mainly in

terms of innovations in presenting concepts and developing skills. Those experts in the
field are in a position to evaluate this criterion (i.e., science/mathematics educator or
teacher for science/mathematics area, language educator or teacher for language, etc.)

How about the clarity and appeal of your module? Can a science/mathematics
educator or teacher evaluate your module on these criteria? In this aspect, aside from
the expert in field, other technical expertise such as information technology, language
and one who is expert in art education may be involved.
 After one year of using a curriculum material, summative evaluation may be
done to immediately solve implementation problems. The first year of implementation of
a curriculum material may have transition or adjustment period problems. In a national
curriculum project, these problems may include book distribution delay and lack of
needed equipment.

Summative evaluation can be done at the end of a process or a program often

aims to determine the effectiveness of the program or process and compare it with
other programs/processes. In the second year or the year when the implementation of
curriculum materials has been stabilized is an opportune time for evaluation of its
effectiveness (Talisayon and Yu, 1997). They also mentioned that comparative
evaluation study may be conducted in the first-year use of the material if little or no
implementation problems are anticipated. In this study, you may consider two classes,
Section A (experimental group) using your newly developed material. On the other
hand, the other Section B (control group) will make use of an existing module or one
that you have written and have been used. So, you’re doing an experimental study of
the effectiveness of your newly developed one.

Suppose that you have written, tried out and revised not only one module but a
set of related modules that classes can use in one quarter. It is estimated that at least
one quarter (of a school year) exposure to a set of materials may have an effect on the
users. Design an evaluation study for your set of modules using the following guide:

Title of Evaluation Study

A. Introduction
1. Description of the Curriculum Material
2. Evaluation Objectives

B. Methodology
1. Evaluation Framework
2. The Samples
3. The Instruments
4. Data Collection Procedure
5. Data Analysis Procedure

At the end of the quarter, you now conduct a test to both groups. Use test
results to determine whose group performed better. Your knowledge on hypothesis
testing will be utilized in the process.

ACTIVITY 7:

A. (Group Work) Gather curriculum (e.g. course program/academic program,

instructional material, module, etc.). Conduct interviews with deans or supervisors or
principals or teachers as regards how existing curriculum and instructional materials in
their schools are evaluated.
B. Graded recitation
Human Chain Activity to develop critical and creative thinking:

1. Assign every student a number.

2. Ask one to pose/ask a problem/question, then let the one next to him to answer the
problem (e.g., if the chosen one is number 5, number 6 will the question) .
3. After answering, let him/her connect to form a chain until everyone has finished
his/her turn

Evaluation Task Force/Evaluators

 Who do you think are in a position to evaluate a curriculum?

The task force/evaluators who are commissioned to conduct curriculum

evaluation are normally not members of the school or organization to be evaluated.
They are members of outside body, in other words they are not insider in the
organization. It is expected that they possessed the necessary qualifications and
expertise in the field.

4.5 CURRICULUM EVALUATION MODELS

Learning Outcome

At the end of the lesson the students should be able to:

discuss some models of curriculum evaluation.

Learning Content

A model explains and describes the process of evaluation. These models are
more likely to be used in evaluating the development and implementation of programs
or project such as the curricular or course/degree programs, school projects and
programs, extension projects, etc. Although, it can also be used in evaluating
effectiveness of module, book or other instructional materials. There are three (3) types
of models: conceptual, procedural and mathematical.

Conceptual Model - describes the concept of the curriculum

Procedural Model – describes how to perform the task
Mathematical Model – describes the relationship between the various elements of
a situation or process

Two Popular Models of Curriculum Evaluation

I. Tyler’s Objectives-Centered Model

Tyler’s objectives-centered model was developed by Ralph Tyler who is the

Father of Evaluation. This model commences with defining what the teacher ought to
achieve or his philosophy and desired outcomes are spelled out in the forms of goals,
purposes and objectives. It is based on pre-determined goals.

The strengths of this model include the following:

 Evaluation process commence with objectives

 Involves student’s participation (Prideaux, 2003).
 Involves linear approach to development of behavioral objectives (Billings
and Halstead (2009).

This model is linear (see diagram below). Linear model follows a straight line. It
is relatively easy to understand and apply. It also focuses on curricular strengths and
weaknesses. One of its disadvantages is focus more on knowledge and skills. It also
ignores the need for formative assessment.

