SlideShare a Scribd company logo
1 of 34
Download to read offline
Models of Curriculum Evaluation and
Application in Educational
Technology
Koledafe Olawale Sunday
Centre for Open and Distance Learning
University of Ilorin, Nigeria
Kolawole Rasaq Omodolapo
Busari Taibat Tolani
Department of Educational Technology
University of Ilorin, Nigeria
What is Curriculum?
Curriculum can be defined as the planned and guided
learning experiences and intended learning outcomes,
formulated through the systematic reconstruction of
knowledge and experiences, under the auspices of the
school, for the learners’ continuous and willful growth
in personal social competence (Tanner & Tanner, 1975)
Smith (2000) four main contexts in
curriculum definition:
as a body of knowledge that is to be transmitted,
as an attempt to achieve certain ends in students’
product,
as a process
as a praxis.
Curriculum Definition (Cont’d)
EbertII, Ebert, & Bentley (2013) defines curriculum to
be the means and materials with which students will
interact for the purpose of achieving identified
educational outcomes.
Evaluation: What is it?
Evaluation is a systematic and objective assessment of
an ongoing or completed project, programme or
policy, its design, implementation and results with the
aim of determining its relevance and fulfilment of
objectives, efficiency, effectiveness, impact and
sustainability (United Nations Office on Drugs and
Crime, n.d.).
Evaluation: What is it?
“Evaluation is the systematic process of collecting and
analyzing data in order to determine whether and to
what degree objectives have been achieved”
(Boulmetis & Dutwin, 2005, p. 4)
Curriculum Evaluation
Curriculum evaluation is an attempt to toss light on
two questions:
Do planned courses, programs, activities, and learning
opportunities as developed and organized actually
produce desired results?
How can the curriculum offerings best be improved?
(Hussain, Dogar, Azeem, & Shakoor, 2011)
What is a Model
Models are liken to myths and metaphors which helps
us make senses of our world. A model offers its user a
means of comprehending an otherwise
incomprehensible problem (Instructional Design
Central, 2012).
What is a Model
Theory explains the process and philosophical
foundation of a matter and also sought to find answer
to the question “why?”
Models describes a process and the underpinning
conceptual framework of a matter, and also sought
answers to the question “How?” (Rathy, n.d).
Model Classifications:
Conceptual
Models
Procedural
Models
Mathematical
Models
(Rathy, n.d; Kanwal, 2011).
MODEL
Models of Curriculum Evaluation
Tyler’s Model
CIPP Model
Stake’s Model
Roger’s Model
Scriven’s Model
Tyler’s Model of Curriculum Evaluation
Propounded by Ralph Tyler in 1949.
One of the earliest curriculum experts.
Tyler’s model is also referred to as “the goal
attainment model of curriculum evaluation”
Tyler’s Model (Cont’d)
Tyler’s model emphasize more on goals
formulation through a
detailed analysis of feedback from the
students, society and subject matter.
The model measures the extent to which the
educational goals of a program have been attained
(Singla & Gupta, n.d).
Tyler’s Model (Cont’d)
Tyler model proceeds from the broader view of a
concept and narrow it down to the specific.
For instance, it examine the needs of the society and
then narrow it to stating the specific objectives to be
achieved in order meet the societal need. It is however
said to be deductive in nature (Oliva & Gordon, 2012).|
Tyler’s Rationale
What educational purpose should the school seek to
attain (i.e. educational aims, goals and objectives)?
What educational experiences (learning experiences)
can be provided that are likely to bring about the
attainment of the set purpose?
Tyler Rationale (Cont’d)
How can these educational experiences be effectively
organized (organization of learning experiences)?
How can we determine whether these purposes are
being attained (evauation)? (Omoniyi, 2009)
Tyler’s Model
Selection of
educational
purposes
Selection of
learning
experiences
Organization
of learning
experiences
Evaluation of
learning
experiences
Tyler’s Model: Short Comings
Linear Framework
Leaves evaluation towards the tail end of the
framework
CIPP Model of Curriculum Evaluation
Propounded in 1971
The CIPP model came as a consensus of the Phi-Delta
Committee that was chaired by Daniel Stufflebeam in
1971. CIPP focused more on decision making at each
stages of the curriculum processes.
CIPP Model of Curriculum Evaluation
C – Context
I – Input
P – Process
P – Product
Evaluation Objective Method Application to Decision making
Context  To determine the operating context
• To identify and assess needs and opportunities in
context
• To diagnose problems underlying the needs and
opportunities
By comparing the actual and the intended
and outputs
For deciding upon settings to be served
• For changes needed in planning
 Needs of Industry, Society
 Future Technological developments
 Mobility of the students
Input To identify and assess system capabilities,
available input strategies and designs for
implementing the
strategies
Analyzing resources, solution strategies,
procedural designs for relevance, feasibility and
economy
For selecting sources of
support solution strategies and procedural
designs for
structure changing activities
• Entry behavior of students
• Curriculum Objectives
• Detailed contents
• Methods and media
• Competencies of teaching faculty
• Appropriateness of teaching / learning
resources
