State Universities and Colleges

GUIMARAS STATE COLLEGE

MC Lain, Buenavista, Guimaras
WWW.GSC.EDUC.PH

GRADUATE SCHOOL
LAMBUNAO CHAPTER
School Year 2019-2020
1st Semester
MA. JOSSIE P. LORAÑA
MA. NIZEL F. LICOS
RETSEL B. SEGURA NELMA C. BAYNOSA
FHEMIE JOY A. LOPEZ PROFESSOR
DARYL LYN MAY D. LEGAYADA
REPORTERS
ED. 222
CURRICULUM DEVELOPMENT

CURRICULUM EVALUATION
Introduction
Curriculum evaluation is a component of curriculum development that responds to public
accountability. It looks into educational reforms or innovations that happen in the teacher’s classrooms, the
school, district, division or the whole educational system as well. It is establishing the merit and worth of a
curriculum. Test results will only be used as one of the pieces of evidence of evaluation. For at the end, the
purpose of evaluation is to improve and not to prove.

WHAT, WHY AND HOW TO EVALUATE A CURRICULUM

WHAT?
 Ornstein, A. & Hunkins, F.(1998)……… Curriculum evaluation is a process done in order to gather data
that enables one to decide whether to accept, change, eliminate the whole curriculum of a textbook.
 McNeil, J (1997)……..Evaluation answers two questions.
1. Do planned learning opportunities, programs, courses and activities as
developed and organized actually produced desired results?
2. How can a curriculum best be improved?
 Gay, L. (1985)………. Evaluation is to identify the weaknesses and strengths as well as problems
encountered in the implementation, to improve the curriculum development process. It is to
determine the effectiveness of and the returns on allocated finance.
 Olivia, P.(1988)………It is a process of delineating, obtaining and providing useful information for
judging alternatives for purposes of modifying, or eliminating the curriculum

WHY?
 Any aspect of an activity or undertakings should be evaluated for purposes of better performance in
the future
 If evaluated objectively, this brings good result and achieves quality performance.
 Curriculum assessment is not a one shot deal.
  Graphic shows it is part of a process
 Therefore, it is a continuous process from what is intended to what is implemented to what is
achieved.
Bilbao,et Al. (2003) differentiated what is intended, implemented and achieved.
 Intended curriculum- refers to the planned objectives, goals, and purposes of the curriculum.
Answers what the curriculum maker/ framer wants to do.
 Implemented curriculum- refers to the various learning experiences provided to the students to
achieve the goals.
 Achieved curriculum- refers to the learning outcomes measured by learning performances.
WHAT ARE THE OBJECTIVES OF CURRICULUM EVALUATION?
 Examine and evaluate the historical, philosophical, ethical, social, economic and political influence on
curriculum.
 evaluate curriculum methods and structures in relation to national curricular standards and to national
value-added mandates
 relate cognitive and brain-based research to curricular methods, structure and intents
 analyse the compatibility of the curriculum and related assessments
 explore the effects of curriculum on teaching, learning, supervision and policy
 evaluate the curricular demands of a digital age
 define personal, philosophy and approaches regarding curriculum design, development and
implementation
4 REASONS FOR CURRICULUM EVALUATION
 curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the
basis of the intended plan, design, or implementation
 when evaluation is done in the middle of the curriculum development, it will designed or implemented
curriculum that can produce or is producing the desired results. This is related to monitoring.
 curriculum evaluation will guide whether the results have equalled or exceed the standards(sometimes
called s TERMINLA 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
d) decision making
HOW?
STEPS IN CONDUCTING A CURRICULUM EVALUATION and WHO/WHAT TO CONSIDER
a) Identifying primary audiences- curriculum program sponsors, managers and administrators.
School heads, participants (teachers & students) content specialist; and other stake holders
b) identifying critical issues-outcomes(expected, desired, intended) process(implementation)
resources(inputs)
c) identifying data source-people(teachers,students,parents,curriculum developers) existing
documents,available records, evaluation studies
d) identifying techniques for collecting data-standardized test, informal test, sample of students
works, interview, participant observations, checklist, anecdotal records
e) identifying established standards and criteria-standards previously set by agency( DepEd,
CHED,Professional Organiation)
f) identifying techniques in data analysis-content process analysis, statistics, comparison.
evaluation process
g) preparing evaluation report-written,
oral;progress;final;summary;descriptive;graphic;evaluative and judgemental;list of
recommendations
h) preparing modes of display-case studies; test scores summary; testimonies; multimedia
presentations; product display(exhibit);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

