MTE 513- Evaluation of Technology Programs

Mechanics:
1. Conduct an on-site evaluation of the existing curriculum that a group member is
currently handling/teaching.
2. Use the given questions as your guide.
3. Answer the stipulated questions legibly (at least two paragraphs each).
4. Provide evidence/attachments in the form of pictures, tabulated results,
attendance sheets, program of activities, recommendations of prior
observation/audit/ inspection, and other documentation/ MOVs to every answer
you have.
5. Outputs are only due for the subject; each is expected to observe absolute non-
disclosure.
6. All these shall be submitted as a digital/digitized portfolio to be sent thru our
class Google drive (one final output per group).
7. The deadline for submission shall be on January 4, 2023 (Wednesday).
 The Evaluation Design (Worthen, 1981)

I. EVALUATION ISSUES
The Written Curriculum
Goals
1. Are the goals of this subject clearly and explicitly stated and readily accessible to those who need to refer to them?
Yes, the curriculum guide is readily available in print and online.

2. Are those goals congruent with relevant curricular goals of the school district?
3. Are the goals in accord with the recommendations of experts in the field?
4. Are the goals understood and supported by parents?
5. Are the goals understood and supported by school administrators?
6. Are the goals understood and supported by classroom teachers?
7. Are the goals understood and supported by students?

Scope and Sequence of Level Objectives

1. Have the goals of this field been analyzed into a set of grade-level (or achievement level)
objectives that identify the important concepts, skills, and attitudes to be attained?
2. Are those level objectives sufficiently comprehensive so that they adequately reflect the goals of this field?
3. Are those level objectives clearly displayed in some form (such as a scope-and-sequence chart)
that facilitates understanding and use?
4. Are the level objectives in accord with and do they reflect the recommendations of experts in the field?
5. Does the grade placement of objectives reflect the best current knowledge of child development?
6. Does the grade placement of objectives provide for sufficient reinforcement without undue repetition?
7. Is the grade placement of objectives appropriate in relation to their difficulty for learners at that level?
8. Are the objectives appropriately distributed over the grades so that there is balance between the grades?

Written Course Guides

1. Are there written course guides for this field covering all grade levels?
2. Are those guides readily available to administrators, teachers, and parents?
3. Does the format of the guides facilitate revision and amplification?
4. Do the guides clearly specify grade-level objectives in a format and manner that facilitate use?
5. Do the guides make appropriate distinctions between mastery, organic, and enrichment outcomes and focus
primarily on the mastery outcomes?
6. Do the guides indicate clearly the relative importance of the mastery outcomes and suggest time allocations that
reflect their importance?

(Continued)EVALUATION ISSUES: ( Continued )

 7. Do the guides suggest ways of organizing the objectives into learning units,
without requiring a particular type of unit organization?
8. Do the guides recommend (but not mandate) teaching/learning activities that
seem likely to lead to the attainment of the relevant objectives?
9. Do the teaching and learning activities recommended reflect the best current
knowledge about teaching and learning, and are they qualitatively excellent?
10. Do the guides suggest appropriate evaluation processes and instruments?
11. Do the guides recommend appropriate instructional materials and other resources?

The Supported Curriculum

Time
1. Has the school district clearly specified time to be allocated to this field of study
at each level of schooling?
2. Does the time allocated to this field seem appropriate in relation to the district’s
goals, the goals of the field of study, and the recommendations of experts?
3. Do school master schedules and administrative guidelines on time allocation
appropriately reflect district allocations?

Materials
1. Is the quantity of instructional materials adequate in relation to student
enrollments?
2. Are the learning objectives of the instructional materials consonant with the
objectives of the written course guides?
3. Do the instructional materials reflect the best current knowledge in this field of
study?
4. Are the instructional materials free of gender bias and ethnic stereotyping?
5. Are the instructional materials written at an appropriate level of difficulty?
6. Are the instructional materials designed and organized in a manner that facilitates
teacher use?
7. Do the instructional materials reflect sound learning principles, providing
adequately for motivation, explanation, application, reinforcement, and
enrichment?

