THE TEACHER AND THE SCHOOL CURRICULUM

PROF ED 322

HAZEL ANN S. SORIANO

2021

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
THE TEACHER AND THE SCHOOL CURRICULUM

PROF ED 322

HAZEL ANN S. SORIANO

2021

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Author’s Declaration

Ideas, concepts, diagrams and/or illustrations depicted in this learning

material are excerpts from established references and properly noted in the
list of literatures cited herein. The author in this learning material remains a
compiler and does not claim full and authentic ownership of all the contents of
this module, nor in any manner willfully infringe the copyright law and other
existing provisions appertaining thereto.

This learning material is printed for the sole use of classroom or

distance/remote learning of USM and is not intended for commercial
purposes. Any use or reproduction in part or in full, whether electronic or
mechanical, photocopying or recording in any information storage and
retrieval system, other than what it is intended for requires the consent of
authorized and competent authority of the University of Southern Mindanao.

Course Code: Course Title

iv
USM VISION

Quality and relevant education for its clientele to be globally

competitive, culture sensitive and morally responsive human resources for
sustainable development

USM MISSION

Help accelerate socio-economic development, promote harmony

among diverse communities and improve quality of life through instruction,
research, extension and resource generation in Southern Philippines.

UNIVERSITY QUALITY POLICY STATEMENT

The University of Southern Mindanao, as a premier university, is

committed to provide quality instruction, research development and extension
services and resource generation that exceed stakeholders’ expectations
through the management of continual improvement efforts on the following
initiatives.
1. Establish Key Result Areas and performance indicators across all
mandated functions;
2. Implement quality educational programs;
3. Guarantee competent educational service providers;
4. Spearhead need-based research outputs for commercialization,
publication, patenting, and develop technologies for food security,
climate change mitigation and improvement in the quality of life;
5. Facilitate transfer of technologies generated from research to the
community for sustainable development;
6. Strengthen relationship with stakeholders;
7. Sustain good governance and culture sensitivity; and
8. Comply to customer, regulatory and statutory requirements.

Course Code: Course Title

v
PREFACE

Curriculum Studies is a thought-provoking field of study in education. It

is the heart and soul of the educational processes. The mind, conscience,
skills, and values of every learner are molded by the curriculum offered in
every school or institution of learning. Furthermore, curriculum shapes the
society by developing human resources, by creating new knowledge, and by
understanding social processes. Hence, curriculum is the driving force in
shaping individuals and societies.

In this module, curriculum principles and theories are explained in

simple manner, and curriculum processes are discussed in the most real-
world way to provide teachers and students an appreciation of curriculum
development as well as a better understanding of various concepts, theories,
principles, and practices of curriculum development. To help learners in
understanding principles, especially in the Philippine context, activities and
questions for reflection are provided. It integrates theory and practice by
helping students analyze and reflect on curricular practices in the Philippines
and other countries.

As we face many academic challenges, this book will help you

appreciate and understand many curricular issues and curricular innovations.
This book is a gift to teachers and students alike. The challenge posted here
is for its readers to use their critical reflection and creative imagination in
understanding curriculum.

This module which serves as a guide for students and teachers have
the following features: research-oriented, learner-centered, and OBE
compliant.

I hope that through this module, our critical dialogue will continue and
our passion for studying curriculum will grow sturdier.

May this module be a blessing to all.

Course Code: Course Title

vi
TABLE OF CONTENTS

Page
Chapter 6: Curriculum Evaluation 1
 Purposes of Curriculum Evaluation 1
 Curriculum Evaluation in the Classroom 2
 Curriculum Evaluation at the School or School System Level 3
 Models of Curriculum Evaluation 4

Course Code: Course Title

vii
COURSE GUIDE

Course Information
Course Title The Teacher and the School Curriculum
Course Code Prof Ed 322
Pre-requisite/Co- Prof Ed 121
requisite

Course Description

The course includes the fundamental concepts and principles in curriculum

and curriculum development as a foundation to engage prospective teachers
as curricularists. The more active role of the teacher in planning,
implementing and evaluating school-curriculum as well as in managing school
curriculum change vis-à-vis various context of teaching-learning and curricular
reforms shall be given emphasis.

Course Objectives/Outcomes
Upon passing the course, you must be able to:
1. demonstrate deep understanding of the various fundamental concepts,
theories, and principles in curriculum and curriculum development;
2. analyze the key roles of teachers in curriculum planning,
implementation, and evaluation; and
3. craft a general or pandemic fit unit plan reflecting instructional plans,
teaching approaches, and resources for diverse learners.

