THE NATURE OF CURRICULUM

EVALUATION

• Objects Of Curriculum Evaluation

• The Stages In Curriculum Evaluation
• Roles Of The Stages In Curriculum
Evaluation

Kamaladharanii A/P Ragu Nathan

GS48100
 Objects Of Curriculum Evaluation
• Almost any training entity can serve as an object
of evaluation.
• Example : Students or faculty
• Almost anything can be an object of evaluation
and evaluation should not be limited to the
evaluation of students or faculty.
• The clear identification and delineation of the
evaluation object is an important part of the
development of any evaluation design.
• Clear object identification helps clarify and
resolve value conflicts and potential threat
among stakeholders and others likely to be
affected.
 Goals

FOUR
ASPECTS OF A
Outcomes CURRICULUM Design
EVALUATION
OBJECT

Process of
implementation
 Six Facets Of Curriculum Evaluation

Stages Entity Criteria Data Mode of Summary Role

• Determining of • Teacher’s guide • Fit to standards • Judgments • Qualitative • Modifying

aims • Study material • Eliciting • Observation • Quantitative • Revising the use
• Planning • Instructional processes • Examination of • Mixed methods of the program
• Tryout tools • Yielding product
• Field trial • The whole outcomes
• Implementation package
• Quality control
 The Stages In Curriculum Evaluation

Determination
Planning Tryout
of General Aims

Field Trial Implementation Quality Control

 Determination of General Aims
• Curriculum evaluation is not just determining
whether educational objectives are achieved,
but rather it is about determining the worth
and merits of objectives themselves
 Planning
• We look how well we have selected,
conceptualized and formulated.
– Instructional objectives
– Scope and sequence of the content
– Teaching learning strategies
– Instructional materials
• Cost of implementation
 Tryout
• To check the efficacy of the revisions based on
one-to-one data
• To ascertain how well the instruction works
with more varied learners
• To see how well the instruction teacher
without the designer's intervention
• Example : Textbooks
 Field Trial
• Small group
• Identifying weak points in the program
• Generating suggestions for improvement
• Sample target population is used to test the
revised material.
• Evaluation goal specifies how the program is
to be used.
 Implementation
• The open use of a program throughout an entire
school system.

• To examine the efficiency of the changes and

adjustments made.
– Observation
– Analytical examinations
– Judgments and opinions of experts

• Example : Teachers training program

 Quality Control
• Evaluation itself is a ‘quality control’ of

– Curriculum
– Instructional methods
– Procedures

• That is, it is a continuous process of

– Collecting information on problem, process

– Taking corrective measures.

• It should be continued, because education is significant public enterprise, involving

millions of children.

• Quality control require effort, time & money but vital to detect problem, Hence we
need a curriculum centre to undertake quality control, continually and
systematically to make curriculum.

– Relevant
– Resposive to the needs of community and nation
 Roles of The Stages in Curriculum
Evaluation
Stage Roles in Evaluation

1. Determination of General Aims Studies on:

Expected changes
Cultural Values
Social Forces
Present level of achievement
Feasibility of programs
2. Planning Examining adequacy of objectives,
contents, strategies
Judgment of material
3. Tryout Collect evidence through observation,
judgment, discussion with teachers and
students
Student product
 Stage Roles in Evaluation

4. Field Trial Select sample

Collect evidence about the efficiency of
program under various conditions

5. Implementation Examining final form

Evidence on efficiency of system links
Evidence of efficiency of teacher training

6. Quality Control Examining quality of implementation

Studying reasons for changes in efficiency
Suggesting remedies if needed
THANK YOU

Kamaladharanii A/P Ragu Nathan

GS48100