Chapter 4.

Evaluating the Curriculum

Module 5: Curriculum Evaluation and the Teacher

Lesson 1: What, Why and How to Evaluate a Curriculum

Desired Learning Outcomes

 Acquired clear understanding of what is curriculum evaluation

 Explained the need to evaluate the curriculum and how it’s being done
 Expanded knowledge about different curriculum evaluation models

Content Focus

Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about? Is it synonymous
to assessment of learning? Analysis of the various definitions reveals that evaluation is both a process
and a tool. As a process it follows a procedure based on models and frameworks to get to the desired
results. As a tool, it will help teachers and program implementers to judge the worth and merit of the
program and innovation or curricular change. For both process and a tool, the results of evaluation will
be the basis to IMPROVE curriculum.

Definition of Curriculum Evaluation:

Persons Definition
Curriculum evaluation is a process done in order to gather data
Ornstein, A. &
that enables one to decide whether to accept, change,
Hunkins,F, (1998)
eliminate the whole curriculum of a textbook.
Evaluation answers two questions: 1. Do planned learning
opportunities, programmes, courses and activities as developed
McNeil, J. (1977)
and organized actually produce desired results? 2. How can a
curriculum best be improved?
Evaluation is to identify the weaknesses and strengths as well as
problems encountered in the implementation, to improve the
Gay, L. (1985)
curriculum development process. It is to determine the
effectiveness of and the returns on allocated finance.
It is a process of delineating, obtaining and providing useful
Olivia, P, (1988) information for judging alternatives for purposes of modifying,
or eliminating the curriculum.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes 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.
  Curriculum evaluation identifies the strengths 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.
 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.
 Based on some standards, curriculum evaluation will guide whether the results have equaled or
exceeded the standards, thus can be labelled as success. This is sometimes called terminal
assessment.
 Curriculum evaluation provides information necessary for teachers, school managers,
curriculum specialist for policy recommendations that will enhance achieved learning outcomes.
This is the basis of decision making.

In curriculum evaluation, important processes were evolved such as (a.) needs assessment, (b)
monitoring, (c) terminal assessment and (d) decision making.

Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big idea
that collectively tells about the value or worth of something that was done.

How can a merit or worth of an aspect of a curriculum be determined? Curriculum specialists

have proposed an array of models which are useful for classroom teachers and practitioners. Let us look
at some of these.

1. Bradley Effectiveness Model

In 1985, L.H. Bradley wrote a hand book on Curriculum Leadership and Development. This book
provides indicators that can help measure the effectiveness of a developed or written curriculum. For
purposes of the classroom teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example: Elementary Science
Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study Curriculum. Then
find out if the curriculum you are evaluating answers Yes or No. Answering Yes to all the questions
means, good curriculum as described by Bradley.

Bradley’s Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or No
 Does the curriculum reflect the format (i.e K to 12, OBE,
Vertical Inquiry, etc.) that enables teachers quickly access what is
Curriculum being taught in the grade/year levels below or above the
Continuity current level? (Example: If you are looking at Science 5, below
means Science 4 and above means, Science 6)
Horizontal  Does the curriculum provide content and objectives that are
Curriculum common to all classes of the same grade level? (Example: All
Continuity English 101 for all 1st year college students)
Instruction  Are lesson plans/ syllabi/ course design derived from the
Based on curriculum and strategies? Are materials used correlated with
Curriculum the content, objectives and activities?
  Is there evidence of involvement of the different curriculum
Broad
stakeholders in the planning, designing and implementation
Involvement
and review. of the curriculum?
Long Range  Is review cycle followed within the period of planning and
Planning implementation of the curriculum?
 Did the initial thoughts about the curriculum come from
Positive Human
teachers, principals, curriculum leaders and other
Relations
stakeholders?
Theory-Into  Is there clarity of vision, mission, graduation outcomes,
Practice program philosophy, learning outcomes in the curriculum?
 Are there tangible evidence to show that the internal and
Planned Change
external publics accept the developed program?
If any of the indicators is answered with a “No”, actions should be made to make it Yes.

2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues
to influence many curriculum assessment processes. His monograph was entitled Basic
Principles of Curriculum and Instruction.

In using the Tyler's model, the following curriculum components and processes are
identified in curriculum evaluation.

Curriculum Elements
1. Objectives/Intended
Learning Outcomes
2. Situation or Context
3. Evaluation
Instruments/Tools
4. Utilization of Tools
5. Analysis of Results
6. Utilization of
Results
Action
Evaluation Process Taken:
Yes or No
1. Pre-determine intended learning outcomes or objectives.
2. Identify the situation/context that gives opportunity to
develop behavior or achieve objectives
3. Select, modify and construct evaluation instruments or
tools. Check its objectivity, reliability and validity.
4. Utilize the tools to obtain results.
Compare the results obtained from several instrument
before and after to determine the change.
5. Analyze the results obtained to determine strength and
weaknesses. Identify possible explanation about the
reasons for the particular pattern.
6. Use the results to make the necessary modifications.

