Lesson 5: 1

What, Why, And How to Evaluate

a Curriculum
E204: GROUP 4 REPORT

ZAPATA, JACKYLYN
QUIROS, IAN JENNY
 01 WHAT
Curriculum Evaluation :
CONTENTS A Process and A Tool
02 WHY
Reason for Curriculum Evaluation

03 HOW
Curriculum Evaluation Models
CURRICULUM EVALUATION - Is a new idea for many teachers, not
knowing that everyday, the teacher is involved in several components of
evaluations.

There are two ways of looking curriculum evaluation:

1. Curriculum Program Evaluation

2. Components of a Curricular Program

 Curriculum Program Components of a
Evaluation : Curricular Program :

- over- all aspects of a curriculum - refers directly to the

as a subject, degree program, assessment of curriculum
curriculum reform program contents and processes
 01: WHAT: Curriculum Evaluation :
A Process and a Tool

A Process A Tool
ORNTEIN, A.& HUNKINS, F, (1998)
- It follows procedures - It helps to judge the worth and
-Curriculum Evaluation is a process done in
based on models and merit of the program and
order to gather data that enables one to
frameworks. innovation or curricular change
decide whether to accept, change, eliminate
GAY, L. (1985) the whole curriculum of a textbook.

- Evaluation is to identify the weaknesses and strengths as well MCNEIL, J. (1977)

as problems encountered in the implementation, to improve the
curriculum develop process. It is to determine the effectiveness of
and returns on allocated finance.
OLIVIA, P. (1988)
- Evaluation is a process of delineating, obtaining and providing
useful information for judging alternatives for purposes of
modifying or eliminating the curriculum .
Evaluation answers 2 questions:
1. Do planned learning opportunities,
programs, courses, and activities as
developed and organized produce desire
result?
2. How can a curriculum best improved?
 02: WHY: Reasons for Curriculum
Evaluation
Needs Assessments
- Curriculum evaluation identifies the strength
and weaknesses of an existing currculum that will
be the basis of the intended plan, design or
implementation.
Monitoring
- 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.
Terminal Assessment
- Curriculum evaluation will gude whether the
results have equaled or exceeded the
standards, thus can be labelled as success.
Decision making
- Curriculum evaluation provides information
necessary for teachers, school managers,
curriculum specialist for policy
recommendations that will enhance achieved
learning outcomes
 03: HOW: Curriculum Evaluation
models

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. .

TYLER OBJECTIVES CENTERED

MODEL

-Ralph Tyler in 1950 proposed a curriculum evaluation model which until

now continues to influence manycurriculum assessment processes. His
monograph was entitled Basic Principles of Curriculum and Instruction.
 03: HOW: Curriculum Evaluation
models

DANIEL STUFFLEBEAM'S CIPP

- Context, Input, Process,

Product (CIPP) MODEL
- Emphasized that the result
of evaluation should provide
data for decision making
 03: HOW: Curriculum Evaluation
models

STAKE RESPONSIVE MODEL curriculum evaluator follows the steps before:

Step 1. Meets with the stakeholders to identify their perspectives and

intentions regarding curriculum evaluation.
- Robert Stake (1975) Step 2. Draws from Step 1 documents to determine the scope of the
evaluation.
- it is oriented more directly Step 3. Observes the curriculum closely to identify the unintended
to program activities than sense of implementation and any deviations from announced intents.
Step 4. Identifies the stated real purposes of the program and various
program intents. Evaluation audiences.
focuses more on the Step 5. Identifies the problems of the curriculum evaluation at hand
activities rather than intent or and identifies an evaluation design with needed data.
Step 6. Selects the means needed to collect data or information.
purposes 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
 03: HOW: Curriculum Evaluation
models

SCRIVEN CONSUMER ORIENTED

EVALUATION

- Michael Scriven(1967)

- Using the checklist for instructional material review or

evaluation, may help any curricularist make a decision to
which textbooks , modules, or any instructional support
material will be used, revised, modified or rejected.
 A SIMPLE WAY OF 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?
4. Can the curriculum aspects be assessed as (a) written (b) taught (c)
supported (d) tested (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 qualitative methods if assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?
 03: HOW: Curriculum Evaluation
models

SCRUTINIZING THE CURRICULUM

• Compare the current curriculum to an old or alternative program.
• Make sure the content and processes are right for your students
• Focus on how learning outcomes are measured
• Check for both qualitative and quantitative assessment measures
• Strike a balance between formative and summative assessments
• Pay attention to how technology is used in the program
SETTING OBJECTIVES FOR THE EVALUATION
• Pinpoint what's working with the curriculum and what needs to
change
• Determine whether or not any recent changes are effective.
• See that the curriculum adheres to common core standards.
• Make sure the curriculum satisfies accreditation requirements.
• Ensure the curriculum lives up to your school’s particular
standards.
COLLECTING FEEDBACK AND DATA
• Form a curriculum evaluation team of
teachers, administrators, and parents.
• Give older students a questionnaire about the
course.
• Create a simple survey for younger students to
fill out
• Look at students’ performance on state or
national achievement tests.
THANK YOU!