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    Module 5 Lesson 1 What Why and How To Evaluate A Curriculum PDF

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    Module 5 Lesson 1 What Why and How To Evaluate A Curriculum PDF

    Uploaded by

    John M
    2K views15 pages

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    Module 5 Lesson 1 What Why and How To Evaluate A Curriculum PDF

    Uploaded by

    John M

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 15
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    The key takeaways are that curriculum evaluation is done to determine the effectiveness and impact of educational reforms, identify strengths and weaknesses, and provide information to improve the curriculum. Several definitions and models of curriculum evaluation are discussed, as well as a simple 10-step process.

    Definitions of curriculum evaluation provided include it being a process to gather data to decide whether to accept, change or eliminate a curriculum (Ornstein and Hunkins, 1998) and identifying weaknesses and strengths to improve the curriculum development process (Gay, 1985). McNeil (1977) said evaluation answers whether planned activities produce desired results and how a curriculum can be improved.

    Models of curriculum evaluation discussed include Bradley's Effectiveness Model, Tyler's Objectives Centered Model, Stufflebeam's CIPP (Context, Input, Process, Product) Model, Stake's Responsive Model, and Scriven's Consumer Oriented Evaluation Model.

    Module 5: Lesson 1

    What, Why and How to Evaluate a


    Curriculum

    Prepared by:
    Quia-ot, Visly S.
    Quimada, Babie Maricar C.
    CURRICULUM DEVELOPMENT

    ❖is a component of curriculum development that responds


    to public accountability. It looks into educational reforms
    or innovations that happen in the teacher’s classrooms,
    the school, district division or the whole educational
    system as well.

    2
    Curricularists/Persons Definition
    Ornstein, A. & Hunkins, F. Curriculum evaluation is a process done in order
    (1998) to gather data that enables one to decide
    whether to accept, change, eliminate the whole
    curriculum of a textbook.
    McNeil, J. Evaluation answers two questions:
    (1977)

    1. Do planned learning opportunities, programs,


    courses and activities as developed and
    organized actually produce desired results?
    2. How can a curriculum best improved?

    3
    Gay, L. Evaluation is to identify the weaknesses and
    (1985) strengths as well as problems countered in the
    implementation, to improve the curriculum
    development process. It is to determine the
    effectiveness of and the returns on allocated
    finance.
    Olivia, P. It is a process of delineating, obtaining and
    (1988)
    providing useful information for judging
    alternatives for purposes of modifying, or
    eliminating the curriculum.

    4
    Reasons for Curriculum Evaluation
    1. When evaluation is done in the
    middle of curriculum development, it
    will tell if the designed or
    implemented curriculum can
    produce or is producing desired 2. Identifies the strengths and
    results. weaknesses of an existing
    -Needs assessment curriculum that will be the basis of
    the intended plan, design or
    implementation.
    -Monitoring

    5
    Reasons for Curriculum Evaluation

    3. It will guide whether the results


    have equaled or exceeded the
    standards.
    -Terminal assessment 4. Provides information necessary
    for teachers, school managers,
    curriculum specialist for policy
    recommendations.
    -Decision making

    6
    CURRICULUM EVALUATION MODELS

    1. Bradley’s Effectiveness Model


    - Wrote a hand book on Curriculum
    Leadership and Development (1985)

    7
    CURRICULUM EVALUATION MODELS

    2. Tyler Objectives Centered Model


    - Ralph Tyler
    - proposed a model which until now
    continues to influence many curriculum
    assessment processes (1950)

    8
    CURRICULUM EVALUATION MODELS

    3. Daniel Stufflebeams’ Context, Input,


    Process Product Model (CIPP)
    - made emphasis that the result of
    evaluation should provide data for decision
    making
    C-ontext Evaluation
    I-nput Evaluation
    P-rocess Evaluation
    P-roduct Evaluaion 9
    Stages of the CIPP
    Steps taken in All the Stages
    Model
    1. Context Evaluation Step 1: Identify the kind of decision to be made.
    Step 2: Identify the kinds of data to make that
    2. Input Evaluation decision.
    Step 3: Collect the data needed.
    3. Process Evaluation Step 4: Establish the criteria to determine
    quality of data.
    4. Product Evaluation
    Step 5: Analyzed data based on the criteria.
    Step 6: Organize needed information needed
    for decision makers.
    CURRICULUM EVALUATION MODELS

    4. Stake Responsive Model


    - Robert Stake (1975)
    - oriented more directly to program
    activities than program intents

    11
    CURRICULUM EVALUATION MODELS

    5. Scriven Consumer Oriented Evaluation


    - Michael Scriven
    - uses criteria and checklist as a tool for
    either formative or summative evaluation
    purposes

    13
    A SIMPLE WAY OF CURRICULUM
    EVALUATION PROCESS
    1. Does the curriculum emphasize learning?
    2. Does the implemented curriculum require
    less demand?
    3. Can this curriculum be applied to any
    particular level?
    4. Can curriculum be aspects be assessed as
    a) Written b) Taught c)Supported d) Tested and
    b) Learned?
    A SIMPLE WAY OF CURRICULUM
    EVALUATION PROCESS
    5. Does the curriculum include formative assessment?
    6. Does the curriculum include summative assessment?
    7. Does the curriculum provide for quantitative methods of
    assessment?
    8. Does the curriculum qualitative methods of
    assessment?
    9. Can the curriculum provide the data needed for decision
    making?
    10. Are the findings of evaluation available to stakeholders?

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