Stating Objectives

Collecting/Stating Learning Experiences

 Organizing Learning Experiences

Evaluation of Students Performance

Diagram 1: Linear Model

Evaluation procedures or steps:

1. Begin with the behavioral objectives that have been previously determined.
2. Identify the situations that will give the student the opportunity to express the
behavior as outcomes of objectives.
3. Select, modify or construct suitable evaluation instruments and check the
instruments for objectivity, reliability and validity.
4. Use the instruments to gather and summarized or appraised results.
5. Compare the results obtained from several instruments before and after given
periods in order to estimate the amount of change taking place.
6. Analyze the results in order to determine strengths and weaknesses.
7. Use the results to make the necessary modifications in the curriculum.

Step #2 emphasizes the ways and means by which the evaluators can draw
outcomes as a manifestation of what students or learners are capable of doing in terms
of knowledge and skills. Also, in terms of what attitude and interests students developed
as well as the experiences gained from the implementation of curriculum. It can also be
measured from their views and perceptions about the implementation of the curriculum.
These are some possible contexts by which the evaluators can document how objectives
of the curriculum can be attained. How can these attributes be measured? A conduct of
achievement tests and non-tests or inventory tests like, attitudinal test, conduct of
interview, and observation may be considered to gather relevant data. Using variety of
data gathering instruments such as questionnaire, interview guide, and observation
checklist will necessitate this undertaking. If variety of instruments is utilized, it is
important to observed documenting data at different situations and schedules so as to
gather data that will address the challenges and gaps in the implementation of
curriculum.

What do you think the main emphasis and purpose of Tyler’ Model?
How about the methods of evaluation?

Let us ponder about what we’ve learned about this model!

Hence, this model focuses on the achievement or attainment of goal and

objectives toward students’ learning experiences. There are three (3) important
undertakings in this model and this includes: setting the objectives, gathering data
concerning students’ performance and comparing performance data with the identified
goals and objectives/standards.

Visit the link below for further understanding of Tyler’s Model.

https://www.google.com/search?q=tyler
%27s+model+of+curriculum+evaluation&tbm=isch&source=iu&ictx=1&fir=WXaTsQRlm
h9VvM%252C1ILSOxKdvbSokM%252C_&vet=1&usg=AI4_-kTAuKyy-
44ZtUrONS7SiIE8s9OpvQ&sa=X&ved=2ahUKEwjDosas_Y7sAhUrGaYKHR2vBy8Q_h16BA
gUEAU#imgrc=WXaTsQRlmh9VvM
ACTIVITY 8. (Open Forum/Graded Recitation)

Discuss briefly the process of Tyler’s Model. What is the main focus of this
model.

We will now introduce the concept of Stufflebeam’s Model.

II. Stufflebeam’s Context, Input, Process and product (CIPP)Model

This evaluation model was develop by Phi Delta Kappa chaired by Daniel
Stuffebeam ( 1971). It is a comprehensive framework for guiding evaluation of
programs, projects, personnel, products, institutions and systems. The emphasis of this
model is toward the importance of producing evaluative data that can be used for
decision-making, particularly those aimed at long-term for sustainable improvements.
This model can be used to evaluation of the effectiveness of the implementation of a
curricular/course program (e. g., Bachelor of Elementary Education, Bachelor of Hotel
Management, etc.). It has four (4) phases which include, content evaluation, input
evaluation, process evaluation and product evaluation.

1. Context Evaluation- is intended to continuously assess needs. It is concerned with

the intended desired ends on the framework/setting of
environment and needs of curriculum.

The objectives are as follows:

To determine the operating context.

To identify and assess needs and opportunities.
To diagnose problems underlying the needs and opportunities.

Method:

The objectives are attained by comparing the actual and intended inputs (desired ends
or outcomes) and outputs (actual ends or outcomes).

Decision Making:

For decision on settings (situations, backgrounds, sites) to be served

For changes needed in planning

Examples: Needs of the curricular program, society

Future technological developments

Students’ mobility

2. Input Evaluation- is used in assessing alternative means for achieving those goals and
objectives to help decision maker choose optimal means. It is
concerned with the evaluation of intended desired means such
procedural designs, strategies and resources of the curriculum.

