PHASES OF

CURRICULUM DEVELOPMENT

PHASE 4: Evaluation and Reporting

 ROADMAP
I. What is evaluation?
1. Purposes of evaluation
2. Where evaluation is useful?
3. Procedures for developing evaluation
II. Reporting and securing resources
1. Functions of reports
2. Tips for preparing reports
3. Securing resources
III. Summary
 REFERENCES
Online Sources:
• http://www.fao.org/3/ah650e/AH650E07.htm
RECAP
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

WHAT IS EVALUATION?
• To make a specific assessment about the value of all or
part of the curriculum by collecting evidence to determine
if acceptable standards have been met.
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PURPOSES OF EVALUATION
1. Determine what happened (or did not happen)
2. Improve future curriculum development processes
3. Communicate results to current and future shareholders
effect policy – orgn’l, programmatic, local, regional and
national
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

WHERE EVAL IS USEFUL?

1. Needs assessment (Formative)
• who is the target audience?
• what are their needs and characteristics?
• provides information to help design the product
or program.

2. Pilot test and revision (Formative)

• what works well and what needs
improvement?
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

WHERE EVAL IS USEFUL?

3. Beginning of the implementation of the
program, project, or curriculum using pre- and post
tests (Formative)
• are there ways to help learners achieve the intended
outcomes better?

4. During the implementation (Formative)

• assesses if intended outcomes are being attained.
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

WHERE EVAL IS USEFUL?

5. Completion of implementation (Summative)
• provides evidence of the extent intended outcomes have been
achieved.

6. Follow-up data sometime after the program or

implementation for long term impact analysis (Summative)
• provides evidence the curriculum or program has had long
term, lasting impact on the learners.
• identifies areas of changed attitudes, skills, behavior, and/or
practices.
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

STEP
01 Establish standards or criteria

STEP
02 Gather evidence about the criteria

STEP Make a judgement on the value

03 of the curriculum
Please insert your text here
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

STEP 1: Establish standards or criteria

• Review intended outcomes and baseline data
during the needs assessment.
• Transform them into a criteria to collect evidence.
• Consider the levels of need and of learning
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

Population Education Example: Criteria

Intended outcome = Through participation in the

curriculum activities, learners will be able to identify
three ways overpopulation effects agricultural
production.

Criteria = ability to recall one or more of the six

ways agricultural production is directly effected by
overpopulation.
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

STEP 2: Gather evidence about the criteria.
• Identify indicators: words, numbers, or things as proof of the extent to
which the criteria is present.

Population Education Example: Evidence (Indicators)

Criteria = ability to recall one or more of the six basic elements of

agricultural production most directly affected by overpopulation.

Evidence = Eighty percent of the learners were able to recall three of the
six major impacts of overpopulation on agricultural production. Ten
percent recalled all six and six percent recalled two.
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

3 PRIMARY METHODS TO GATHER EVIDENCE:

1. Question Learners: Group discussions
• Questionnaires
• Informal conversations
• Exposition: learners write
• Interviews: personal, telephone, structured/unstructured
• Learners keep a running log or diary of their experiences
2. Observe Learners
3. Examine Documents
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

7 CATEGORIES
OF
EVALUATION
EVIDENCE 1. END 2. PRACTICE 3. KASA
RESULTS CHANGE CHANGE

5.PEOPLE
4. REACTIONS INVOLVEMENT 6. ACTIVITIES 7. INPUTS
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

7 CATEGORIES OF EVALUATION EVIDENCE:

1. End results
• The changes or actions by people and
communities.
• Emphasis is on the economy,
environment, or social and cultural
adjustments and improvements
2. Practice Change
• The focus is on specific actions the
learner is now doing
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

7 CATEGORIES OF EVALUATION EVIDENCE (cont’n:)

3. KASA change
• changes in knowledge, attitudes,
skills, and aspirations.
• The measurements may be validated
4. Reactions
• The views of the learners often are
useful in a report.
• These views can reveal feelings
about the value of a program.
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

7 CATEGORIES OF EVALUATION EVIDENCE (cont’n:)

5. People involvement
• Data on the number of people participating in a program
can be used in a variety of ways in a report.
• Can be described in terms:
o student-contact hours
o percentage of the total population, social-economic
or professional groups.
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

7 CATEGORIES OF EVALUATION EVIDENCE (cont’n:)
6. Activities
• various learning
opportunities
• assist people through
educational opportunities.
7. Inputs
• includes the staff and
resources in the program.
 I. EVALUATION / PURPOSES / WHERE EVALUATION IS USEFUL? / PROCEDURES

PROCEDURES FOR DEVELOPING EVAL

STEP 3: Make a judgement on the value of the

curriculum
• It is made by comparing the evidence (presence of indicators)
with the criteria.
• the next step is to report the value of the program to clients
and stakeholders.
 II. REPORTING AND SECURING RESOURCES / FUNCTIONS / TIPS / SECURING RESOURCES

REPORTING & SECURING RESOURCES

• includes 2 important aspects of the curriculum
development process:
1. reporting curriculum impact and
2. securing resources for future development

REPORTING
• Report contains:
o value and impact of the curriculum
o the program it supports
o evidence of the program's value
o impact it has had on the lives of the learners
 II. REPORTING AND SECURING RESOURCES / FUNCTIONS / TIPS / SECURING RESOURCES

3 FUNCTIONS OF REPORTS

1. Provide a basis for further program development and

improvement.

2. Provide necessary information for continuing

programs where such action is appropriate.

3. Provide the basis for promotion and public relations.

 II. REPORTING AND SECURING RESOURCES / FUNCTIONS / TIPS / SECURING RESOURCES

TIPS FOR PREPARING REPORTS

1. Know who you are reporting to and why.
• Clarify the purpose of the report.
• Clarify what you want to report.
• More than one report may be necessary if the audiences are quite
different.
• Consider: clients, members of the community, funding sources,
and policy makers.

2. Keep the report short, to the point, and well organized.

• Do not clutter it with information not relevant to the central
message.
• The main ideas should be clear.
 II. REPORTING AND SECURING RESOURCES / FUNCTIONS / TIPS / SECURING RESOURCES

TIPS FOR PREPARING REPORTS

3. Relate the information to a few questions that need to be
answered for the reader and to recommended actions.

4. Put the most important information up front.

• The summary should be at the beginning
• Start each part or section with the most important information.

5. Make the report interesting and appealing.

• Use simple visuals, graphs, and illustrations.
• Style and layout of the report is important no matter how simple it is.
• Explore using more than printed formats, (e.g., use video tapes).
 II. REPORTING AND SECURING RESOURCES / FUNCTIONS / TIPS / SECURING RESOURCES

TIPS FOR PREPARING REPORTS

6. Use clear and concise wording. Keep the reader in

mind.
• Define basic terms that may be unfamiliar to the
reader.

7. Include anecdotal remarks or comments by learners

to help make the report "come alive."
II. REPORTING AND SECURING RESOURCES / FUNCTIONS / TIPS / SECURING RESOURCES

SECURING RESOURCES
CHECK ON LEARNING
SUMMARY