Course Learning/Study Plan/Schedule

Week/Date Topic Teaching Learning Assessment
(Deadlines) and Materials
Learning
Activities
Week 10-11 Curriculum Discussion Module Quiz
Evaluation
Opinion Polls Book Module
Survey Reference/s Activities
Online
Supplementary Survey: Best
Practices of
Sample the School
Curriculum/s Administrators
and
Supervisors in
Curriculum
Evaluation

Prof Ed 322: The Teacher and the School Curriculum

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Course Requirements/Assessment and Evaluation
Scheme/Grading System
Mid and Final Term Exams ------------ 30%
Module Activities/Quizzes ------------ 30%
Essay/Reaction/Reflection Paper ---- 20%
Unit Plan/Portfolio------------------------- 20%

Total ----------------------------------------- 100%

House Rules/Class Policies

NOTE: These classroom policies are based on the USM Student Manual

a. Students who came late for three consecutive meetings are

considered absent and twenty percent (20%) absences incurred
is considered dropped.
b. Students not in complete uniform shall not be allowed to attend
the class (for face to face).
c. Special exams shall only be administered within a maximum of
three days after the conduct of the examination with valid
excuse letter noted by the college guidance counselor and/or
supported by a medical certificate. No special quizzes shall be
given.
d. Anyone who will be caught cheating in any form (lone cheater or
with a collaborator) will get a failing grade in a course.
Knowledge is important, however, we will not neglect the values
that the students need to possess. Honesty is encouraged and
should be practiced in the class.
e. A grade of INC shall be given only for those who failed to submit
a project requirement, and deliver report.
f. A passing grade of 3.00 shall be imposed.
g. Removal exam will be allowed for final exam if the student did
not get 50% of the items.
h. Students are not allowed to use their cellphones in the class
since it will cause distractions unless urgent matters need to be
addressed.
i. The course instructor/professor reserves the right to change any
part of this syllabus with prior disclosure to the students.

Prof Ed 322: The Teacher and the School Curriculum

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 CHAPTER 6
Curriculum Evaluation

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:

1. analyze different curriculum evaluation models and;
2. identify several factors that are considered in evaluating curriculum in
the Philippine context.

In general, curriculum evaluation is concerned with giving value or

making judgments. Consequently, a person acts as evaluator when he or she
attributes worth or judgment to an object, a place, a process, or a behavior.
Usually, evaluation is done using a set of criteria. This enables the evaluation
process to be always objectives rather than subjective.

Various curriculum scholars define curriculum evaluation based on how

they view curriculum, the purposes of curriculum, curriculum influences, and
how curriculum is implemented. Basically, curriculum evaluation is:

 the process of delineating, obtaining, and providing information useful

for making decisions and judgments about curricula (Davis, 1980);
 the process of examining the goals, rationale, and structure of any
curriculum (Marsh, 2004);
 the process of assessing the merit and worth of a program of studies, a
course or a field of study (Print, 1993);
 the means of determining whether the program is meeting its goals
(Bruce Tuckman, 1985);
 the broad and continuous effort to inquire into the effects of utilizing
content and processes to meet clearly defined goals (Doll, 1992); and
 the process of delineating, obtaining, and providing useful information
for judging decision alternatives (Stufflebeam, 1971).

In this module, curriculum evaluation is defined as the process of

making objective judgment to a curriculum – its philosophy, goals and
objectives contents, learning experience, and evaluation.

Curriculum evaluation is also concerned about finding out whether the

curriculum is relevant and responsive to the needs of the society and the
learners. It is a scientific and dynamic process of understanding the merit of
any curriculum

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Purposes of Curriculum Evaluation

Print (1993) identified several important purposes and functions of

evaluation in school setting:

 Essential in providing feedback to learners – provides useful

information in helping the students improve their performance and
helps teachers identify the strengths and weaknesses of the learners.

 Helpful in determining how well learners have achieved the

objectives of the curriculum – describes whether the students
learned or mastered the desired outcomes and objectives of the
curriculum.

 To improve curriculum – the result of evaluation serves as basis for

improving curriculum and for suggesting innovations to improve
learning.

In addition, curriculum evaluation is also useful to administrators and

teachers in many ways. For example:

 Evaluation helps in making decisions about improving teaching and

learning processes.
 It helps in shaping academic policies.
 It guides in initiating curricular changes and innovations.
 It ensures quality of any curricular program.
 It helps schools align their curriculum to different curriculum sources
and influences.
 It determines the level of success of the school’s vision and
mission.

Conducting curriculum evaluation is a determinant of an academic

institution or school’s commitment to quality and continuous improvement. It
shows how serious a school can be in realizing its philosophy, vision, and
mission.

