Curriculum

Evaluation
Kamille D. De Claro
Kathleen Faith A.. Rosillon
Jastine Faye Geronimo
Marissa S. Dordas

MAED Students

Dr. Adoracion I. Delos Santos

Professor
 Highlights
A. Concepts, Views and Definitions
B. Purpose of Curriculum Evaluation
C. Why Evaluate
D. What to Evaluate
E.Forms of Evaluation
F. Curriculum Evaluation Models
G. Tools, Methods and Techniques for
Evaluation
 Introduction
Successful leaders and educationist in general are convinced that any
educational program or activity that went through process of deliberate
planning followed defined procedures and methodologies in the
process of its formal organization and eventually during its
implementation, would require equally defined means of determining
the worth and value of such program or activity.

As a tool for decision making, curriculum evaluation usually leads to

either improving or changing the curriculum to make it more relevant
and responsive to the changing landscape of education, and more
importantly, to the changing needs of learners as well as the
aspirations of the country and the world.
A. Concepts, Views
and Definition
Curriculum has been defined as the sum total of the learning
experiences, both planned and unplanned, that are accorded to the
learners under the guidance of an educational institutions that is
tasked with developing the learners to become productive and
effective contributing members of the society.

Curriculum Evaluation- refers to the formal process of determining

the quality, effectiveness, or value of curriculum. It involves the
judgement about the curriculum, both in terms of its process and its
product.
Evaluating the curriculum also involves the process of delineating,
A. Concepts, Views
obtaining, and providing information for judging decisions and
alternatives including value judgment to a set of experiences selected
and Definition
for educational purposes.

The conduct of curriculum evaluation involves a process or group of

processes that educationist or curricularists in particular are actually
engaged in for the purpose of gathering data in order for them to
arrive at a decision as to whether to accept, modify, change or maybe
even remove something in the curriculum in general or an educational
material in particular.

Gatawa (1990)- defines curriculum evaluation in three ways: 1) the

process of describing and judging an educational programme or
subject; 2) the process of comparing a student’s performance with
behaviourally stated objectives, and ; 3) the process of defining,
obtaining and using relevant information for decision making purposes.
A. Concepts, Views
Curriculum development involves both the process and the product.
and Definition
Each of the stages in developing a curriculum is a process in itself
requiring well-defined systems and procedures in order to arrive at the
desired end, representing the product and the process.

Process Evaluation-is used if the intent of curriculum evaluation falls

on any of the following a) to provide empirical data and information
that may possibly determine the extent to which plans for curriculum
implementations have been executed and resources were used wisely;
b)to provide assistance necessary for changing or clarifying
implementations plans; c) to assess the degree to which curriculum
implementers have carried out their roles and responsibilities in the
implementation process.
B. Purpose of Curriculum
Evaluation
Patton stresses the imperativeness of curriculum evaluation as an
important mechanism for monitoring and getting feedback about a
particular curricular program as to whether or not it is running
effectively and from there determine the kind of intervention needed
before evaluating the desired outcomes of the program that was or is
being implemented.

 To determine the outcomes of a programme.

 To help in deciding whether to accept or reject a programme.
 To ascertain the need for the revision of the course content.
 To help in future development of the curriculum material for
continuous improvement.
 To improve methods of teaching and instructional techniques
C. Why Evaluate?

Curriculum needs to be evaluated in order to determine if it

meets the current demands of educational reforms that
have been made. Results of evaluation would provide
education authorities to make the necessary adjustments
or improvements in case of possible gaps that may exist
between the curriculum being implemented and the
identified educational requirements.
A. Concepts,
1. Course Improvement
Views
Which pertains to decisions as to what instructional methods and
and Definition
materials meet the objectives of the curriculum and where changes are
needed.

2. Decisions about individuals

Which concerns identifying the needs of the learners vis-a-vis, planning
for instruction and grouping, and making the learners become aware
and conscious of their own deficiencies.

3. Administrative Regulations
Which focuses on judging how good the school system and how good
individual teachers are. The goal of evaluation should include answers
to questions about selection, adoption, support and worth of
educational materials and activities.
C. What to Evaluate?

According to Ornstein and Hunkins, 1998, Evaluation may

be undertaken to gather data and relevant information that
would assist educators in deciding whether to accept,
change, or eliminate the curriculum in general or an
educational material in particular.
1. Goals and Objectives
All the processes and the mechanism needed in designing a curricular or
A. Concepts, Views
educational program are based on these goals and objectives, hence, they have
to be evaluated, primarily to determine whether to these goals and objectives
and Definition
are worthwhile bases used in developing the program and if they are achievable
the result in the desired outcomes.

2. Content and Methodology

Contents of the developed curriculum or any educational program need to be
examined and evaluated in order to determine whether they relate with the
needs of the learners for whom the curriculum was developed, and also to
establish the congruency between the methodology and the curriculum
objectives as well as determine the appropriateness of the content (Gattawa
1990).

