CURRICULUM

EVALUATION
Prepared by:
Jesuitas, Mary France R.
Learning objectives:

 To determine the reasons behind curriculum evaluations

 To discuss different models under curriculum evaluations

 To be familiar with various types of evaluations used for

developing curriculum
 To explain levels of curriculum improvement and its approaches
 table of contents
01. Levels
Of curriculum improvement
01. REASONS
CURRICULUM EVALUATION

For curriculum evaluations

02. approches
To curriculum improvement
02. TYPES
Of curriculum evaluations

03. Models CURRICULUM IMPROVEMENT

Of curriculum evaluations
01. Reasons for
evaluations
CURRICULUM EVALUATION

 ongoing process of collecting, analyzing,

synthesizing, and interpreting information to aid
in understanding what students know and can do.

 full range of information gathered in the school

district to evaluate (make judgments about)
student learning and program effectiveness in
each content area.
REASONS FOR EVALUATIONS

ASSURANCE FOR FEEDBACK AND

IMPROVEMENT
TEACHING
EFFECTIVENESS TO UPDATE INSTRUCTIONAL
MATERIALS
EFFECTIVE EDUCATIONAL
PROGRAM
Reasons for evaluations

Curriculum evaluation establishes:

 Specific strengths and weaknesses of a curriculum and
its implementation;
 Critical information for strategic changes and policy
decisions;
 Inputs needed for improved learning and teaching;
 Indicators for monitoring.
 02.
types
OF EVALUATIONS
TYPES OF EVALUATIONS

FORMATIVE
 occurs during the course of curriculum development
 allows you to get feedback on a consistent basis

SUMMATIVE
 done at the end of a school year or through
standardized assessment testing
 measure curricular success by reviewing the outcomes
TYPES OF EVALUATIONS

Gatawa (1990) identified five curriculum

evaluation approaches
1. Bureaucratic evaluation
2. Autocratic evaluation
3. Democratic evaluation
4. Norm-referenced evaluation
5. Criterion-referenced evaluation
03. EVALUATION
MODELS
EVALUATION MODELS

5 AREAS
 Focus
 Approach
 Content
Curriculum models are used to  Process
write curriculum guides to
Structure
determine specific aspects of


teaching.
 Tyler’s objective-centered
img.jpg
models
 One of the earliest curriculum evaluation models by
Ralph Tyler (1950)

 Key Emphasis: Instructional Objective

 Purpose: To measure students progress towards

objectives
 Tyler’s objective-centered
img.jpg
models
Advantages Disadvantages
 
Simplicity Does not suggest how the

Focuses attention on objectives themselves
curricular strengths and should be evaluated.

weaknesses Does not provide

Emphasizes the standards

importance of assessment, Include assessment as a
analysis, and improvement. final steps, rather than an
ongoing process.
 Stufflebeam’s cipp
img.jpg
Model
The CIPP model of evaluation
concentrates on:
 Context of the programme
 Input into the programme
 Process within the programme
 Product of the programme
Stufflebeam’s cipp Model
img.jpg

Key Emphasis: Decision-making

Purpose: To facilitate rational and continuing
decision-making
Strengths: a) Sensitive to feedback
b) Rational decision making among
alternatives
Evaluation: Identify potential alternatives, set up
activity quality control systems
Hilda taba’s model
img.jpg Stake’s responsive model

 Also known as COUNTENANCE MODEL

 ANTECEDENTS – Conditions prior ro curriculum

evaluation

 TRANSACTIONS – Interaction that occurs

 OUTCOMES
img.jpg Stake’s responsive model
Key Emphasis: Description and judgement of data

Purpose: To report the ways different people see

curriculum

1. Responds to audience needs for information

2. Orients more toward program activities than results

3. Presents all audience view points(multi perspective)

img.jpg Stake’s responsive model

Limitations:
1. Stirs up value Conflicts
2. Ignores causes
Kirkpatrick’s model
img.jpg

Each successive evaluation level is built on

information provided by the lower level
 Reaction
 Learning
 Behavior
 Result
 CURRICULUM
IMPROVEMENT
.
LEVELS OF CURRICULUM IMPROVEMENT
APPROACHES TO CURRICULUM

According to Ornstein and Hunkins (1993) the main curriculum approaches are:

1. Behavioral Approach - concerned with observable and measurable aspects

of human behavior.
2. Managerial Approach - Concerned on organization and restructures the
schools
3. Systems Approach - basically a process of problem solving
4. Humanist Approach – The learners are the prime consideration.
APPROACHES TO CURRICULUM
Other approaches are:

1. The Four-step Approach - selection of objectives, selection of learning

experiences, organization of learning experiences and evaluation.
2. The Five-step Approach - additional step to emphasize situational analysis
3. The Seven-step Approach – Proposed by Hilda Taba.
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