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Chapter 4: Evaluating the curriculum

Module 5: curriculum evaluation and the teacher

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MODULE 5: CURRICULUM
EVALUATION AND THE TEACHER
CHAPTER 4
EVALUATING THE
CURRICULUM
CURRICULUM EVALUATION
 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.
1. Curriculum Program Evaluation
2. Curriculum Program Component
Evaluation
There are two ways of looking at curriculum
evaluation:
Curricularists/Persons Definition
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 (1997) Evaluation answers two questions:
1. Do planned learning opportunities,
programmers, courses and activities as
developed and organized actually produce
desired results?
2. How can a curriculum best be improved?
Curricularists/Person
s
Definition
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.
Olivia, P. (1988) It is a process of delineating, obtaining and
providing useful information for judging
alternatives for purposes of modifying, or
eliminating the curriculum.
IMPORTANT PROCESS
a. Needs assessment
b. Monitoring
c. Terminal assessment
d. Decision making

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Chapter 4: Evaluating the curriculum

  • 1. MODULE 5: CURRICULUM EVALUATION AND THE TEACHER CHAPTER 4 EVALUATING THE CURRICULUM
  • 2. CURRICULUM EVALUATION  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.
  • 3. 1. Curriculum Program Evaluation 2. Curriculum Program Component Evaluation There are two ways of looking at curriculum evaluation:
  • 4. Curricularists/Persons Definition 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 (1997) Evaluation answers two questions: 1. Do planned learning opportunities, programmers, courses and activities as developed and organized actually produce desired results? 2. How can a curriculum best be improved?
  • 5. Curricularists/Person s Definition 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. Olivia, P. (1988) It is a process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying, or eliminating the curriculum.
  • 6. IMPORTANT PROCESS a. Needs assessment b. Monitoring c. Terminal assessment d. Decision making
  • 7. REASONS FOR CURRICULUM EVALUATION • Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the basis of the intended plan, design or implementation. • When evaluation is done in the middle of the curriculum development, it will tell if the designed or implemented curriculum can produce or is producing the desired results.
  • 8. • Based on some standards, curriculum evaluation will guide whether the results have equaled or exceeded the standards, thus can be labeled as success. • Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist for policy recommendations that will enhance achieved learning outcomes.
  • 9. CURRICULUM EVALUATION MODELS Bradley Effectiveness Model for Curriculum Development Indicators (1985) Indicators Descriptive Questions Yes or No Vertical Curriculu m Continuity  Does, the curriculum reflect the format (i.e K to 12, OBE, Inquiry, etc.) that enables teachers quickly access what is being taught in the grade/year levels below or above the current level? (Example: If you are looking at Science 5, below means Science 4 and above means, Science 6.)
  • 10. Bradley Effectiveness Model for Curriculum Development Indicators (1985) Indicators Descriptive Questions Yes or No Horizontal curriculum continuity  Does the curriculum provide content and objectives that are common to all classes of the same grade level? (Example: All English 101 for all 1st year college students.) Instruction Based on Curriculum  Are lesson plans/ syllabi/ course design derived from the curriculum and strategies? Are materials used correlated with the content, objectives and activities?
  • 11. Bradley Effectiveness Model for Curriculum Development Indicators (1985) Indicators Descriptive Questions Yes or No Broad Involvement Is there evidence of involvement of the different curriculum stakeholders in the planning, designing and implementation and review of the curriculum? Long Range Planning Is review cycle followed within the period of planning and implementation of the curriculum?
  • 12. Bradley Effectiveness Model for Curriculum Development Indicators (1985) Indicators Descriptive Questions Yes or No Positive Human Relations  Did the initial thoughts about the curriculum come from teachers, principals, curriculum leaders and other stakeholders? Theory-Into Practice  Is there clarity of vision, mission, graduation outcomes, program philosophy, learning outcomes in the curriculum? Planned Change  Are there tangible evidence to show that the internal and external publics accept the developed program? If any of the indicators is answered with a “No”, actions should be made to make it Yes.
  • 13. Tyler Objectives Centered Model (1950) Curriculum Elements Evaluation Process Action Taken: Yes or No 1. Objectives/Intended Learning Outcomes 1. Pre- determine intended learning outcomes or objectives. 2. Situation or Context 2. Identify the situation/context that gives opportunity to develop behavior or achieve objectives. 3. Evaluation Instruments/Tools 3. Select, modify and construct evaluation instruments or tools. Check its objectivity, reliability and validity.
  • 14. Tyler Objectives Centered Model (1950) Curriculum Elements Evaluation Process Action Taken: Yes or No 4. Utilization of Tool 4. Utilize the tools to obtain results. Compare the results obtained from several instruments before and after to determine the change. 5. Analysis of Results 5. Analyze the results obtained to determine strength and weaknesses. Identify possible explanation about the reasons for the particular pattern. 6. Utilization of Results 6. Use the results to make the necessary modifications.