Curriculum Evaluation in the Classroom

(Doll (1997) asserted that the classroom in fact could be the first site of
gathering important data that will lead to curriculum evaluation. Within the
classroom, teachers, and administrators can collect data using several
instruments like:

 Test results;
 Anecdotal records;
 Checklists;
 Interview guides;

Prof Ed 322: The Teacher and the School Curriculum

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  Observation guides;
 Personality inventories;
 Rating scales;
 IQ tests; and
 Interest inventories

Teachers play an important role in conducting curriculum evaluation in

the classroom level. They must be guided in gathering data from these
instruments and in interpreting the data. The results of classroom-based
evaluation may help in improving instruction and in the effective
implementation of the curriculum.

Curriculum Evaluation at the School or School System Level

Curriculum evaluation is done mostly at a school system level. This is

usually done to evaluate how the curriculum goals are attained in the macro
level. At this level, the following instruments can be used to gather data for the
evaluation of the curriculum:

 Opinion polls;
 Surveys;
 Focus- group discussion
 Follow- up studies (Graduate tracer studies)
 Standard evaluation instruments
 Results of district or national tests

The school that gathers and analyze data on the implementation of the
curriculum can also do research activities.

Models of Curriculum Evaluation

Curriculum scholars and curriculum workers have identified various

models that can be used for evaluating curriculum. Each of these models is a
product of endless works of curriculum scholars trying to assess the value of a
curriculum.

A. Provus’ Discrepancy Evaluation Model

This model for curriculum evaluation was developed by Malcolm

Provus (1971) to evaluate projects under the Elementary-Secondary
Education Act in the United States. Using the taxonomy of program content
developed by Robert Stake, Provus identified four major stages of conducting
curriculum evaluation as shown in the Figure 1.

Prof Ed 322: The Teacher and the School Curriculum

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 • Determining program standards
1

• Determining program performance

2

• Comparing performance with standards

3

• Determining whether a discrepancy exists between performance and

4 standards.

Figure 1. Provus’ Discrepancy Evaluation Model

Ronald Doll (1997) noted that the Provus model has been called the
discrepancy model because it compares performance with standards to
determine whether there is a discrepancy between the two. This model
enables the curriculum evaluators and administrators of the school to collect
or gather concrete evidence on how the curriculum satisfies the set standards.

B. Tyler Model of Curriculum Evaluation

Aligned to his model of curriculum development, Ralph Tyler (1950)
proposed seven steps for evaluating the curriculum:

1.1. Establishment
of goals and
objectives

1.7. Comparison
1.2. Classification
of findings with
of the objectives
stated objectives

1.6. Collection of
data about pupil 1.3. Definition of
performance the objectives in
behavioral terms

1.5. Selection of
criterion of
measurement 1.4. Identification of situations
procedures in which achievement of the
objectives could be shown

Figure 2. Tyler Model of Curriculum Evaluation

Prof Ed 322: The Teacher and the School Curriculum

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 The completion of the seven stages will lead to the revision of the
objectives. This evaluation model is a cyclical type of model.

C. Stufflebeam’s CIPP Model

The Phi Delta Kappa National Study Committee on Evaluation, chaired

by Daniel L. Stufflebeam, developed and published a curriculum evaluation
model known as the CIPP (context, input, process, product) model
(Stufflebeam, 1971). Stufflebeam (2001) defined evaluation as the process of
delineating, obtaining, and providing useful information for judging decision
alternatives.

Context Input Process Product

Figure 3. Stufflebeam’s CIPP Model

Context evaluation is the most basic kind evaluation. Its purpose is to

provide a strong rationale for determining curriculum objectives. At this point,
the curriculum evaluator describes the environment and determines the
different needs of the society, school, and students. If there are unmet needs,
the curriculum evaluator seeks to find reasons for not meeting the needs. The
curriculum context also includes the problems, issues, and challenges that the
curriculum seeks to address.

Input evaluation aims to provide information for determining how

resources are utilized to achieved curriculum objectives. At this level, the
resources of the school and the different designs for implementing the
curriculum are considered.

Process evaluation focuses on providing periodic feedback while the

curriculum is being implemented. This phase aims to detect the problems in
the implementation of the curriculum, provide information for the programmed
decisions, and maintain a record of the procedures as it occurs.

Product evaluation aims to gather, interpret, and appraise curricular

attainments, not just the end of an implementation of a curriculum.

When using the CIPP model, while it is desirable and ideal to conduct
curriculum evaluation by looking at the four phases identified by Stufflebeam,
one can also focus on one or two phases of evaluation.

