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Curriculum Evaluation


Published on

Subject: Curriculum Development and Instructions
Chapter: 8 (Evaluation)

Published in: Education, Technology

Curriculum Evaluation

  1. 1. Subject: Curriculum Development and Instructions Topic: Evaluation Submitted to: Mam Mubashera Khalid Combine efforts of: Aqsa Rasheed ---- 2012-627 Saba Amin ---- 2012-626 Rimsha Nas ---- 2012-602 Ghazala Muhammad Ali 2012-612
  2. 2. Evaluation Evaluation is the process of examining a program or process to determine what's working, what's not, and why. Evaluation determines the value of programs and acts as blueprints for judgment and improvement. (Rossett & Sheldon, 2001) Definition of Evaluation
  3. 3. Many people think of evaluation as taking a snapshot of outcomes at the end of a program to prove to a funder that it worked or failed. These same people don't hold evaluation in much regard because they feel they are getting too little information too late in the day, especially if their program fell short of expectations or made no difference at all. Evaluation can, and should be used as an ongoing management and learning tool to improve an organization's effectiveness. Significance of Evaluation
  4. 4.  Well-run organizations and effective programs are those that can demonstrate the achievement of results.  Results are derived from good management. Good management is based on good decision making.  Good decision making depends on good information. Good information requires good data and careful analysis of the data. These are all critical elements of evaluation. Significance of Evaluation
  5. 5. Significance of Evaluation Evaluation refers to a periodic process of gathering data and then analyzing or ordering it in such a way that the resulting information can be used to determine whether your organization or program is effectively carrying out planned activities, and the extent to which it is achieving its stated objectives and anticipated results. Managers can and should conduct internal evaluations to get information about their programs so that they can make sound decisions about the implementation of those programs. Internal evaluation should be conducted on an ongoing basis and applied conscientiously by managers at every level of an organization in all program areas.
  6. 6. Program evaluation, conducted on a regular basis, can greatly improve the management and effectiveness of your organization and its programs. To do so requires understanding the differences between monitoring and evaluation, making evaluation an integral part of regular program planning and implementation, and collecting the different types of information needed by managers at different levels of the organization. Significance of Evaluation
  7. 7. Curriculum Evaluation Curriculum evaluation refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. Types of Curriculum Evaluation Formative Evaluation Diagnostic Evaluation Summative Evaluation
  8. 8.  Formative evaluation is generally any evaluation that takes place before or during a project’s implementation with the aim of improving the project’s design and performance.  It is an ongoing classroom process that keeps students and educators informed of students’ progress toward program learning objectives.  The main purpose of formative evaluation is to improve instruction and student learning.  Formative evaluation does require time and money and this may be a barrier to undertaking it, but it should be viewed as a valuable investment that improves the likelihood of achieving a successful outcome through better program design. 1. Formative Evaluation
  9. 9. Judgemental Data Observational Data Student Learning
  10. 10. First type of evaluation involves judgemental data. In that experts, teachers, supervisors, as well as student (how have made use of the curriculum materials and method) provide opinions, judgement, and reaction of the curriculum materials: This type of evidence is gathered by rating, questionnaires, interviews. Judgemental Data
  11. 11. The second type of evidence involves observational data, which trained or untrained observers systematically gather during teaching –learning situations in the classroom or elsewhere. This type of evidence is obtained by direct observations in a free manner. Observational Data
  12. 12. This type of evaluation approaches the central problems of curriculum development. What kind of student learning take place when the curriculum materials and method are used properly. Here the main evidence has to do with student learning that takes place in relation curriculum. Student Learning
  13. 13. The best source of evidences for formative evaluation curriculum seems to be a sort of combined use of all of them to arrive at valid conclusions. It is better to use one source for corresponding the finding of the other two then depending upon just one source of evidences. Student Learning
  14. 14.  It identifies problems in teaching and learning and helps to correct it.  By being formative it diagnostic weakness at an early stage for purpose of remediation or individual teaching, for instance, the teacher is failing to read the teacher can quickly find remedy. Thus keeps pupils on toes and even in the track of progress gives immediate feedback which is motivating. Benefits of Formative Evaluation
  15. 15.  Formative is also ideal for future planning in terms of changing teaching methods and pupils activities through resetting objectives, use of effective media, regrouping and assessment methods as it helps to plan also extension work for the excelling students. Benefits of Formative Evaluation
  16. 16.  Summative evaluation can take place during the project implementation, but is most often undertaken at the end of a project. As such, summative evaluation can also be referred to as ex-post evaluation.  The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents and educators on progress relative to curriculum objectives.  It occurs most often at the end of a unit. 2. Summative Evaluation
  17. 17. Benefits of summative evaluation:  is judgemental in nature, hence it shows the worth or the value of programme.  It can be used for decision making so that the learners can easily selected into placement streams such as pupils are put into classes according to their test results. Benefits of Summative Evaluation
  18. 18.  It is a useful tool for guidance and counselling. Above all it is done to evaluate the effectiveness of teachers. Benefits of Summative Evaluation
  19. 19.  It usually occurs at the beginning of the school year or before a new unit.  It identifies students who lack prerequisite knowledge, understanding or skills.  Diagnostic testing also identifies student interests.  Diagnostic evaluation provides information essential to teachers in designing appropriate programs for all students. 3. Diagnostic Evaluation
  20. 20. Usually analysis of this evaluation occurs when: 1. content of curriculum is updated 2. something is added 3. something is taken out Teachers take evaluation by these methods. 3. Diagnostic Evaluation
  21. 21. It is helper in solving problems of students.  it is helper in make teacher’s performance better. It is helper in encourage students and teachers. It is helper in educational plans. Benefits of Diagnostic Evaluation
  22. 22. References  Curriculum development and instruction by S.M Shahid.  rk/hrd/isd/types_of_evaluations.html  0/formative-and-summative-evaluation- in.html