Staff Development
1. Does the district provide ongoing staff-development programs that help the
teachers use the curriculum guides effectively and involve teachers in
improving the guides?

The Taught Curriculum

1. Do the teachers allocate time to this field of study in accordance with district and school
guidelines?
2. Do the teachers allocate time to the several components of this field of study in a
way that reflects curricular priorities?
3. Do the teachers teach for the objectives specified for that grade?
 4. Do the instructional methods used by the teachers reflect the best current knowledge about teaching
that field of study and are they qualitatively excellent?
5. What unintended effects does this curriculum have on teaching?

The Tested Curriculum

1. Does the district provide curriculum-based tests that adequately reflect and correspond with the
objectives stated in the course guides?
2. Are such tests valid and reliable measures of performance?
3. Does the district make use of standardized tests that provide norm-referenced data on achievement in
this field of study?
4. Do any standardized tests used by the district adequately reflect and correspond with the objectives
stated in the course guides?

The Learned Curriculum

1. Do pupils believe that what they are learning is useful and meaningful?
2. Do pupils achieve the specified objectives at a satisfactory level?
3. What unintended learning outcomes are evidenced?
4. What are the opportunity costs for pupils involved in this field of study?

Formative Aspects
1. By what processes was this field of study developed, and did those processes provide for appropriate
input from all constituencies?
2. What specific provisions are there for continuing input from those constituencies?
3. What specific provisions are there for revising and modifying the program of studies?

II. EVALUATION CHECKLIST

Che ✓ck ü if Curricular Program Components
yes
✓ Does the curriculum provide evidence of administrative and school board support?
✓ Does the curriculum plan incorporate a mission statement?
✓ Does the curriculum plan establish a task force or advisory committee?
✓ Does the curriculum plan facilitate the involvement of parents and the community?
✓ Does the curriculum design allow for research development?
✓ Does the curriculum plan utilize student learner outcomes as a measure?

Does the curriculum plan have an evaluation tool that provides for the
collection of qualitative data?

Prepared by:

JOVENEL E. BONTILAO, MIT

Facilitator
Mechanics:
1. Each is required to make a 2-page response to the given case study.

III.CASE STUD Y Teaching to the Test

A school trustee shares with Kathy Peterson, district superintendent that one of the school
district teachers is teaching to the test.
“I understand that one of our sixth-grade teachers is teaching to the test in Principal Harris’s
building,” says board trustee Ron Dawson.
Superintendent Peterson smiles. “It would be a problem if we were talking about a norm-
referenced standardized test as the evaluative tool. Fortunately, it is my understanding that the
sixth-grade teacher is referring to our criterion-referenced test that is currently based on state
standards. In this case, we want the teachers to analyze the items and adjust their curriculum to
benchmarks on the test—so, in effect, she is teaching to the test.”
Trustee Dawson looks as though he is slightly confused.
Peterson continues, “Not only is she teaching to the test, but she has also developed a
computerized grading system that has the capability of providing e-mail reports to parents. This
way, the parents can also help address the acquisition of certain basic skills. The result i s that we
have basically wrapped the testing process into our curriculum evaluation process.”
“And how is that?” Ron Dawson asks.
“Well, at a push of a button, your sixth-grade teacher can average and total any student’s
grade at any time. If parents walk through the door, she can tell them exactly how their child is
doing. She also has an electronic portfolio of every student as part of the evaluative process.”
Trustee Dawson likes the idea of having the district’s teachers addressing basic skills that are
on the state test. “This concept of teaching to the test—a criterion-referenced test—is what we
should have been doing all along,” he says enthusiastically.

Prepared by:

JOVENEL E. BONTILAO, MIT

Facilitator

RESPONSES

The Tested Curriculum

1. Does the district provide curriculum-based tests that adequately reflect and
correspond with the objectives stated in the course guides?

