CARINA O.

AVENIDO
CPE
Instructor: SANTIFA AUXILIO
1. What are the two ways of looking at
curriculum evaluation?
Answer:
A. 1. Curriculum Program Evaluation may
focus on the overall aspects of a
curriculum or the curriculum itself. More
often it refers to a big curriculum
program. Examples of these programs
that may undergo a curriculum program
evaluation are the K to 12 Curriculum,
the Integrated Science Program, the
Teacher Education Program, the Mother
Tongue Curriculum, the Process
Approach in Mathematics Curriculum,
the Outcomes-Based Curriculum in
Teacher Education, or Experiential
Teacher Education Program are some of
the big curriculum programs.

A.2. Curriculum Program Component

Evaluation. A curriculum component
may include separate evaluation of (a)
Achieved learning outcomes; (b)
curriculum process (teaching - learning
methods/strategies); (c) instructional
materials (i.e books, modules,models).
2. Why is there a need to evaluate a
curriculum?
Answer:
The curriculum process presented by
Tyler, Taba and others at the end of the
line or cycle undergo an evaluation. All
of them agree that planning, designing
and implementing are less useful unless
there is evaluation. Here are some of the
specific reasons.
a. Curriculum evaluation identifies the
strenghts and weaknesses of an existing
curriculum that will be the basis of the
intended plan, design or
implementation. This is referred to as
the needs assessment.

b. When evaluation is done in the middle

of the curriculum development, it will
tell if the designed or implemented
curriculum can produce or is producing
the desired results. This is related to
monitoring.

c. Base on some standards, curriculum

evaluation will guide wether the results
have equalled or exceeded the
standards, thus can be labelled as
success. This sometimes called terminal
assessment.

d. Curriculum evaluation provides

information necessary for twachers,
school managers, curriculum specialist
for policy recommendations that will
enhance achieved learning outcomes.
This is the basis of decision makinh.

In curriculum evaluation, important

processes were evolved such as (a.)
Needs assessment, (b.) Monitoring, (c.)
Terminal assessment and (d) Decision
making.
Curriculum evaluation is a necessary and
important aspect of any national
education system. It provides the basis
for curriculum policy decisions, for
feedback on continuous curriculum
adjustments and processes of curriculum
implementation. ... The achievement of
the goals and aims of educational
programmes.
The need to evaluate curriculum arises
because it is necessary for both teachers
and students to determine the extent to
which their current curricular program
and its implementation have produced
positive and curricularly suitable
outcomes for students.
3. Explain the Ralph Tyler and Hilda
Taba's curriculum model, Daniel
Stufflebeam Model- Contex, Input,
Process Product Model (CIPP) model
Answer:
Curriculum models by Ralph Tyler and
Hilda Taba's end with evaluation.
Evaluation is a big idea that collectively
tells about the value and worth of
something that was done.
The Tyler Model, developed by Ralph
Tyler in the 1940's, is the quintessential
prototype of curriculum development in
the scientific approach. ... Originally, he
wrote down his ideas in a book Basic
Principles of Curriculum and Instruction
for his students to give them an idea
about principles for to making
curriculum.
Ralph Tyler Objectives Centered Model
in 1950 proposed a curriculum
evaluation model which until now co
tinues to influence many curriculum
assessment processes. His monograph
was entitled Basic Principles of
Curriculum and Instruction.Ralph W.
Tyler
In 1949 Tyler Published his book titled
"The Tyler Rationale." He created a
comprehensive curricular model or
schools based on objectives. (Olivia and
Gordon, 2013) pg. 106
Tyler demonstrated his learning
experiences as "the interaction between
the learner and the exterior learning
experiences that impact student
learning". (Olivia and Gordon, 2013) pg.
109
The model consists of the linear
approach and focuses on educational
objectives and directed learning
outcomes for student achievement.
(Pinar, W., Reynolds, W. Slattery. P., and
Taubman, P. (Eds) (1995). Understanding
Curriculum . New York: Peter Lang.)
Historical Context Based on Tyler's
model:
1.He conducted an eight year study.
2. Formed the Tyler Rational.
3. Discusses the nature of the learner,
society aims and subject matter
knowledge.
4.Became an advisor for the University
of Chicago.
Hilda Taba
Hilda Taba was an architect, a curriculum
theorist, a curriculum reformer, and a
teacher educator. ... Taba created a
multipurpose teaching model that
utilizes the use of multiple process i.e.
Listing, grouping, re-grouping, labelling,
and synthesising.
a.Created her curriculum model based
on a grassroots approach.
b.Inductive approach and focused on
specifics. Building up to a general design.
(Olivia and Gordon, 2013) pg. 111
c. Taba's model follows a five step
model. (Olivia and Gordon, 2013) pg.
111.

Hilda Taba's Historical Context

1. Hilda Taba belived teachers should be
at the heart of curriculum development.
(Olivia and Gordon, 2013) Pg. 110
2. Teachers should be able to design
specific learning units. (Olivia and Tyler,
2013) pg. 110
3.Curriculum should be designed based
on concept formation, being able to
interpret data and evaluate students
learning by applying the learned
principles.

