MODULE V –

LESSON 4
CURRICULUM
EVALUATION &
THE TEACHER
Curriculum evaluation is a new idea for many teachers, not knowing that everyday, the
teacher is involved in several components of evaluation. There are two ways of
looking at curriculum evaluation:

1. Curriculum Program Evaluation may focus on the overall aspects of a curriculum or

the curriculum itself. More often, it refers to a big curriculum program. Examples of
these programs that may undergo a curriculum program evaluation are the to 12
Curriculum, the Integrated Science Program, the Teacher Education Program, the
Mother Tongue Curriculum, the Process Approach in Mathematics Curriculum, the
Outcomes-Based Curriculum in Teacher Education, or Experiential.

2. Curriculum Program Component Evaluation. A curriculum component may include

separate evaluation of (a) achieved learning outcomes (b) curriculum process
(teaching-learning methods/strategies) (c) instructional materials (ie books,
modules, models)
Curriculum Evaluation: A Process and a Tool
As a process it follows a procedure based on models and
frameworks to get to the desired results. As a tool, it will help
teachers and program implementers to judge the worth and
merit of the program and innovation or curricular change.
For both process and a tool, the results of evaluation will be
basis to IMPROVE curriculum.
Ornstein, A. & Hunkins,F, (1998)

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.

McNeil, J. (1977)
Evaluation answers two questions:

1. Do planned learning opportunities programmes, courses and activities

as developed and organized actually produce desired results?

2. How can a curriculum best be improved?

 Test results Anecdotal records Checklists InterviewAnecdotal records
guides Observation guides Personality inventories: Rating scales 10 tests Interestinventories
Anecdotal records
Interview guides
Gay, L. (1985)

Evaluation is to identify the weaknesses and strengths as well as problems

encountered in the implementation, to improve the curriculum development process. It
is to determine the effectiveness of and the returns on allocated finance.

Oliva, P. (1988)

It is a process of delineating, obtaining and providing useful information for judging

alternatives for purposes of modifying, or eliminating the curriculum
Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum?

The curriculum processes presented by Tyler,Taba and others at the end of the line or cycle undergo an
evaluation. All of them agree that planning, designing and implementing are less useful unless there is
evaluation. Here are some of the specific reasons.

 Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the
basis of the intended plan, (design/or implementation. This is referred to as the needs assessment.

 When evaluation is done in the middle of the curriculum development, it will tell if the designed or
implemented curriculum can produce or 2 is related to monitoring is producing the desired results. This is
related to monitoring.

 Based on standards curriculum evaluation will guide some stand whether the results have equalled of
exceeded the standards, thus can be labelled as success. This is sometimes called terminal
assessment.

 Curriculum evaluation provides information necessary for teachers, school managers, curriculum
specialist for policy 4 recommendations that will enhance achieved learning outcomes. This is the basis of
decision making.
 Bradley Effectiveness Model For Curriculum
Development Indicator
These indicators include vertical and horizontal curriculum continuity, instruction
based on curriculum, broad involvement, and long-range planning. To evaluate a
curriculum using this model, you need to answer a series of yes or no questions
related to each of these indicators. For example, for vertical curriculum continuity,
you need to determine if the curriculum format enables teachers to access what is
being taught in grade levels below or above the current level.

The Tyler Objectives Centered Model

- proposed by Ralph Tyler, is a curriculum evaluation model that is still influential
today. This model involves several components and processes in curriculum
evaluation.

The curriculum elements identified in this model are the objectives or intended
learning outcomes.
The evaluation process includes the following steps:

1. Pre-determine the intended learning outcomes or objectives.

2. Identify the situation or context that provides opportunities for developing
behavior or achieving objectives.
3. Select, modify, and construct evaluation instruments or tools, ensuring
objectivity, reliability, and validity.
4. Utilize the evaluation tools to obtain results.
5. Compare the results obtained from several instruments before and after to
determine the change.
6. Analyze the results to identify strengths and weaknesses and explore possible
explanations for specific patterns.
7. Use the results to make necessary modifications to the curriculum.
The CIPP Model of Curriculum Evaluation developed by Daniel Stufflebeam, consists of four stages:
Context Evaluation, Input Evaluation, Process Evaluation, and Product Evaluation. Each stage
focuses on different aspects of the curriculum and provides data for decision-making.