It is important for district provided curriculum-based tests to adequately reflect and

correspond with the objectives stated in the course guides in order to accurately
measure student learning and progress. This helps to ensure that the test results are
reliable and valid indicators of what students have learned. In general, it is a good
practice for curriculum-based tests to be aligned with the goals and objectives of the
course or curriculum, as this allows for a more meaningful and accurate assessment of
student learning.
Further by doing, this, it helps ensure that the content being tested is relevant and
aligned with the learning goals of the course. Second, It allows for a more accurate
assessment of student learning and progress, as the test is measuring the specific skills
and knowledge that were intended to be taught. Next, It helps to prevent confusion and
frustration for both students and teachers, as the test is clearly connected to the
material being covered in class. And on top of all this, It can improve the overall quality
of the curriculum, as it allows for ongoing evaluation and refinement of the course
objectives and content.

2. Are such tests valid and reliable measures of performance?

Curriculum-based tests that align with the objectives stated in the course guide can
be valid and reliable measures of performance. Validity refers to the extent to which a
test accurately measures what it is intended to measure. Reliability refers to the
consistency and stability of the test scores. If a test is well-designed and aligned with
the course objectives, it can be considered a valid and reliable measure of student
performance. However, there are always limitations to the validity and reliability of any
test, and it is important to consider these limitations when interpreting test results.
It is important for district-provided curriculum-based tests to be both valid and
reliable in order to accurately assess student learning and inform instructional decision-
making. There are many ways to ensure the validity and reliability of a test, including
carefully aligning the test with the curriculum, pilot testing the test with a small group of
students, and using statistical techniques to analyze the test results.

3. Does the district make use of standardized tests that provide norm-referenced
data on achievement in this field of study?

To differentiate the two ideas first, we have Norm-referenced tests are designed to
compare individual student performance to the performance of a larger group of
students, known as the norm group. These tests provide data on how well a student
performs relative to other students in the norm group. On the other hand, Standardized
tests are designed to be administered and scored in a consistent manner, so they can
be useful for comparing student performance across different schools or districts.

In this case, It is possible that the district may make use of standardized tests that
provide norm-referenced data on student achievement in certain subjects or fields of
study. However, it is also important to note that standardized tests may not always be
the most appropriate or effective way to assess student learning in all subjects or for all
students.
4. Do any standardized tests used by the district adequately reflect and correspond
with the objectives stated in the course guides?

It depends on the specific standardized tests being used and the objectives stated in the
course guides. In general, it is important for any assessment tool, including
standardized tests, to adequately reflect and correspond with the objectives of the
curriculum. This helps to ensure that the test is measuring the knowledge and skills that
students are expected to learn and that the results of the test are valid and meaningful.
Also, It is important for a standardized test to reflect and correspond with the objectives
stated in the course guides because it helps to ensure that the test is measuring the
knowledge and skills that students are expected to learn. When a test aligns with the
curriculum, it provides a valid and reliable measure of student learning and can be used
to inform instructional decision-making.
Standardized tests that do not align with the curriculum may not accurately
measure student learning and may not provide meaningful or useful information to
teachers and school administrators. For example, if a standardized test is focused on
content or skills that are not covered in the curriculum, it may not provide an accurate
assessment of student learning. Similarly, if a standardized test does not adequately
assess the higher-level thinking skills that are emphasized in the curriculum, it may not
provide a complete picture of student learning. Therefore, it is important for
standardized tests to reflect and correspond with the objectives stated in the course
guides in order to be a useful and meaningful assessment tool.
 The Learned Curriculum

1. Do pupils believe that what they are learning is useful and meaningful?

It is important for students to feel that what they are learning is useful and
meaningful in order to be motivated and engaged in their studies. When students feel
that the content, they are learning is relevant and applicable to their lives, they are more
likely to be motivated to learn and to see the value in their education.
There are many ways that educators can help to make learning feel more useful and
meaningful for students. This may include connecting the content to real-world
examples and problems, encouraging students to think critically and creatively about the
material, and providing opportunities for students to apply what they have learned in
authentic and relevant contexts. It is also vital for educators to be aware of and consider
the interests and needs of their students when designing a curriculum. When students
are able to see how the material they are learning is relevant to their own lives and
goals, they are more likely to find it useful and meaningful.