Objective:

To identify and assess system capabilities, available inputs strategies and

designs for implementing strategies.

Method:
 Analyzing resources, solution strategies, procedural designs for relevance,
feasibility and economy.

Decision Making

For selecting sources of support solution strategies and procedural

designs for structure changing activities. Decision of the following inputs:

Entry behavior of students

Curriculum objectives
Detailed contents
Methods and media
Faculty teaching competencies
Appropriateness of teaching/learning resources

3. Process Evaluation - to monitor the processes, both to ensure that the means
are actually implemented and make the necessary
modifications. It is the main task of CIPP model. This phase
is concerned with the procedure used in monitoring and
implementing the curriculum in order to document the actual
implementation of means.
Objective:

To identify process defects in the procedural design or its

implementation.

Method:

Monitoring the procedural barriers and remaining alert unanticipated ones

and describing the actual process.

Decision making:

Establishing and refining the program design and procedure process

control. Decision on the following procedures:

The effectiveness of teaching –learning methods

Utilization of physical facilities
Utilization of teaching learning process
Effectiveness of system of evaluation of student performance

4. Product evaluation- this is used to compare actual ends or outcomes with

intended or desired ends or outcomes, eventually leading to a
series of modifying, improving or sustaining a decision. In other
words, this phase of evaluation is concerned with attainment of
actual ends or outcomes both quality and impact.

Objective

To relate outcome in formation to objectives and context, input, process

information

Method
 Measurement against standards in interpreting the outcome.

Decision Making

The decision to continue, terminate, modify, build or refocus of a change

of activity

Here are some outcomes of evaluation:

Employability of graduates
Social status of graduates
Comparability of wage and salary structures
Job adaptability and mobility

Steps to be undertaken:

1. Identify the kinds of decisions.

2. Identify the kinds of data needed to make those decisions.
3. Collect those data needed.
4. Establish criteria for determining quality.
5. Analyze data collected on the bases of established criteria.
6. Provide needed information to decision maker’s explicitly.

This model can also be used in two different ways depending upon the purpose.
It can be in formative evaluation or summative evaluation. If it involves only the first
three (3) phases, that is, the focus is toward evaluation of curriculum in terms of
context, input and process and excluding the last phase (product) is formative (CIP
model)while taking the four (4) phases is summative (CIPP model) in sense. Hence, CIP
model as an evaluation procedure can be applied during the development process and
the initial implementation while CIPP model is used upon completion of the period of
implementation. This is the most commonly used model for evaluation not only in
curriculum but also in non-curricular projects and programs of organization. Here are
some examples of Stufflebeam CIPP model for evaluating the effectiveness of
instructional materials:

Example 1.

Context Input Process Product

School Module vs Teaching Strategies Student Skills

Philosophy Existing & School Climate Development
Instructional
Materials
Example 2.

Context Input Process Product

School Laboratory Student-Teacher Student Skills

Philosophy Equipment Interaction Development

This model possesses the following questions: What needs to be done? How
should it be done? Is it being done? Did it succeed? The first question points out to
philosophy, vision and mission of the school as well as goals and objectives of the
curriculum. These are the intended ends or outcomes of curriculum. The second
question caters to how the curriculum should be delivered while the third emphasizes
whether the means to deliver the curriculum are being followed. The last question seeks
to determine whether the intended ends are actually achieved.

CIPP Model emphasizes decision making, particularly on continuing decision-

making and focuses on the holistic evaluation of the curriculum unlike Tyler’s model
emphasizes the attainment of goals and objectives toward students’ learning
experiences. This model does not only look into students’ learning experiences but also
the means and processes of implementation and other elements of the curriculum such
as content, pedagogy (teaching-learning approaches, assessment procedures, etc.),
human resources (students, teachers and administrators), etc. The evaluation process
generates evaluative data (adequate/sufficient and quality data) which can be utilized to
identify potential alternatives and set up quality control which are vital for decision-
making as regards curriculum improvement/change.

Please visit the following links below to supplement your learning.