Using all the steps to evaluate the curriculum and obtaining all YES answer would mean the
curriculum has PASSED the standards. Tyler's model of evaluating the curriculum is relatively easy to
understand which many teachers can follow.

3. Daniel Stufflebeam's Context, Input, Process Product Model (CIPP)

 The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa
committee chaired by Daniel Stufflebeam. The model made emphasis that the result of
evaluation should provide data for decision making. There are four stages of program operation.
These include (1) CONTEXT EVALUATION, (2) INPUT EVALUATION, (3) PROCESS EVALUATION and
(4) PRODUCT EVALUATION. However, any evaluator can only take any of the four stages as the
focus of evaluation.

 Context Evaluation- assesses needs and problems in the context for decision makers to
determine the goals and objectives of the program/curriculum.
 Input Evaluation- assesses alternative means based on the. inputs for the achievement of
objectives to help decision makers to choose options for optimal means.
 Process Evaluation- monitors the processes both to ensure that the means are actually
being implemented and make necessary modifications.
 Product evaluation- compares actual ends with intended ends and leads to a series of
recycling decisions.

For all the four stages, the six steps are suggested.

Stages of the CIPP Model Steps Taken in All the Stages

3. Context Evaluation Step 1: Identify the kind of decision to be made.

Step 2: Identify the kinds of data to make that
decision
4. Input Evaluation Step 3: Collect the data needed,
Step 4: Establish the criteria to determine quality
5. Process Evaluation of data.
Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for
6. Product Evaluation decision makers.

4. Stake Responsive Model. Responsive model is oriented more directly to program activities than
program intents. Evaluation focuses more on the activities rather than intent or purposes.

Robert Stake (1975) recommends to the curriculum evaluator the following steps.

The curriculum evaluator follows the steps below.

Meets with stakeholders to identify their perspectives and intentions regarding
Step 1
curriculum evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the evaluation.
Observes the curriculum closely to identify the unintended sense of implementation
Step 3
and any deviations from announced intents.
Step 4 Identifies the stated real purposes of the program and the various audiences.
Identifies the problems of the curriculum evaluation at hand and identifies an
Step 5
evaluation design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
 Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats for the report.

5. 5.Scriven Consumer Oriented Evaluation. Michael Scriven, in 1967 introduced this evaluation
among many others when education products flooded the market. Consumers of educational
products which are needed to support an implemented curriculum often use consumer-oriented
evaluation. These products are used in schools which require a purchasing decision. These
products include textbooks, modules, educational technology like softwares and other
instructional materials. Even teachers and schools themselves nowadays write and produce
these materials for their own purposes.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or
summative evaluation purposes. The use of criteria and checklist was proposed by Scriven for adoption
by educational evaluators.

An example of an Instructional Material Review Form by Marvin Patterson of Florida State

University is adapted for better understanding.

Preliminary Information Recommendation

Title: ____ Retain for further review

Author(s)
____ Reject
Publisher: (Comments)

Copyright date:

Material Evaluator:

Use the following codes to rate the material

+ means yes or good quality - means no or poor quality

o means all right but not of good quality NA means not applicable

Criteria + o - NA
yes all right no or not
or but not so poor applicable
good good
1. Content covers a significant portion of the course
competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most students who will
use the material.
 4. Intended learning outcomes, competencies are stated.
5. Formative and summative assessments are included.
6. Activities are varied to meet the needs of students.
7. Teacher's guide is included with management
suggestions.
8. Materials are presented in logical order.
9. Learning outcomes, competencies and / or tasks.
10. Degree of match between learning activities and
intended learning outcomes.
11. Quality of test items and degree of match with
intended learning outcomes.
12. Quality of direction on how students will process
through the materials.
13. Quality of drawings, photographs, and /or other
materials.
14. Overall design of the learning activities for individual
instruction.
15. Quality of management procedures for teachers (TGs)
16. Optional (List course map competencies covered by the
instructional material)

Using the checklist for instructional material review or evaluation may help any curricularist
make a decision as to which textbook, modules or any instructional support material will be used,
revised, modified or rejected.

A Simple Way of Curriculum Evaluation Process

For a very simple and practical way of curriculum evaluation, responding to the following
questions will provide an evaluation data for curriculum decision. Just ask the following questions and
any NO answer to an item will indicate a need for a serious curriculum evaluation process.

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary,
tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d) tested and (e)
learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?

