Teacher as

curriculum
evaluator
 What, Why,
LE SS ON and How to
1
Evaluate a
Curriculum
 Curriculum evaluation is a new idea for
many teachers, not knowing that everyday,
the teacher is involved in several
components of evaluation.
Two ways of looking at curriculum evaluation
1. Curriculum Program Evaluation may focus on the overall aspects
of a curriculum or the curriculum itself.
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
Analysis of the various definitions reveal that evaluation is both 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
Write an and program implementers
Write an to judgeWrite
the worth
an and
agenda
merit here
of the agenda here
program and innovation agenda here
or curricular change.For both
process and a tool, the results of evaluation will be the basis to
IMPROVE curriculum
a picture is worth
a thousand words
 Reason for curriculum Evaluation

Why is there a need for evaluation?

Tyler, Taba and others agree that planning, designing and implementing are less
useful unless there is evaluation.
● 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 is
Curriculum evaluation provides information necessary for teachers, school manage
curriculum specialist for policy recommendations that will enhance achieved learni
outcomes. This is the basis of decision making.

Based on some standards, curriculum evaluation will guide

whether the results have equalled or exceeded the standards, thus can be labelle
as success. This is sometimes called terminal assessment.

In curriculum evaluation, important processes were evolved such as

(a.) needs assessment,
(b) monitoring.
(c) terminal assessment and
(d) decision making.
 Curriculum evaluation models
Evaluation is a big idea that collectively tells about the value or worth of something that
was done.- Ralph Tyler and Hilda Taba.

Curriculum specialists have proposed an array of models which are useful for
classroom teachers and practitioners.

. Bradley Effectiveness Model

-In 1985, LH. Bradley wrote a hand book on Curriculum Leadership and
Development. This book provides indicators that can help measure the effectiveness
of a developed or written curriculum. For purposes of the classroom teachers, some
of the statements were simplified. First, you have to identify what curriculum you will
 School Recycling Day

Reduce Reuse Recycle

2. Tyler Objectives Centered Model
Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to influence m
urriculum assessment processes. His monograph was entitled Basic Principles of Curriculum and
nstruction.

Briefly elaborate on what you want to

discuss.
3. Daniel Stufflebeam Model- Context, Input, Process Product Model (CIPP)
The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee chaired by
Daniel Stufflebeam. The model made emphasis that the result of evaluation should provide data for
decision making.

Four stages of program operation.

(1) CONTEXT EVALUATION,
(2) INPUT EVALUATION,
(3) PROCESS EVALUATION and
(4) PRODUCT EVALUATION. However, any evaluator can only take any of the four stages
 1. Context Evaluation- assess needs and problems in the context for decision
makers to determine the goals and objectives of the program/curriculum.
2. Input Evaluation- assess alternative means based on the inputs for the
achievement of objectives to help decision makers to

3. choose options for optimal means. Process Evaluation- monitors the processes
both to ensure that the means are actually being implemented and make
“
necessary modifications.

4. Product evaluation- compares actual ends with intended ends and leads to a
series of recycling decisions. ”
 Green Heroes

Name
Briefly elaborate on what you want to
Name
Briefly elaborate on what you want to
Name
Briefly elaborate on what you want to
discuss. discuss. discuss.
Stake Responsive Model- Responsive model is oriented more directly to program activities than
ogram intents. Evaluation focuses more on the activities rather than intent or purposes. Robert Stak
975) recommends to the curriculum evaluator the following steps

Happy designing!
. Scriven Consumer Oriented Evaluation- Michael Scriven, in 1967 introduced this
valuation among many others when education products flooded the market. Consumers
ducational products which are needed to support an implemented curriculum often use
onsumer-oriented evaluation. These products are used in schools which require a purcha
ecision. These products include textbooks, modules, educational technology like softwa
nd other instructional materials. Even teachers and schools themselves nowadays write a
roduce these materials for their own purposes.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or
summative evaluation purposes. The use of criteria and checklist was proposed by Scrive
for adoption by educational evaluators.
Thank you!