Daniel Stufflebean Model-Context,

Input, Process Product Model(CIPP)
The CIPP Model 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 of the four stages as the focus of
evaluation.
a. Context Evaluation - assess needs and
problems in the context for decision
makers to determine the goals and
objectives of the program/curriculum.
b. Input Evaluation- assess alternative
means based on the inputs for the
achievement of objectives to help
decision makers to choose options for
optimal means.
c. Process Evaluation- monitors the
processes both to ensure that the means
are actually being implemented and
make necessary modifications.
d. Product Evaluation- compares actual
ends with intended ends and leads to a
series of recycling decisions.
CIPP evaluation model is a Program
evaluation model which was developed
by Daniel Stufflebeam and colleagues in
the 1960s. CIPP is an acronym for
Context, Input, Process and Product.
CIPP is an evaluation model that requires
the evaluation of context, input, process
and product in judging a programme’s
value.
4. How does a teacher know, that the
students have learned from what has
been taught?.
Answer:
Many educational practitioners agree
that the measure of one's teaching is
indicated by what the children have
learned. The teacher cannot claim that
he/she has taught if the students have
not learned anything.
Let us find out in this lesson,that
assesment of learning is an evaluation
process that tells wether the intended
learning outcomes, through the
teachibg-learning process, have been
converted into achieved learnig
outcomes. We will also find out that
learnibg outcomes can be measured
through the use of different assessment
tools.
Further, as future teachers,you should
also understand and interpret the
grading system that has been derived
from assessment of learning.

5. What are the eight levels of

complexity of learning outcomes are
based on three domains?
Answer:
The Philippine Educational System is
divided into eight levels. In each level,
the learners are expected to achieve
specific standards and competencies of
the learning outcomes.The eight levels
of complexity of learning outcomes are
based on three domains.
a. Knowledge, Skills and Values
b. Application
c. Responsibility-degree of
independence
6. Explain the type of tests to Measure
Knowledge, Process and Understanding.
Answer:
Knowledge, Process and Understanding
(KPU) Learning Outcomes are the
learning outcomes. Students who can
show that they have gained knowledge,
can apply such knowlege and have
achieved several meanings on the
particular knowledge have achieved the
learning outcomes. The three types of
learning outcomes and on the different
levels can be assessed in many ways adn
with the use of appropriate tools.
There are types of tests to measure
Knowledge, Process and Understanding
1. Objectives Tests- Test that require
only one and one correct answer . It is
difficult to construct but easy to check.
1.1. Pencil anf 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 make 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:
a. Fill in the blanks
b. Enumeration
c. Identification
d. Simple Recall
1.1.2. Alternative Response Test- This is
the type of pencil and pencil test, where
two options or choices are provided .
The items can be stated in a question or
a statement form.
Examples of this are:
a. True or False- Example: The Philippine
population has reached one million.
b. Yes or No- Example: Has the Philippine
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 consists of a
problem and a list of suggested
solutions. The incomplete statement, or
direct questions is called the STEM. The
list of suggested solutions in words,
numbers , symbols and phrases are
called ALTERNATIVES, OPTIONS, or
CHOICES. There should be 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 choice items are
presented with STIMULUS MATERIAL.
a. Correct answer type- Other
alternatives are clearly wrong and only
one is the correct answer. This can be
constructed in eitther direct question or
completion of the sentence.
Examples:
Direct Question:
What is NOT a member of ASEAN 2015
Economic Communitt?
A. Vietnam
B. Korea
C. Malaysia
D. Philippines

Incomplete Sentence:
A Country in Southeast asia which is not
a member of the the ASEAN 2015
economic community is
A. Vietnam
B. Korea
B.C. Malaysia
D. Philippines
* Best Answer Type- All the Alternatives
are correct but only one is the best.
Direct Question:
What do progressive educators
consideras the most important factor in
the teaching-learning process?
A. Teacher
B. Learner
C. Books
D. Principal
Incomplete Sentence-
According to progressive educators, the
most important factor in the teaching -
learning process is
A. Teacher
B. Learner
B. C. Books
D. Principal

1.1.4 Matching Type Test- The most

common matching type test is made up
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 types 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
matric below:

Relationships That Can Be Used in

Matching Type Tests
Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes
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.
Column A (Premise)
1. Ramon Magsaysay
2. Carlos P. Garcia
3. Corazon Aquino
Column B ( Response)
A. Man of the Masses
B. People Power President
C. Filipino First Policy
D. Champions of the First Land Reform
Law

1.2.4.2. Imperfect Matching Type - The

number of premises in Column A are not
equal to the number of the responses in
Column B, or the other way around. The
response 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.
Column A ( Premise)
1. Consumer Oriented Model
2. Responsive Model
2. CIIP Model
3. Goal Free Model
4. Phi Delta Kappa Model
Column B (Responses)
A. Michael Scriven
B. Daniel Stufflebeam
C. Robert Stake
D. Ralph Tyler
1.2 Subjective Test - Learning outcomes
which indicate learner's ability to
origjnate, and express ideas is difficult to
test through objective type test. Hence
in subjective type test, answers through
reflections, insights, and opinion can be
given through essay.
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 answer
would reflect the extent of the learner's
knowledge of the subject matter, ability
to use higher order thinking skills and
express ideas in an accurate creative and
appropriate language.
1.2.1.1 Restricted Response Item- This is
like an expanded form of short answer
type objective test. There is a limit on
both the content, scope and the form of
student response. It is most useful in
measuring learning outcomes that
require the interpretation and
application of data in a specific area.
Examples:
1. What are the main body parts of
plant? Describe each part.
2. Why is the barometer one of the most
useful instrument to forecast the
weather? Explain in one paragraph.

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 gpobal 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.