In the Context Evaluation stage, the needs and problems in the curriculum are assessed to determine goals
and objectives.

The Input Evaluation stage assesses alternative means for achieving objectives and helps
decision-makers choose optimal options.

The Process Evaluation stage monitors the implementation of the curriculum and allows for
necessary modifications.

The Product Evaluation stage compares actual outcomes with intended outcomes and informs
future decisions.

For each stage, there are six steps to be followed, including identifying the decision to be made,
determining the data needed, collecting the data, establishing criteria for data quality, analyzing
the data, and organizing the information for decision-makers.
The Stake Responsive Model, proposed by Robert Stake
proposed by Robert Stake, focuses on evaluating program activities rather than just intentions or
purposes. The following steps are recommended for curriculum evaluators:

Step 1: Meet with stakeholders to understand their perspectives and intentions regarding curriculum
evaluation

Step 2: Determine the scope of the evaluation based on the information gathered in Step 1. Observe the
curriculum closely to identify unintended implementation and any deviations from announced intents.

Step 3: Identify the stated and real purposes of the program, as well as the various audiences involved.

Step 4: Identify the problems associated with the curriculum evaluation and design an evaluation plan that
includes the necessary data.

Step 5: Select the means for collecting data or information.

Step 6: Implement the chosen data collection procedure.

Step 7: Organize the collected information into themes.

Step 8: Decide with stakeholders on the most appropriate formats for the evaluation report.
.The Scriven Consumer-Oriented Evaluation, introduced by Michael Scriven

- is focused on evaluating educational products that support an implemented

curriculum. This type of evaluation is used by consumers (such as schools and
teachers) who need to make purchasing decisions.

Criteria and checklists - are commonly used in consumer-oriented evaluation

for both formative and summative purposes.

Marvin Patterson's Instructional Material Review Form, adapted by Florida

State University - is an example of a tool that can be used for this type of
evaluation.
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Menu

03
Reminder
 Important for the next class

Subject
Science Read today’s lesson Do exercises 1 and 2

Music Bring instrument Practice song

Language Read book Do grammar exercises

Maths Do calculation Learn lesson

 Do not forget

Tasks Subjects
● Translate text ● English
● Paint mural ● Art
● Do spelling homework ● Language
● Do exercises 4 and 5 ● Maths
What materials must I bring to class?

Notes

Eraser
Rounded scissors
Pencils
Stapler
Calculator
Markers
Student Attending M T W T F
Student 1

Student 2

Student 3

Student 4

Student 5
 Activities

● Ask lesson
● Correct homework
● Send homework for
tomorrow
 Ask homework to:

● Student 1
● Student 2
● Student 3
● Student 4
● Student 5
 Today’s Tasks

● Do science exercises
● Paint mural
● Do spelling homework
 Homework

● Do science exercises
● Paint mural
● Do spelling homework
 Materials

Pencils
Paintings
Books
Folder
Menu

04
Planning
 Weekly planning
Monday Tuesday Wednesday
08:00 | Go to class 17:00 | Study for Friday 10:30 | Relax time

16:30 | Do homework 18:00 | Maths class 19:00 | Piano Lesson

Thursday Friday Saturday

08:00 | Breakfast 07:30 | Review for exam 11:00 | Do homework

09:30 | Music class 11:30 | Science test

Sunday
13:30 | Lunch with mum 17:30 | Go to Sarah’s 10:00 | Plan next week
 Monthly planner

April
Mo Tu We Th Fr Sa Su

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30
 First semester 2021

January February March

Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su
1 2 3 1 2 3 4 5 6 2 1 2 3 4 5 6 7
4 5 6 7 8 9 10 7 8 9 10 11 12 9 8 9 10 11 12 13 14
11 12 13 14 15 16 17 13 14 15 16 17 18 16 15 16 17 18 19 20 21
18 19 20 21 22 23 24 19 20 21 22 23 24 23 22 23 24 25 26 27 28
25 26 27 28 29 30 31 25 26 27 28 29 30 31