3. Outcomes/Results
The evaluation of outcomes or results goes hand in hand with the evaluation of
objectives, content and methodology. These outcomes or results serve as the
ultimate measures of how successful or effective the curriculum has been in
achieving its goals and objectives.
C. Forms of Evaluation
1. Formative Evaluation
It is the process of looking for evidence of success or failure of a
curriculum program, a syllabus or a subject taught during
implementation intended to improve a program (Glickman, Gordon,
Gordon, 2004). It is done at the same time that the program is ongoing
throughout its duration.

2. Summative Evaluation
It is the form of evaluation used at the end of implementation of a
program. It is used to assess whether or not the program or project or
even an activity really performed according to how they were originally
designed or developed. It serves as the basis in deciding about
whether or not the curriculum or program will continue, be subjected to
improvement or revisions, or perhaps, be terminated already.
CURRICULUM EVALUATION
MODELS:
 A. TYLER OBJECTIVE CENTERED
MODEL

One of the earliest curriculum evaluation models, which continue to

influence many assessment projects, was that proposed by Ralph Tyler (1950)
in his monograph Basic Principles of Curriculum and Instruction.
It Involves:
• establishing goals or objective;
• stating the objectives in behavioral terms;
• measuring aspects of student performance at the completion of teaching ;
• comparing test results with behavioral objectives
- it is a continuing process
 B. STAKE’S COUNTENANCE MODEL

-Robert Stake (1975) made a major contribution to curriculum evaluation in his

develop­ment of the responsive model, because the responsive model is based
explicitly on the assumption that the concerns of the stakeholders—those for
whom the evaluation is done—should be paramount in determining the
evaluation issues.
This model emphasizes the importance of both description and observation in
evaluation. -distinguishes between the evaluators description and judgment at
the different stages of implementing a curriculum or program; antecedents’,
transactions’ and outcomes’.
 STAKE RESPONSIVE MODEL
 is -oriented more directly to program activities than the program
intents. Evaluation focuses more on the activities rather than intent
or purpose
STAKE’S CASE STUDY MODEL

- The case study model is so called because of its emphasis

on the specific situation to be investigated
C. DANIEL STUFFLEBEAM MODEL- CIPP
By Daniel L. Stufflebeam

 - The model made emphasis that the

result of evaluation should provide
data for decision making. There are
four stages of program operation.
These include:
 1. context evaluation
 2. input evaluation
 3. process evaluation
 4. product evaluation
 This approach seeks to improve and achieve accountability in educational programming
through a “learning-by-doing” approach (Zhang et al., 2011).

STAGES GUIDE QUESTION

• CONTEXT WHAT NEEDS TO BE DONE ?

• INPUT HOW SHOULD IT BE DONE ?

“How should it be done

• PROCESS IT IS BEING DONE?

• PRODUCT DID THE PROJECT SUCCEED?

D. Eisner’s
Develop by Elliot Eisner (1979)
Connoisseurship
This model is an approach to evaluation that gives emphasis to
Model
qualitative appreciation. Eisner argued that learning was too complex
just to be broken down to a list of objectives and then measured
quantitatively to find out if these objectives have been achieve or that
learning has taken place, therefore it is imperative in evaluating a
program, it is important to get into the details of what is actually
happening inside the classroom, instead of just considering the small
bits and pieces of information vis-à-vis, the objectives of a particular
learning episode. It is within this premise that Eisner developed and
proposed the Connoisseurship Model on the belief that a
knowledgeable evaluator can determine whether a particular curricular
program has been successful using combination of skills and
experience.
The word “connoisseurship”
comes from the Latin word
cognoscere, meaning to
know.
 Understanding Eisner’s model
requires understanding of two
related concepts on which the model
is built:

connoisseurship & criticism

 Connoisseurship
To Eisner (1979) himself, connoisseurship
“is the art of appreciation – recognizing
through perceptual memory, drawing from
experience to appreciate what is significant.
It is the ability to perceive the particulars of
educational life and to understand how
those particulars form part of a classroom
structure.”
 Criticism