Despite of variety of methods in curriculum evaluation, the approaches are usually classified in
to two broad areas
 TRADITIONAL EVALUATION- is concerned with determining the extent to which students achieve the
outcomes of curriculum.(relies heavily on the testing of students)
 NEW-WAVE EVALUATION- testing should not play the only role in evaluation but that great variety of
factors should be considered.

FOLLOWING ARE SEVERAL MODELS CONSISTENT WITH THE TRADITIONAL AND NEW WAVE
APPROACHES
Different Curriculum Evaluation Models
PERSONS EVALUATION/MODEL SHORT DESCRIPTION
L.H. BRADLEY BRADLEY EFFECTIVENESS MODEL
RALPH TYLER TYLER’S OBJECTIVE CENTRED MODEL
DANIEL STUFFLE BEAM DANIEL STUFFLE BEAM MODEL (CIPP)
ROBERT STAKE STAKE’S COUNTENANCE MODEL(1967)
STAKE’S RESPONSIVE MODEL(1976)
STAKE’S CASE STUDY MODEL (1978)
MICHAEL SCRIVEN SCRIVEN CONSUMER ORIENTED EVALUATION
HAMMONDS HAMMONDS GOAL-ATTAINMENT MODEL
PARLETT AND HAMILTON 1976 ILLUMINATIVE MODEL
KEMMIS KEMMI’S 1974 SURROGATE EXPERIENCE MODEL
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.
 curriculum specialist have proposed an arrays of models which are useful for classroom teachers
and practitioners

BRADLEY EFFECTIVENESS MODEL

- first you have to identify what curriculum you will evaluate, then find out if the curriculum you are
evaluating answers yes or no, answering yes to all questions means good curriculum as described
by Bradley
TYLER OBJECTIVE CENTERED MODEL
- involves; establishing goals or objectives; stating the objectives in behavioural terms; measuring
aspects of students performance at the completion of teaching; comparing test results with
behavioural objectives
- it is a continuing process
DANIEL STUFFLEBEAM MODEL –CIPP
- the model made emphasis that the result of evaluation should provide data for decision making.
There are four stages of program operation. These include:
o context evaluation
o input evaluation
o process evaluation
o product evaluation
- however, any evaluator can only take any of the four stages as the focus of evaluation

STAKE’S COUNTENANCE MODEL

- model emphasizes the importance of both description and observation in evaluation
- distinguishes between the evaluators description and judgement at the different stages of
implementing a curriculum or program; antecedents, transactions and outcomes

STAKE RESPONSIVE MODEL

- is oriented more directly to program activities than the program intents Evaluation focuses more
on the activities rather than intent or purposes.

STAKE’S CASE STUDY MODEL

- the case study model is so called because of its emphasis on the specific situation to be
investigated

SCRIVEN 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 educational evaluators.

HAMMONDS GOAL ATTAINMENT MODEL

- five steps for determining whether a curriculum has achieved is objectives:
isolating the program or part of the curriculum to be evaluated
defining the descriptive variables
stating objectives in behavioral terms
assessing the behaviour described in the objectives
analysing results to arrive at conclusion about the objectives
 PARLETT & HAMILTON’S ILLUMINATIVE MODEL
- this model aims to illuminate the audiences understanding of a curriculum or program
- illuminative evaluation is less restricting than traditional evaluation
- is more concerned with the description and interpretation than measurement and prediction

KEMMI’S SURROGATE EXPERIENCE MODEL

- based on the view that curriculum cannot be measured in precise and objective ways, but requires
a broad evaluation involving the interaction of many variables