WHAT, WHY, & HOW OF CURRICULUM EVALUATION

WHAT? Acquire clear understanding of what curriculum evaluation is PROCESS & TOOL
WHY? Explain the need to evaluate the curriculum and how it’s REASONS
being done
HOW? Expand knowledge about different curriculum evaluation MODELS
models

CURRICULUM EVALUATION – it looks into educational reforms or innovations that

happen in the teacher’s classrooms, the school, district, division or the whole educational
system.

 Written
 Planned
 Implemented
 It is an attempt to answer two big questions:

1. Do planned courses, programs, activities as written and implemented produced

desired outcomes?
2. How can these school curricula be improved?

 Two Ways of looking at Curriculum Evaluation

1. Curriculum Program Evaluation – over-all aspects of a curriculum as a

subject, degree program, curriculum reform program.

2. Components of Curricular Program – refers directly to the assessment of

curriculum contents and processes.

A PROCESS - it follows a procedure based on models and frameworks.

A TOOL – it helps to judge the worth and merit of the program and innovation or curricular
change.

CURRICULUM EVALUATION ACCORDING TO DIFFERENT AUTHOR:

AUTHOR
Orstein, A & Hunkins. F.
(1998)
McNeil, J (1997)
Gay, L. (1985)
Oliva, P. (1988)
DEFINITION
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.
Evaluation answers 2 questions:
1. Do planned courses, programs, activities as written and
implemented produced desired outcomes?
2. How can these school curricula be improved?
Evaluation is to identify the weaknesses and strengths as well as
problems encountered in the implementation and to improve curriculum
development process. It is to determine the effectiveness of and returns on
allocated finance.
Evaluation is a process of delineating, obtaining, and providing useful
information for judging alternatives for purposes of modifying or eliminating
 the curriculum.

WHY? (REASONS FOR CURRICULUM EVALUATION)

1. NEEDS ASSESSMENT – curriculum evaluation identifies the strengths &

weaknesses of an existing curriculum that will be the basis of the intended plan,
design or implementation

2. 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.

3. TERMINAL ASSESSMENT – curriculum evaluation will guide whether the results

have equaled or exceeded the standards, thus can be labelled as success.

4. DECISION MAKING - curriculum evaluation provides information necessary for

teachers, school managers, curriculum specialists for policy recommendations that
will enhance achieved learning outcomes.

HOW? CURRICULUM EVALUATION MODELS:

MODEL DESCRIPTION
Bradley Effectiveness Curriculum Leadership & Development – provides indicators that can help
Model measure the effectiveness of a developed or written curriculum.

Indicators Descriptive Questions Yes/No

Vertical Curriculum Does the curriculum reflect the format that enables
Continuity teachers to quickly access what is being taught in the
grade/year levels below or above the current level?
Horizontal Curriculum Does the curriculum provide content and objectives that
Continuity are common to all classes of the same grade level?
Instruction based on Are lesson plans/syllabi/course design derived from the
curriculum curriculum & strategies? Are materials used correlated
with the content, objectives & activities
Broad Involvement Is there involvement of the different stakeholders in the
planning, designing, implementation and review of the
curriculum?
Long Range Planning Is review cycle followed within the period of planning
and implementation of the curriculum?
Positive Human Did the initial thoughts about the curriculum come from
Relations teachers, principals, curriculum leaders and other
stakeholders?
Theory-Into Practice Is there clarity of vision, mission, graduation outcomes,
program philosophy, learning outcomes in the
curriculum?
Planned Change Is there tangible evidence to show that the internal &
external publics accept the developed program?
If any of the indicators is answered with a “NO”, actions should be made to make it YES.
Tyler Objectives- Wrote a monograph entitled: Principles of Curriculum & Instruction
Centered Models Curriculum Elements Evaluation Process YES/NO
Objectives/ILO Pre-determine intended learning outcomes or
objectives
Situation or Context Identify the situation/context that gives
opportunity to develop behavior or achieve
 objective
Evaluation Select, modify, & construct evaluation instruments
Instruments/Tools or tools. Check its objectivity, reliability, & validity.
Utilization of Tool Utilize the tools to obtain results. Compare the
results obtained from several instruments before
& after to determine the change.
Analysis of Results Analyze the results obtain to determine strength
& weaknesses. Identify possible explanation
about the reasons.
Utilization of Results Use the results to make the necessary
modifications
If obtained all YES answer, would mean the curriculum has PASSED the standards.
Daniel Stuffle Beam’s Context, Input, Process, Product (CIPP) Model – emphasized that the
CIPP result of evaluation should provide data for decision making.
Context Evaluation 1. Identify the kind of decisions to be made.
2. Identify the kinds of data to make that
decision
Input Evaluation 3. Collect the data needed
Process Evaluation 4. Establish the criteria to determine quality of
data
5. Analyze data based on the criteria
Product Evaluation 6. Organize needed information needed for
decision makers.
Stake Responsive Model It is oriented more directly to program activities than program intents.
1. Meets with stakeholders to identify their perspectives & intensions
regarding curriculum evaluation.
2. Draws from step 1 documents to determine the scope of evaluation
3. Observes the curriculum closely to identify the unintended sense of
implementation and any deviations from announced intents.
4. Identifies the stated real purposes of the program & the various
audiences.
5. Identifies the problems of the curriculum evaluation at hand and
identifies an evaluation design with needed data.
6. Selects the means needed to collect data or information
7. Implements the data collection procedure
8. Organizes the information into themes
9. Decides with stakeholders the most appropriate formats for the report
Scriven Consumer Using the checklist for instructional material review or evaluation, may help
Oriented Evaluation any curricularist make a decision to which textbooks, modules, or any
(1967) 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 summative assessment?
 6. Does the curriculum provide quantitative methods of assessment?
7. Does the curriculum qualitative methods of assessment?
8. Can the curriculum provide the data needed for decision making?
9. Are the findings of evaluation available to stakeholders?

STEPS in Curriculum Evaluation:

1. Identifying primary audiences – includes curriculum program
sponsors, managers and administrators, school heads, participants
(teachers & students), content specialists, & other stakeholders.
2. Identifying critical issues/problems – Outcomes (expected,
desired, intended), Process (implementation), Resources (inputs)
3. Identifying data source – People (teachers, students, parents,
curriculum developers) Existing documents, available records,
evaluation studies.
4. Identifying techniques for collecting data – Standardized test,
informal test, samples of students work, interview, participants
observation, checklist, & anecdotal records.
5. Identifying techniques in data analysis – content analysis, process
analysis, statistics, comparison, evaluation process.
6. Preparing evaluation report –
 Written oral, progress, final, & summary
 Descriptive, graphic, evaluative, & judgmental
 List of recommendations
7. Preparing modes of display – case studies, test scores, summary,
testimonies, multi-media representation, product display (exhibits),
technical reports