On the other hand, criticism “is the art of

disclosing qualities of an entity that
connoisseurship perceives.”
 An Eclectic Approach to
The
Curriculum Evaluation
model presented earlier clearly present their
respective distinct features that separate one model from
the other. Significantly, each one of those models offers a
means to determine the effectiveness of a particular
curricular program looking at its essential components and
its impact to the development of the intended clients, the
learners in the case of an educational institution. While the
models presented above seems to be different in many
respects, there are certain features among those models
that seemingly are in agreement with each other, more
particularly with regard to current theories of evaluation.
 An Eclectic Approach to
Curriculum Evaluation
A case in this point is shown in the ASCD monograph,
Applied Strategies for Curriculum Evaluation (Brandt,
1981), in which seven experts were asked to explain how
their “evaluation model” would be used in evaluating a
secondary humanities course. It appeared that while the
models proposed by the experts showed differences in
many respects, there emerged certain indicators that are
common among the approaches which include among
others the following:
 1 Studying the
context
2 Determining client
3 concerns
Using qualitative
4 methods
Assessing
5 opportunity
Sensitive to cost
unintended effects
6
Developing different reports for different
audience
 An Eclectic Approach to
Curriculum Evaluation
These common indicators may then be used as bases in
developing a set of criteria that can be used in assessing
and developing and evaluation model. The criteria
developed drawn from the strengths of several models of
curriculum evaluation may then serve as the eclectic
approach to evaluation. An example of this type is the one
cited in Brandt (1981).
 Criteria for Curriculum Evaluation
Model
An effective curriculum evaluation model does the
following:

• Can be implemented without making inordinate

demands upon district resources
• Can be applied to all levels of curriculum-programs of
study, courses of study
• Makes provisions for assessing all significant aspects of
curriculum-the written, the taught, the supported, the
tested and the learned curricula.
 Criteria for Curriculum Evaluation
Model
• Makes useful distinctions between merit (intrinsic value)
and worth (value for a given context)
• Is responsive to the special concerns of district
stakeholders and is able to provide them with the data
they need for decision making
• Is goal oriented, emphasizing objectives and outcomes
• Is sensitive to and make provisions for assessing the
special context for the curriculum
• Is sensitive to and makes provisions for assessing the
aesthetic or qualitative aspects of the curriculum
 Criteria for Curriculum Evaluation
Model

• Makes provisions for assessing opportunity cost the

opportunities lost by those studying this curriculum
• Uses both quantitative and qualitative methods for
gathering and analyzing data.
• Presents findings in reports responsive to the special
needs of several audiences.
 Tools Methods and Techniques for
Evaluation
Different tools and techniques or
instrumentations may be used to gather the
data in the conduct of curriculum evaluation
or any curricular program or activity for that
matter. Regardless of the model employed
in evaluating a curriculum, the following
methods are commonly used.
1. Questionnaires and
Checklist
These techniques are oftentimes used
when you want to easily or quickly get
as much data and information from
your respondents or participants in the
evaluation.
1. Questionnaires and
Checklist
Questionnaire
consists of series of questions usually
followed by three to five indicators with
corresponding numerical equivalent to
facilitate analysis and interpretation of
responses.
1. Questionnaires and
Checklist Checklist
contains a list of variables or
characteristics about a particular
situation or event where respondents
are usually asked to just put a check
mark opposite the variable that
corresponds to the kind of data being
sought in the checklist.
2. Interviews
This is believed to be a very good way of
accessing people’s perceptions, meaning
definitions of situations and
constructions of reality (Punch, 2005).
They are usually done on one-on one or
face-to-face situations in which and
individual asks questions to which a
second individual answers or responds.
2. Observations
This techniques makes use of actually
viewing events, episodes, phenomena
involved in the program as they are
actually occurring. This is used to gather
exact, precise and accurate data and
information on how a program actually
operates, more particularly theme
pertaining to processes.
4. Documentary Review
and Analysis
To gets impressions of how a particular
program of curriculum operates without
necessarily interrupting the program, an
evaluator can employ the technique of
documentary review and analysis.
 Conclusion
In identifying, the methods or techniques for curriculum
evaluation, it is important that for each evaluative question,
the information required should be identified and the
methods for collecting information. Evaluations may also be
certain to include qualitative approaches as it has been
noted and pointed out earlier that current theories on
evaluation put more emphases on qualitative methods such
as observations and interviews in assessing curriculum
impact. These considerations along with decisions about
evaluation issues, information required, the sources of
information, and the methods used for collecting information,
serve as important elements of a detailed evaluation plan.
 QUESTIONS TO PONDER:
1. The implementation of K-12 CURRICULUM  in the country drew
negative reactions from various societal groups. Since 2011, critics
have been very vocal on their primary concerns.  If you are to
evaluate this curriculum how far that this curriculum show success
when it comes to its Goals and Objectives, Content and
Methodology and Outcome/ Results?

2. Both forms of evaluation can be done to provide data

and information imperative in arriving at a particular
decision. Compare and Contrast Formative and
Summative Forms of Evaluation.

3. What and when are you going to use specific evaluation tools /
 References

o Reyes, E.,Dizon, E., &. Villena , D.,.(2015) Curriculum

Development

o https://www.123helpme.com/things-to-consider-when-eval
uating-school-curriculum-view.asp?id=194967

o http://studylecturenotes.com/curriculum-evaluation-meani
ng-importance-objective/
THANK YOU! 