In summary, whatever models of curriculum evaluation to be used, ASCD, 1983 suggests the following
steps.
Steps in Conducting a Curriculum Evaluation

Steps What to Consider

 Curriculum Program Sponsors, Managers and Administrators,
1. Identifying primary
School Heads, Participants(Teachers and Students) Content
audiences
Specialist; other stakeholders.
2. Identifying critical  Outcomes (expected, desired, intended)
issues/problems Process(Implementation) Resources (Inputs)
 People (teachers, students, parents, curriculum developers)
3. Identifying data source
Existing documents; Available records; Evaluation Studies.
 Standardized Test, Informal tests; Samples of Students Work;
4. Identifying techniques for
Interviews; Participant Observations, Checklist, Anecdotal
collecting data.
records
5. Identifying established  Standards previously set by agency (DepEd, CHED,
standards and criteria Professional Organization
6. Identifying techniques in  Content Analysis, Process Analysis, Statistics, Comparison,
data analysis Evaluation Process
7. Preparing evaluation  Written; Oral; Progress; Final; Summary; Descriptive, Graphic,
report Evaluative and Judgmental; List of Recommendations
 Case studies; Test Scores Summary; Testimonies; Multimedia
8. Preparing modes of display
representation; Product Display (exhibits); Technical Report

The steps are easy to follow. Begin thinking of how curriculum evaluators will proceed in finding
out if there is a need to modify, enhance or continue with the implementation of the curriculum. After
all, the main purpose of evaluation is to improve the existing condition, so that it would benefit the
students.

Lesson 2: Curriculum Evaluation Through Learning Assessment

Desired Learning Outcomes

 Understood how the curriculum can be evaluated by the assessment of learning outcomes
 Identified the levels of learning outcomes and levels of assessment
 Matched the levels of learning outcomes with the appropriate assessment tools
 Interpreted the value of assessment in terms of grades assigned

Content Focus

1. Achieved Learning Outcomes

 Achieved learning outcomes is defined in outcomes-based education as a product of
what have been intended in the beginning of the learning process. Indicators of the learning
outcomes which are accomplished are called achieved learning outcomes. Standards and
competencies are used as the indicators and measures of these outcomes.

Our country has established the Philippines Qualification Framework (PQF) as a standard
which will be aligned to the ASEAN Reference Qualification Framework (ARQF) for the
comparability of the learning outcomes at the different levels of educational ladder. The PQF is
shown in the diagram below:

Source: Department of Education

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.

 Knowledge, Skills and Values

 Application
 Responsibility- degree of independence

After finishing Grade 11, the learner must have achieved Level 1 of the learning outcomes, Grade 12, the
level of complexity of learning outcomes achieved is labelled as Level 2. Using the three domains these
are described in the matrix below. (Source: Department of Education)

Domains Level 1 (Grade 11) Competencies Level 2 (Grade 12) Competencies

Knowledge, Skills ― Possess foundational ― Possess functional knowledge
and Values knowledge across learning across range of learning areas
areas with core competencies and technical skills in chosen

in communication, scientific,
critical and creative thinking,
and use of technologies.
― Have an understanding of right
and wrong; one's history and
cultural heritage; and deep
respect for self, others and
their culture and environment.
― Apply foundational knowledge,
skills and values in academic
and real life situations through
Application
sound reasoning, informed
decision-making and the
judicious use of resources.
Degree of ― Apply skills in limited situations
Independence with close supervision.
career tracks with advanced
competencies in communication,
scientific, critical and creative
thinking; and use of technologies.
― Have understanding of right and
wrong; one's history and cultural
heritage; and deep respect for
self, others and their culture, and
the environment.
― Apply functional knowledge,
technical skills and values in
academic and real life situations
through sound reasoning,
informed decision-making, and
the judicious use of resources.
― Apply skills in varied situations
with minimal supervision

The degree programs for tertiary education are issued by the Commission on Higher Education
(CHED). There are three levels of competency domains for the baccalaureate, master's and doctorate
degrees.

Baccalaureate Degree Master’s Degree Doctorate Degree

Domains
Competencies PQF 6 Competencies PQF 7 Competencies PQF 8
Generates new
Broad and coherent Broad, deep, specific
Knowledge, Skills, knowledge, skills with
knowledge in the field knowledge in the field
Values established values in
of discipline of discipline
the discipline
Apply in professional
Apply in professional Apply in professional
Application work and research as a
work. work and research.
leader or initiator.
Degree of Independent or in Highly independent,
Independent
Independence terms leads and initiates.

As mentioned earlier, the PQF is the Philippines Framework which is comparable to the ten
member countries of the ASEAN. These countries are Malaysia, Indonesia, Brunei Darrussalam,
Philippines, Singapore, Thailand, Cambodia, Myanmar, Lao PDR and Vietnam. Each country's national
framework shall be referenced to the ASEAN Reference Qualification Framework (ARQF). ARQF is a tool
or device that enables comparisons of qualifications across ASEAN member states. It addresses
education and training that promote lifelong learning. (Coles, M and Bateman, A. Undated).