1. https://amberhartwell.wordpress.com/2013/06/10/the-cipp-evaluation-model-a-
summary/

2. http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ashx

3. https://www.sagepub.com/sites/default/files/upm-binaries/44333_12.pdf

4. https://www.google.com/search?
q=curriculum+evaluation&tbm=isch&source=iu&ictx=1&fir=SINtytcZbxqcSM
%252CM7Pb8hdJBaT7rM%252C_&vet=1&usg=AI4_-
kT5sNvXBhxCIlmVUSbpbleLvnTekw&sa=X&ved=2ahUKEwiUgYzEp5rsAhVDBKYKHTDUD
DEQ_h16BAgREAc#imgrc=xOrTWYvvOEGlHM

ACTIVITY 9

A. Graded recitation
Human Chain Activity to develop critical and creative thinking:

1. Assign every student a number.

2. Ask one to pose/ask a problem/question, then let the one next to him to answer the
problem (e.g., if the chosen one is number 5, number 6 will the question) .
3. After answering, let him/her connect to form a chain until everyone has finished
his/her turn

B. The Bachelor of Elementary Education Curriculum is in its 3 rd year of

implementation. Suppose you are tasked or commissioned to evaluate the
implementation of the curriculum. What form of evaluation will you be using?
Explain why?

4.6 TOOLS, METHODS AND TECHNIQUES FOR EVALUATION

Learning Outcomes

At the end of this module the students should be able to:

discuss the different types of curriculum evaluation tools, methods and

techniques

Learning Content

A. Questionnaires and Checklist

 This method is used when you want to easily or quickly get as much data and
information from your respondent or participants in the selection. It can be for cognitive
appraisal in the form of formative (quizzes) or summative tests (achievement tests,
periodic tests, aptitude tests, etc.). On other hand, for affective appraisal, Likert-Scale or
Semantic Differential Scale can be used.

Likert Scale – a method for measuring attitude by listing clearly favorable and
unfavorable attitude statements and ask the subjects or respondents
to respond to each statement using the following five-point scale:
strongly agree (SA), agree (A), undecided (U), disagree (D) and
strongly disagree (SD).

Sample Likert-type Attitude Scale for measuring attitude toward a science course

Directions. Indicate how much you agree or disagree with each statement
by putting a check (√) on the appropriate letter (s) that corresponds to
your option using the key below.

Key SA- Strongly Agree

A – Agree
U – Undecided
D – Disagree
SD – Strongly Disagree

SA A U D SD
1. Sciences classes are interesting
2. Science laboratory are boring and dull.
3. It is fund working on science problems
4. Class activities are good
5. Reading the textbook is a waste of time
6. Laboratory experiments are interesting
7. Most Class Activities are monotonous
8. I enjoy reading the textbook
9. Problems we are studying are unimportant
10. I am not very enthusiastic about science

Semantic Differential Scale – a scale requiring the subjects to express their

feelings about the concept through bipolar statements.

Examples:

1. In evaluating the strength of the pool of experts teaching a particular field

in a school/university. This scale can be used.
Strength
Strong __ __ __ __ __ __ __ Weak
7 1
The strength of a person in making decision can be evaluated using the
scale below:
Strength

Decisive __ __ __ __ __ __ __ Indecisive
7 1
2. Suppose you consider “how do you assess the values of a person?” or the
value of an object, you can use the scale below, respectively.
 Value
Good __ __ __ __ __ __ __ Bad
7 1
Cheap __ __ __ __ __ __ __ Expensive

3. If a teacher wants to evaluate the participation of his/her students in class

activity, he/she may use the following scale.

Activity
Active __ __ __ __ __ __ __ Passive
7 1
Lazy __ __ __ __ __ __ __ Industrious
1 2
B. Interviews

 very good way of accessing people’s perceptions, meanings, definitions of

situations and constructions of reality (Punch, 2005).
 method of gathering data through conversation between two or more
persons where questions are asked orally and answers are given and
noted through field notes or recording device .

