Evaluating the Curriculum

Chapter 13
The Five Ps

 Program
 Provisions
 Procedures
 Products
 Processes
Evaluation
 The means for determining what needs
improvement and for providing a basis for
effecting that improvement
 Measures achievement, instructor’s
performance, effectiveness of a particular
approach or methodology
 Problems in evaluation
 What should we be able to tell? P.439
The Curriculum Model
 Components:
 Curriculum goals
 Curriculum objectives
 Organization
 Implementation
 Evaluation:
 Takes place before,beginning, end
Evaluation Models
 The Saylor, Alexander, and Lewis model-
seek evaluation of these components:
 The goals
 Subgoals
 Objectives
 The program of education a a totality
 Specific segments of the education
 Instruction and evaluation program
 CIPP model
 Combines three major steps in the
evaluation process
 delineating
 obtaining,
 providing -three classes of change settings
homeostasis, incrementalism, neomobilism
four types of evaluation:
context, input, process, and product

four types of decisions:

planning, structuring, implementing
and recycling
 Models can be used independently or in
conjunction with each other.
 Scope - select topics to be studied and
specify the instructional objectives
 Relevance - congruence between the
entire school system and the social
order
 Balance - maintain certain sets of
elements proportionately
 Integration - unify subject matter
Problems in Curriculum
Development

Chapter 14
What is the problem/solution?
 Alternative schooling
 Bilingual education
 Censorship
 Community service
 Cultural literacy
 Health education
 National standards
 Outcomes-based education
 Privatization
 Provision for expectionalities
 Racial
 Ethnic integration and cultural diversity
 Religion in the schools
 Schedule revisions
 Sexism
 Whole language

 What are others???????

Impact of Professional
Problems Upon Curriculum
 The need to clarify the role of teacher
organizations in respect to curriculum
improvement
 the need for better means of
disseminating
 the results of curriculum research
 the need for improved training
programs for curriculum developers
Curriculum Products

Chapter 15
 Could you construct a curriculum guide?
 What would it look like?
 Could you construct a resource unit?
 What would it look like?
 Identify sources for curriculum
materials.
 Sequence - subject matter will be made
available to the students
 Continuity - content may fruitfully be repeated
at increased levels of complexity
 Articulation - subject matter flows sequentially
across grade level boundaries
 Transferability - maximum transfer of learning