2. Do pupils achieve the specified objectives at a satisfactory level?

The degree to which students achieve the specified objectives in a learned curriculum
will depend on many factors, including the effectiveness of the teaching and learning
strategies being used, the readiness and motivation of the students, and the quality and
alignment of the curriculum.

It is essential for educators to regularly assess student progress and use the results of
these assessments to inform instruction and make adjustments as needed. This may
include using a variety of assessment tools and strategies, such as formative and
summative assessments, performance-based assessments, and authentic
assessments.

By regularly assessing student progress and using the results to inform instruction,
educators can help to ensure that students are achieving the specified objectives at a
satisfactory level. If students are not achieving the objectives at a satisfactory level, it
may be necessary to adjust the teaching and learning strategies being used or to
provide additional support or resources to students in order to help them achieve the
specified objectives.

3. What unintended learning outcomes are evidenced?

It is not uncommon for students to learn things that are not specifically intended or
planned by the curriculum. These unintended learning outcomes can occur as a result
of a variety of factors, such as students making connections between the material they
are learning and their own experiences or interests, or students being exposed to new
ideas or perspectives through their studies.

Unintended learning outcomes can be difficult to predict or measure, as they are not
necessarily tied to specific objectives or standards. However, they can still be valuable
and meaningful learning experiences for students and can contribute to their overall
development and growth.

It is significant for educators to be aware of the potential for unintended learning

outcomes and to be open to the possibility of students learning things that are not
explicitly addressed in the curriculum. By fostering a climate of curiosity and inquiry, and
by encouraging students to make connections between the material they are learning
and their own experiences, educators can help to facilitate unintended learning
outcomes and support the overall learning and development of their students.

4. What are the opportunity costs for pupils involved in this field of study?

The opportunity cost for students involved in a particular field of study refers to the
alternative opportunities or experiences that they may be giving up in order to pursue
that field of study. Opportunity costs can be financial, such as the cost of tuition or other
fees associated with a particular program of study, or they can be non-financial, such as
the time and effort that students invest in their studies.
For example, if students choose to pursue a particular field of study, they may have to
forgo the opportunity to work or earn an income while they are in school. Similarly, they
may have to sacrifice other personal or recreational activities in order to devote
sufficient time and energy to their studies.

It is important for students to carefully consider the opportunity costs associated with a
particular field of study and to weigh the potential benefits and drawbacks of pursuing
that field of study. This can help them to make informed decisions about their education
and career paths.

Formative Aspects

1. By what processes was this field of study developed, and did those processes
provide for appropriate input from all constituencies?

The development process for a particular field of study will depend on the context in
which it is being developed and the specific goals and objectives of the study. In
general, it is important for the development process to be inclusive and to provide for
appropriate input from all relevant constituencies. This can help to ensure that the field
of study is well-informed, relevant, and responsive to the needs and interests of the
students, educators, and other stakeholders who will be involved in the study.

There are many different ways that input from all constituencies can be obtained during
the development process for a field of study. This may include gathering feedback from
educators and students, consulting with experts in the field, and soliciting input from
other stakeholders, such as parents, community members, or industry professionals. It
is important for the development process to be transparent and open to input from all
relevant parties in order to ensure that the field of study is well-informed and responsive
to the needs and interests of all stakeholders.