Conduct of interview will utilize interview guide either unstructured, semi-

structured or structured

Sample Interview Guide (Structured)

Interview on Student Projects

Student Name ____________________________ Date ________ Contact #

_________
Subject Area
_____________________________________________________________

1. Describe your project.

____________________________________________________________
____________________________________________________________
__________
2. Why did you select this project?
____________________________________________________________
____________________________________________________________
__________
3. What do you like best about your project?
____________________________________________________________
____________________________________________________________
__________
4. If you could do anything differently, what would it be?
____________________________________________________________
____________________________________________________________
__________
5. What skills or knowledge from other subject areas did you see to
complete this project?
____________________________________________________________
____________________________________________________________
____
 6. What have you learned about yourself by completing this project?
____________________________________________________________
_____
____________________________________________________________
_____
7. What skill, concepts or insights have you learned from completing this
project?
____________________________________________________________
____________________________________________________________
__________

Teacher’s/Researcher’s signature
_______________________________________________________________

C. Observations

Observation technique uses actually viewing of events, episodes, phenomena

involved in the program as they are actually occurring. The following are some of its
features:
A great supplement to paper- and-pencil testing.
Learning outcomes in skill areas and behavioral changes in personal-social
development are difficult to evaluate/gather with the use of paper- and-
pencil test
Provides various and adequate information

Three Techniques of Observation

Anecdotal records
Rating scales
Checklists

Anecdotal records - are factual descriptions of meaningful incidents and events

that can
be observed.
Rating Scales - provide a systematic procedure for reporting observer’s
judgments. It consists of a set of characteristics or qualities to be
observed and some type of scale for indicating the degree to
which each attribute is present.
Check Lists – is basically a method of recording whether a characteristic is
present or absent or whether action was or was not taken and it
calls for simple yes-no judgment.

Examples

Anecdotal Records
Class 4th Grade Pupil Bill Johnson

Date 02/25/2017 Place Classroom Observer M. G.

INCIDENT

As class was about to start, Bill asked if he could read a poem to

class-one he had written himself-about- “spring.” He read the poem in a
low voice, constantly looked down at the paper, moved his right foot back
and forth, and pulled on his shirt collar. When he finished, Jack in the back
row) said “I couldn’t hear it.” Will you read it again-louder?” Bill said “no”
and sat down.
 INTERPRETATION

Bill enjoys writing stories and poems and they reflect considerable
creative ability. However, he seems very shy and nervous performing
before a group. His refusal to read the poem again seemed to be due to
his nervousness.

Rating Scale
A. Directions: Indicate the degree to which this student contributes to class
discussions by circling the appropriate number. The numbers represent
the following values:

5 – outstanding , 4 – above average, 3 – average, 2 – below average

and 1 – unsatisfactory

1. To what extent does the pupil participate in discussions?

1 2 3 4 5

2. To what extent are comments related to the topic under discussion?

1 2 3 4 5

B. Directions. Indicate the degree to which this student contributes to class

discussions by placing an x anywhere along the horizontal line under
each item.

1. To what extent does the pupil participate in discussions?

never seldom occasionally frequently

always

2. To what extent are comments related the topic under discussions?

never seldom occasionally frequently

always

Checklist
Example 1. Checklist for Evaluating Pupil’s Mastery of Beginning Skills in
Mathematics

MATHEMTICS SKILLS CHECKLIST

Primary Level

Directions: Circle YES or NO to indicate whether skill has been demonstrated.

YES NO 1. Identifies numbers 1 to 10.

YES NO 2. Counts 1 to 10.
YES NO 3. Groups objects into sets of 1 to 10.
YES NO 4. Identifies basic geometric shapes (circle, square, rectangle,
triangle)
YES NO 5. Identifies coins (penny, nickels, dimes)
YES NO 6. Compares objects identifies bigger-smaller, longer-shorter,
 heavier-lighter.
YES NO 7. States ordinals for a series of 10 objects (1 st, 2nd, 3rd, etc.)
YES NO 8. Copies numerals 1 to 10.
YES NO 9. Tells time to the half hour.
YES NO 10. Identifies one-half of an area.

Example 2. Checklist for Evaluating Pupil’s Work Habits

A teacher or an observer might list the following behaviors and to be marked yes
or no on the space before each item.

_____ Follows directions.

_____ Seeks help when needed.
_____ Works cooperatively with others.
_____ Waits turn in using materials.
_____ Shares materials with others.
_____ Tries new activities.
_____ Completes started tasks.
_____ Returns equipment to proper place
_____ Cleans work space

D. Documentary Reviews and Analysis

This is a form of qualitative research in which existing documents are
obtained and interpreted by researcher to give power and meaning about the
data to be gathered. It is meant to gather impressions of how a particular
program of curriculum operates without necessarily interrupting the program, an
evaluator can employ the technique of documentary review and analysis. This
technique utilizes the existing data.