  • 15. Daniel Stufflebeam Model-Context, Input, Process Product Model (CIPP) Stages of the CIPP Model Steps Taken in All the Stages 1. Context Evaluation Step 1: Identify the kind of decision to be made. Step 2: Identify the kinds of data to make that decision. Step 3: Collect the data needed Step 4: Establish the criteria to determine quality of data. Step 5: Analyze data based on the criteria. Step 6: Organize needed information needed for decision makers. 2. Input Evaluation 3. Process Evaluation 4. Product Evaluation
  • 16. THE DEFINITION OF CIPP STAGES • Context Evaluation – assess needs and problems in the context for decision makers to determine the goals and objectives of the program/curriculum. • Input Evaluation – asses alternative means based on the inputs for the achievement of objectives to help decision makers to choose options for optimal means.
  • 17. THE DEFINITION OF CIPP STAGES • Process Evaluation – monitors the processes both to ensure that the means are actually being implemented and make necessary modifications. • Product Evaluation – compares actual ends with intended ends and leads to a series of recycling decisions.
  • 18. Stake Responsive Model (1975) The curriculum evaluator follows the steps below. Step 1 Meets with stakeholders to identify their perspectives and intentions regarding curriculum evaluation. Step 2 Draws from Step 1 documents to determine the scope of the evaluation. Step 3 Observes the curriculum closely to identify the unintended sense of implementation and any deviations from announced intents. Step 4 Identifies the stated real purposes of the program and the various audience.
  • 19. Stake Responsive Model (1975) The curriculum evaluator follows the steps below. Step 5 Identifies the problems of the curriculum evaluation at hand and identifies an evaluation design with needed data. Step 6 Selects the means needed to collect data or information. Step 7 Implements the data collection procedure. Step 8 Organizes the information into themes. Step 9 Decides with stakeholders the most appropriate formats for the report.
  • 20. Scriven Consumer Oriented Evaluation (1967) Criteria + yes or good o all right but not so good - no or poor NA not applicable 1. Content covers a significant portion of the course competencies. 2. Content are up-to-date. 3. Reading level is appropriate for most students who will use the material. 4. Intended learning outcomes, competencies are stated. 5. Formative and summative assessments are included.
  • 21. Scriven Consumer Oriented Evaluation (1967) Criteria + yes or good o all right but not so good - no or poor NA not applicable 6. Activities are varied to meet the needs of students. 7. Teacher’s guide is included with management suggestions. 8. Materials are presented in logical order. 9. Learning outcomes, competencies and/or tasks. 10. Degree of match between learning activities and intended learning outcomes.
  • 22. Scriven Consumer Oriented Evaluation (1967) Criteria + yes or good o all right but not so good - no or poor NA not applicable 11. Quality of test items and degree of match with intended learning outcomes. 12. Quality of direction on how students will process through the materials. 13. Quality of drawings, photographs, and/or other materials. 14. Overall design of the learning activities for individual instruction. 15. Quality of management procedures for teachers (TGs) 16. Optional (List course map competencies covered by the instructional Material)
  • 23. A SIMPLE WAY OF CURRICULUM EVALUATION PROCESS 1. Does the curriculum emphasize learning outcomes? 2. Does the implemented curriculum require less demands? 3. Can this curriculum be applied to any particular level? 4. Can the curriculum aspects be assessed as (a) written (b)taught (c) supported (d) tested and (e) learned? 5. Does the curriculum include formative assessment?
  • 24. 6. Does the curriculum include summative assessment? 7. Does the curriculum provide quantitative methods of assessment? 8. Does the curriculum provide for qualitative methods of assessment? 9. Can the curriculum provide the data needed for decision making? 10. Are the findings of evaluation available to stakeholders?
  • 25. STEPS IN CONDUCTING A CURRICULUM EVALUATION Steps What to Consider 1. Identifying primary audiences.  Curriculum Program Sponsors, Managers and Administrators, School Heads, Participants ( Teachers and Students) Content Specialist; other stakeholders. 2. Identifying critical issues/problems.  Outcomes ( expected, desired, intended) Process ( Implementation ) Resources ( Inputs ) 3. Identifying data source.  People ( teachers, students, parents, curriculum developers ) Existing documents; Available records; Evaluation Studies. 4. Identifying techniques for collecting data.  Standardized Test, Informal tests; Samples of Students Work; Interviews; Participant Observations, Checklist, Anecdotal records.
  • 26. Steps What to Consider 5. Identifying established standards and criteria.  Standards previously set by agency; DepEd, CHED, Professional Organization. 6. Identifying techniques in data analysis.  Content Analysis, Process Analysis, Statistics, Comparison, Evaluation Process. 7. Preparing evaluation report.  Written; Oral; Progress; Final; Summary; Descriptive, Graphic, Evaluative and Judgmental; List of Recommendations. 8. Preparing modes of display.  Case Studies; Test Scores Summary; Testimonies; Multi media representation; Product Display ( exhibits ); Technical Report.