2. What specific provisions are there for continuing input from those
constituencies?
It is important for there to be provisions for continuing input from all relevant
constituencies in order to ensure that a field of study remains relevant and responsive to
the needs and interests of those involved in the study. There are many different ways
that continuing input can be obtained, depending on the context and goals of the field of
study.
Some options for obtaining continuing input might include:
 Gathering ongoing feedback from students and educators through surveys, focus
groups, or other means
 Consulting with experts in the field on a regular basis to stay up to date on the
latest research and developments
 Inviting stakeholders, such as parents, community members, or industry
professionals, to participate in advisory committees or other decision-making
bodies
 Providing opportunities for students and educators to share their experiences
and ideas with others in the field through conferences, professional development
workshops, or other professional learning opportunities
By incorporating provisions for continuing input from all relevant constituencies, it is
possible to ensure that a field of study remains responsive to the needs and interests of
those involved in the study and remains relevant and meaningful over time.

3. What specific provisions are there for revising and modifying the program of
studies

The specific provisions for revising and modifying the program of studies will depend on
the context in which the program is being conducted and the specific goals and
objectives of the study. It is important for the guidelines to be clear and transparent in
order to ensure that any changes or amendments to the study plan are made in an
informed and deliberate manner.
Some possible guidelines for changing and amending a study plan might include:
 Clearly defining the process for proposing and reviewing changes to the study
plan
  Involving relevant stakeholders, such as students, educators, and other experts
in the field, in the review and decision-making process
 Ensuring that any proposed changes or amendments are aligned with the overall
goals and objectives of the study
 Providing opportunities for public input and feedback on proposed changes
 Ensuring that any changes or amendments are thoroughly reviewed and tested
before being implemented
By following clear and transparent guidelines for changing and amending a study plan, it
is possible to ensure that any changes or amendments are made in an informed and
deliberate manner and are in the best interests of all stakeholders involved in the study.

II. EVALUATION CHECKLIST

Che ✓ck ü if Curricular Program Components
yes
✓ Does the curriculum provide evidence of administrative and school board support?
✓ Does the curriculum plan incorporate a mission statement?
✓ Does the curriculum plan establish a task force or advisory committee?
✓ Does the curriculum plan facilitate the involvement of parents and the community?
✓ Does the curriculum design allow for research development?
✓ Does the curriculum plan utilize student learner outcomes as a measure?

Does the curriculum plan have an evaluation tool that provides for the
collection of qualitative data?
Mechanics:
1. Each is required to make a 2-page response to the given case study.

Dear Mr. Dawson,

Thank you for bringing your concerns to my attention regarding one of our sixth-grade
teachers who you believe is teaching to the test. After speaking with Superintendent
Peterson, it is my understanding that the teacher in question is using our criterion-
referenced test, which is based on state standards, as a tool to guide her instruction and
to assess student learning.

It is important to recognize that teaching to the test is not necessarily a negative thing,
as long as the test in question is aligned with the curriculum and is being used to
measure the knowledge and skills that students are expected to learn. In this case, it
appears that the teacher is using the test to adjust her curriculum and to focus on the
benchmarks and basic skills that are addressed on the test. This is a valuable and
appropriate use of the test, as it helps to ensure that students are receiving instruction
that is aligned with the learning goals and objectives that have been established for the
grade level and subject area.

I also want to highlight the fact that the teacher is using a computerized grading system
and electronic portfolio to track student progress and to provide regular updates to
parents. This can be a valuable tool for supporting student learning and for keeping
parents informed about their child's progress. By providing regular updates and allowing
parents to see how their child is doing in real-time, the teacher is able to engage
parents in the learning process and encourage them to support their child's academic
development.
Overall, it seems that the teacher in question is using a variety of strategies and tools to
support student learning and to assess student progress. While it is important to be
mindful of the potential drawbacks of teaching to the test, it is also important to
recognize the value of using tests and other assessment tools to inform instruction and
to ensure that students are meeting the desired learning objectives.

I hope this helps to clarify the situation and to address any concerns you may have.
Please be informed that your feedback is most valuable to us as its motivates us do
more and be more innovative in shaping our youth in the future.

Sincerely,
Bobcel Kaye Lee Mabilog