Features of Document Analysis

A social science method

It may be for a study that utilizes only this technique or as part of a study
that includes observation, interviews and other techniques.
It provides familiarity of the setting/structure of the subject to which initial
steps can be identified necessary in designing the research or evaluation
process.
It includes primary or secondary sources
A helpful scheme in triangulating data so as to establish credibility and
validity of research results.

Primary Types of Documents

1. Public Records – the official, ongoing records of an organization’s activities

Examples: student transcript of records, mission statements, annual
reports, policy manuals, student handbooks, strategic plans,
syllabi, minutes of meetings, etc.

2. Personal Documents – first-person accounts of an individual’s actions,

experiences and beliefs.
Examples: calendars, e-mails, scrapbooks, blogs, facebook posts, duty
logs, incident reports, reflections/journals, and newspapers
 3. Physical Evidence- are artifacts or physical objects found within the study
setting.
Examples: flyers, posters, agenda, manuals/handbooks, and training
materials

ACTIVITY 10
A. Graded recitation
Human Chain Activity to develop critical and creative thinking:

1. Assign every student a number.

2. Ask one to pose/ask a problem/question, then let the one next to him to answer the
problem (e.g., if the chosen one is number 5, number 6 will the question) .
3. After answering, let him/her connect to form a chain until everyone has finished
his/her turn

B. Suppose you are requested to evaluate the performance of students on a

particular topic.
a. Construct an evaluation instrument using either (questionnaire or interview or
observation)
b. If you opt to use documentary analysis, what data or information will you
gather?

You may visit this link for reference.

https://www.google.com/search?
q=Sample+activities+for+curriculum+evaluation&tbm=isch&chips=q:sampl
e+activities+for+curriculum+evaluation,online_chips:questionnaire&usg=AI
4_-
kQz43s19vaY3LYqL7B3l70MJAmjxg&sa=X&ved=2ahUKEwiBxpmZt5rsAhXCD
aYKHaEUA78QgIoDKAB6BAgSEAc&biw=1366&bih=657#imgrc=r2x4oTSxL1z
NIM

4.7 CURRICULUM IMPROVEMENT/CHANGE

Learning Outcome

At the end of this module, the students should be able to:

discuss curriculum change and improvement;

appreciate the importance of curriculum evaluation in introducing and
implementing change and improvement in teaching-learning process.

Learning Content

What do you think is the most significant undertaking after documenting the
evaluation outcomes and results? Assuming at this point outcomes and results have
been disseminated to concerned individuals and publication of it was undertaken. The
judgment, conclusions and recommendations derived from evaluation are now essential
for revision, innovation and improvement or enhancement of curriculum. What is
surprising at this stage is whether major revisions or sustain the curriculum with minor
changes in certain aspects? What is worst is that the curriculum may be recommended
for total closure or termination? The later result of evaluation may likely to happen
depending upon the development of the curriculum or old it has been utilized as you
have learned in the previous chapter.
The outcomes and results of evaluation may either be for
improvement/innovation of some features or aspects or changes/alteration in structural
elements and design of the curriculum. We now introduce the concept of curriculum
improvement and curriculum change.
Curriculum Improvement - refers to alteration of certain aspects of curriculum without
changing the fundamental curriculum
elements/structure/conception. It may be in form of

change in strategies and/or activities

time allotment, etc.

Curriculum Change - refers to the basic alteration in the structure elements, conception
and design of learning experiences based on new conceptions such
as change in

subject areas and content/s,

in conception
philosophy
mission
goals
competencies and objectives
sequence of content for the whole level/ etc.

ACTIVITY 11: (Group Work)

Interview a program Chair in college about the following concerns:

1. Highlights of improvement/change/innovation of the New Teacher Education

Curriculum which was implemented in 2018 as an off shoot from K to 12 basic
education program.
2. Reasons /Justifications for these improvement/change/innovation.

References:

Gredler (1996). Program Evaluation

Guba, E. and Lincoln, Y. (1981). Effective Evaluation. San Fransisco, Jossey-Bass

Stake, R. E. (Ed.). (1975) Evaluating the arts in education: A responsive approach .

Columbus, OH: Bobs-Merrill.
https://www.youtube.com/watch?v=YFK5ujIHZCo