April May June

Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su
1 2 3 4 1 2 1 2 3 4 5 6
5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13
12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20
19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27
26 27 28 29 30 24 25 26 27 28 29 30 28 29 30
31
 Second Semester 2021

July August September

Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su
1 2 3 4 1 1 2 3 4 5
5 6 7 8 9 10 11 2 3 4 5 6 7 8 6 7 8 9 10 11 12
12 13 14 15 16 17 18 9 10 11 12 13 14 15 13 14 15 16 17 19 19
19 20 21 22 23 24 25 16 17 18 19 20 21 22 20 21 22 23 24 25 26
26 27 28 29 30 31 23 24 25 26 27 28 29 27 28 29 30
30 31

October November December

Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su
1 2 3 1 2 3 4 5 6 7 1 2 3 4 5
4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12
11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19
18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26
25 26 27 28 29 30 31 29 30 27 28 29 30 31
Menu

05
Homework
 Write your homework
Monday - 5th april, 2021

Science Do science homework

Maths

Music

Art Draw a mural

 Write your homework

Mon Tue Wed Thu Fri

Read to book Do Science Draw Translate text Play piano

Study Maths Study Music Exercise 1

Do grammar
 Timetable
Mon Tue Wed Thu Fri
8:00 - 8:30 Music Science Language English Science

8:30 - 9:00 Art English Maths Music Art

9:00 - 10:00 Language Maths Science Art Language

10:00 - 10:45 Lunch

11:30 - 12:30 Maths Art Music Language Music

12:30 - 13:30 Science Music Art Maths Maths

 Test
Part 1
1. Link it:
a. Is a gas giant and the biggest planet Venus
b. Has a beautiful name, but it’s hot Mars
c. Despite being red, is a cold place Jupiter

2. Write the missing data:

Mass Diameter Gravity

100 355 ?
 Test
Part 1I
3. Describe Venus: It’s the second planet in the Solar System
and It has a beautiful name

4. Make a list of synonyms of the given word:

Planet ? ? ?

? ? ? ?
Menu

06
Others
 Infographic

Mars Jupiter Saturn Neptune

Despite being Jupiter is a gas It’s composed Neptune is the
red, Mars is a giant and the of hydrogen farthest planet
cold place biggest planet and helium from the Sun
 Infographic

Saturn Mercury
Saturn is composed of Mercury is the closest
hydrogen and helium planet to the Sun

Neptune Mars
Neptune is the farthest Despite being red,
from the Sun Mars is a cold place
 Infographic

Mars Saturn Jupiter

Despite being It’s composed Jupiter is a gas
red, Mars is a of hydrogen giant and the
cold place and helium biggest planet
 The slide title goes here!

Do you know what helps you make your point

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 3,450
Big numbers catch your audience’s attention
 Notes

Mercury Venus Mars

Mercury is the Venus is the second Despite being red,
closest to the Sun planet from the Sun Mars is a cold place

Saturn Neptune Jupiter

It’s composed of Neptune is the It’s a gas giant and
hydrogen and helium farthest from the Sun the biggest planet
 Percentages

32% 60% 88%

Mercury Neptune Saturn

Mercury is the Neptune is the Saturn is a gas giant
closest to the Sun farthest from the Sun and has several rings
This is a map

Venus
It has a nice name, but
It’s terribly hot
 333,00000
Earths is the Sun’s mass

24h 37m 23s

is Jupiter’s rotation period

386,000km
is a very long distance
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 This is a graph

Mars 40%
Despite being red,
Mars is a cold place Neptune 35%
Neptune is the
Saturn 25% farthest from the Sun

It’s composed of
hydrogen and helium

To modify this graph, click on it, follow the link,

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 Conclusions

Mercury Venus Mars

Mercury is the Venus is the second Despite being red,
closest to the Sun planet from the Sun Mars is a cold place
Need more columns of text?

Mercury Mars
Mercury is the Despite being red,
closest to the Sun Mars is a cold place

Venus Jupiter
Venus is the second It’s a gas giant and
planet from the Sun the biggest planet
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