Knowledge, Process, Understanding, Performance (KPUP)-Levels of Learning Outcomes

Knowledge, Process, Understanding, Performance reflect different learning outcomes that are
arranged in hierarchy or complexity. Knowledge being the basic level of learning outcomes and
Performance being the advanced level of learning outcomes.
 Let us look at how these learning outcomes are calibrated. Later on we will find examples on
how each level is assessed.

Learning Description of Learning Outcomes Guide Questions for Teachers

1. What do you want your
students to know in terms
of facts, concept,
KNOWLEDGE-factual knowledge; conceptual procedure and multiple
Level 1 knowledge, procedural knowledge, thinking? i.e. parts of the
metacognition body; the sky is blue, how
to dissect a frog;
describing a typhoon from
different views.
2. What do you want your
PROCESS-skills that the students use based on student to do, with what
Level 2 facts and information for making meaning and they know? i.e. identify the
understanding. parts of the frogs body
after dissecting it.
3. What do you want
students to understand?
Level 3 UNDERSTANDING-big ideas or concepts i.e. How do the elements
of weather interact to
produce climate change?
4. Can you place in a portfolio
all the evidence to show
PRODUCT/PERFORMANCE-What products your learning outcome?
(material, tangible) or performance (oral, visual, 5. Can you create a one act
Level 4 written, etc.) as evidence of learning? i.e. play showing the principles
portfolio, paintings, drama, research projects, in dramatization?
etc.) 6. Present a research report
on conservation of
indigenous plants.

Lesson 3: Planning, Implementing and Evaluating: Understanding the Connections

Desired Learning Outcomes

 Explain the connection of planning to implementing in curriculum development

 Explain the connection of implementing to evaluating in curriculum development
 Explain the connection of evaluating to planning in curriculum development
 Understand the connections between planning and implementing and evaluating in the
curriculum process

Content Focus

The Evaluation Cycle: The Connections

 Planning, Implementing and Assessing are three processes in curriculum development that are
taken separately but are connected to each other. The cycle continues as each is imbedded in a dynamic
change that happens in curriculum development.

Key Idea: Planning is an initial step in curriculum development.

Planning is an initial process in curriculum development. It includes determining the needs

through an assessment. Needs would include those of the learners, the teachers, the community and
the society as these relate to curriculum. After the needs have been identified, the intended outcomes
are set. Intended outcomes should be smart, specific, measurable, attainable, with result, and with in
the frame of time. Intended outcomes should be doable, achievable and desired. After establishing
these, then a curricularist should find out in planning the ways of achieving the desired outcomes. These
are ways and means, and the strategies to achieve outcomes. Together with the methods and strategies
are the identification of support materials. All of these should be written, and should include the means
of evaluation.

An example of a curriculum plan is a lesson plan. It is a written document. Many planners would
say: “A good plan is half of the work done.” So, in curriculum development a well-written plan ensures a
successful implementation.

The end product of planning is a written document. Some outputs of curriculum planning are
lesson plans, unit plan, syllabus, course design, modules, books, instructional guides, or even a new
science curriculum plan.

Key Idea: Implementation continues after planning.

What should be implemented? The planned curriculum which was written should be implemented. It
has to be put into action or used by a curriculum implementor who is the teacher. Curriculum plans
should not remain as a written document. It will become useless.

A curriculum planner can also be a curriculum implementor. In fact, a curriculum planner who
implements the curriculum must have a full grasp of what is to be done. This is an important role of the
teacher.

With a well-written curriculum plan, a teacher can execute this with the help of instructional
materials, equipment, resource materials and enough time. The curriculum implementor must also see
to it that the plan which serves as a guide is executed correctly. The skill and the ability of the teacher to
impart guide learning are necessary in the curriculum implementation. It is necessary that the end in
view or the intended outcomes will be achieved in the implementation.

Key Idea: Evaluation follows implementation.

The focus of this-chapter is evaluation after planning, and implementation was done. It is very
necessary to find out at this point, if the planned or written curriculum was implemented successfully
and the desired learning outcomes were achieved.

Curriculum evaluation as a big idea may follow evaluation models which can be used for
programs and projects. These models discussed in the previous lesson guide the process and the
corresponding tools that will be used to measure outcomes.

However, when used for assessment of learning, which is also evaluation, more attention is
given to levels of assessment for the levels of learning outcomes as defined by the Department of
Education, The use of the description for the proficiency the learner is described by the qualified values
of the weighted test scores in a interval scale.
Key Idea: What has been planned, should be implemented and what has been implemented should be
evaluated.

Finally the PIE. The cyclical flow of the three processes in curriculum development is very easy to
remember and follow. As a curricularist, these guiding ideas clarify our understanding that one cannot
assess what was not taught, nor implement what was not planned. PLAN then IMPLEMENT then
EVALUATE and the next cycle begins.