CURRICULUM

EVALUATION
CURRICULUM EVALUATION
• The process of delineating, obtaining, and providing information useful for
making decisions and judgments about curricula (Davis, 1980)
• The process of examining the goals, rationale, and structure of any curriculum
(Marsh, 2004)
• The process of assessing the merit and worth of a program of studies, a course,
or a field of study (Print, 1993)
• The means of determining whether the program is meeting its goals (Bruce
Tuckman, 1985)
 CURRICULUM EVALUATION
• The broad and continuous effort to inquire into the effects of utilizing content
and processes to meet clearly defined goals (Doll, 1992)
• The process of delineating, obtaining, and providing useful information for
judging decision alternatives (Stufflebeam, 1971)
• The process of making objective judgment to a curriculum – its philosophy,
goals and objectives, contents, learning experience and evaluation
• It is also about finding out whether the curriculum is relevant and responsive to
the needs of the society and the learners.
PURPOSES AND FUNCTIONS OF
CURRICULUM EVALUATION IN SCHOOL
SETTING
• Essential in providing feedback to learners – provides useful information in
helping the students improve their performance and helps teachers identify the
strengths and weaknesses of the learners
• Helpful in determining how well learners have achieved the objectives of the
curriculum – describes whether the students learned or mastered the desired
learning outcomes and objectives of the curriculum
• To improve curriculum – the result of evaluation serves as basis for improving
curriculum and suggesting innovations to improve learning
 Uses of Curriculum Evaluation to
Administrators and Teachers:
• Evaluation helps in making decisions about improving teaching and learning
processes
• It helps in shaping academic policies
• It guides in initiating curricular changes and innovations
• It ensures quality of any curricular program
• It helps schools align their curriculum to different curriculum sources and influences
• It determines the level of success of the school’s vision and mission
Tools for Curriculum Evaluation in the
Classroom
• Test results
• Anecdotal records
• Checklists
• Interview guides
• Observation guides
• Personality inventories
• Rating scales
• IQ tests
• Interest inventories
INSTRUMENTS USED IN CURRICULUM
EVALUATION AT THE SCHOOL OR
SCHOOL SYSTEM LEVEL
• Opinion polls
• Surveys
• Focus-group discussion
• Follow-up studies (Graduate Tracer Studies)
• Standard evaluation instruments
• Results of district or national tests
MODELS OF CURRICULUM
EVALUATION
A.Provus’ Discrepancy Evaluation Model
- Developed by Malcolm Provus (1971) to evaluate projects under
the Elementary-Secondary Education Act in the United States
- Consists of 4 major stages
B. Tyler Model of Curriculum Evaluation
- Proposed by Robert Tyler
- Consists of 7 stages
 MODELS OF CURRICULUM
EVALUATION
C. Stufflebeam’s CIPP Model
- CIPP (Context, Input, Process, Product)
- developed and published by Phi Delta Kappa National Committee on Evaluation
under the chairmanship of Daniel Stufflebeam
D. Stake’s Congruency-Contingency Evaluation
Model
- developed by Robert Stake and emphasize the importance of three category data
 MODELS OF CURRICULUM
EVALUATION
E. EISNER’S EDUCATIONAL CONNOISSEURSHIP
MODEL
- developed by Elliot Eisner
- a qualitative way of evaluating a curriculum
STAKE’S CATEGORIES OF DATA:
1. ANTECEDENTS – include data on students and teachers, the curriculum to
be evaluated, and the community context
2. TRANSACTIONS – include time allotment, sequence of steps, social
climate, and communication flow
3. OUTCOMES – encompasses students’ learning in the form of
understanding, skills and values or attitudes, as well as the effects of the
curriculum to the teachers, students, and the school