Prof Ed 322: The Teacher and the School Curriculum

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D. Stakes’ Congruency-Contingency Evaluation Model
Robert Stake (1975) claimed that curriculum evaluation is not
complete unless three categories of data are made available. These
categories of data are:

1. Antecedents – include data on students and teachers, the curriculum

to be evaluated, and the community context

2. Transactions – include time allotment, sequence of steps, social

climate, and communication flow

3. Outcomes – encompasses students’ learning in the form of

understandings, skills, and values or attitudes, as well as the effects of
the curriculum on the teachers, students, and the school

The data gathered will provide necessary information for the evaluation
process. The term congruency refers to the degree of alignment between
what was desired and what was achieved. Contingency refers to the
relationship between one variable to the other, for example, between the
curriculum and the community context.

E. Eisner’s Educational Connoisseurship Model

Elliot Eisner (1985) provided a qualitative way of evaluating, a
curriculum. This model does not have methodical procedures compared with
other evaluation models. Eisner’s model calls for a deeper and wider
observation results of evaluation that are expressed in written form. The
results, however, are not merely descriptions; they provide excellent and
accurate interpretation and appraisal.

Using this model calls for thorough and comprehensive observations of

classroom and school activities in relation to curriculum. It tries to capture
every aspect of curriculum activity including the hidden curriculum. The
emphasis of this model is always on the quality rather than on the measurable
quantity of learning and interaction.

Overall, curriculum evaluation is important as it is intended to provide

meaningful information in almost every aspect of the curriculum. This
information or results of evaluation provide strong bases for all decisions done
about the planning, design, development, and implementation of curriculum.
Curriculum leaders can utilize the results of the evaluation in instituting
educational reforms and in finding ways to make the curriculum more relevant
and responsive to the needs of the learners.

Prof Ed 322: The Teacher and the School Curriculum

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Formative Assessment
Part I. Reflection

1. Why do you think curriculum evaluation is important?

2. What is the difference between evaluation and assessment?

3. How important is your role as student in curriculum evaluation?

Part II. Module Requirement

Survey: Best Practices of the teachers/school heads/administrators and

supervisors in Curriculum Evaluation

Interview a teacher/head teacher/principal/supervisor in your place or in your

alma mater through phone, text, email, chat or questionnaire on their
considered best practices in curriculum evaluation.

1. How often do schools evaluate their curriculum?

2. What are the kinds of curriculum evaluation in their school?
3. How do they involve the following stakeholders in curriculum
evaluation:
a) Parents
b) Students
c) Community Officials

Submission: After two (2) weeks.

Chapter/Module 6 Summary

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 Curriculum Evaluation in a Nutshell

 The purpose of curriculum evaluation is to make judgments on the

effectiveness of a curriculum.
 Curriculum evaluation follows a scientific and logical process. The
procedures of curriculum evaluation are linked with how the curriculum
was developed.
 Each curriculum evaluation model is based on a set of principles that
embodies a curriculum theory or education principles.
 Curriculum evaluation could be done in a national level or school based
depending on the purpose of the evaluation.
 Gathering of data for evaluation and analysis is important in curriculum
evaluation.
 The results of curriculum evaluation are essential in making curricular
decisions.

Chapter/Module 1 References
Prof Ed 322: The Teacher and the School Curriculum
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Doll, R.C. 1992. Curriculum improvement decision-making and process. 8th
Ed. Boston: Allyn and Bacon.

Eisner, E.W. 1985. The educational imagination on the design and evaluation
of school programs. 3rd Ed. Upper Saddle River: Prentice Hall.

Marsh, C. & G. Willis. 2007. Curriculum. Alternative approaches, ongoing

issues. Upper Saddle River, New Jersey: Merrill Prentice Hall.

Oliva, P. 2005. Developing the curriculum. 6th Ed. Boston: Allyn & Bacon.

Posner, G. 1995. Analyzing the curriculum. 2nd Ed. New York: McGraw-Hill,
Inc.

Print, M. 1993. Curriculum development and design. 2nd Ed. New South
Wales: Allen & Unwin.

Provus, M. 1971. Discrepancy evaluation for educational program

improvement and assessment. Berkeley, CA: McCutchan Publishing
Corporation.

Stake, R. E. (Ed.). 1975. Evaluating the arts in education: A responsive

approach. Columbus, OH: Bobbs-Merrill.

Stufflebeam, D. L. 1971. Educational evaluation and decision-making. Itasca,

IL: Peacock.

Stufflebeam, D. 2001. "Evaluation Models." New Directions for Evaluation,

2001: 7-98. doi: 10.1002/ev.3.

Tuckman, B. 1985. Evaluating instructional programs. 2nd Ed. Rockleigh, Ni:

Allyn and Bacon, Inc.

Tyler, R. W. 1950. Basic principles of curriculum and instruction: Syllabus for

Education 305. Chicago: University of Chicago Press.

Prof Ed 322: The Teacher and the School Curriculum

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