Process To identify process defects in the procedural
design or its implementation
By monitoring the procedural barriers and
remaining alert to unanticipated ones and
describing the
actual process
For implanting and
refining the programme design and procedure
for
effective process control
Product To relate outcome information to objectives
and to context input and process information
Measurement Vs Standards interpreting the
outcome
For deciding to continue, terminate, modify,
build or refocus a change of activity.
CIPP: Short Coming
However, despite several promises of excellence and
potential in moving in the region of formative and
summative evaluation CIPP model, is too concerned
with how the process is supposed to be rather than
the reality on ground (Pradinata, 2012).
Stake’s Countenance Model
o Propounded in 1969 by Robert E. Stake.
It examine the basis of the education programme such
as the background philosophy and purpose for which
the programme was developed. These intents refer to
the goals and plans of the practitioners, such as the
curricula and education programme planners, teachers
and students.
Stake’s Countenance Model: Antecedent
Antecedent - Antecedent is any condition existing
prior to teaching and learning which may relate to
outcome.
Students’ interests or prior learning
Learning Environment in the Institution
Traditions and Values of the Institution (Rathy, n.d)
Stake’s Countenance Model: Transaction
Transaction - Transactions are the countless
encounters of students with teacher, student with
student, author with reader, parent with counsellor.
Interactions that occur between:
Stake’s Countenance Model: Transaction
(Forms of Transactions in Teaching & Learning)
Teachers
Students
Students
Students
Students
Curricular
Materials
Students
Educational
Environments
Stake’s Countenance Model: Outcome
Outcome - Outcome include measurements of the
impact of instruction on learners and others. The
outcome is an integral impact of curriculum
implementation on students, teachers, administrators
and community. Outcome can either be immediate or
long range (Rathy, n.d).
Stake’s Countenance Model: Ups & Downs
The high point of Stake's model lies in the manner in
which intents and actions are defined, observed and
evaluated, together with standards and judgements
rather than actual educational goals. (Woods, 1988;
Ling, et al., n.d.). nonetheless, Rathy (n.d) faults the
model for “stairng up conflicts” and also tends to
ignore the “causes”
Application to Educational Technology
Educational Technology is a study and ethical practice
of facilitating learning and improving performance by
creating, using and managing appropriate
technological processes and resources.
Application to Educational Technology
What educational purpose should the school seek to
attain? (i.e. educational aims, goals and objectives)- This
question can serve as a guild to the instructional
developer, by preempting him of what the expected
learning outcome should be. He can however work with
this as a blueprint. As media is designed not as an end to
itself but rather as mean to achieve the expected learning
outcomes.
Application to Educational Technology
What educational experiences (learning experiences)
can be provided that are likely to bring about the
attainment of the set purpose?- This can be applied in
the context of educational technology as preparing
the learning environment to cause an interaction that
will facilitate learning.
Application to Educational Technology
How can these educational experiences be effectively
organized (organization of learning experiences)?- One
thing is to create a technology for facilitating learning,
another is to ensure that the technology actually facilitate
learning. The term “using and managing” in the definition
stressed on the fact that the created technology should be
properly organized and managed.
Application to Educational Technology
How can we determine whether these purposes are
being attained (evaluation)?- Evaluation is key in the
field of educational technology. After creating, using
and managing certain instructional technology, how
do we measure the extent to which what was created
has actually facilitated learning?
Thanks for Listening

More Related Content

What's hot

Components of Curriculum
Components of CurriculumComponents of Curriculum
Components of CurriculumPearly Esperida
 
Curriculum design and models
Curriculum design and modelsCurriculum design and models
Curriculum design and modelsPrincess Lalwani
 
Factors affecting curriculum implementation
Factors affecting curriculum implementation Factors affecting curriculum implementation
Factors affecting curriculum implementation art bermoy
 
Role of teacher in curriculum implementation
Role of teacher in curriculum implementationRole of teacher in curriculum implementation
Role of teacher in curriculum implementationInternational advisers
 
Curriculum models
Curriculum modelsCurriculum models
Curriculum modelsKt Mosinyi
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum developmentcuterodz042909
 
Curriculum planning and development
Curriculum planning and developmentCurriculum planning and development
Curriculum planning and developmentReggie Cruz
 
Chapter 4: Evaluating the curriculum
Chapter 4: Evaluating the curriculumChapter 4: Evaluating the curriculum
Chapter 4: Evaluating the curriculumRizza Lynn Labastida
 
Curriculum Evaluation
Curriculum EvaluationCurriculum Evaluation
Curriculum Evaluationvalarpink
 
Curriculum Design Models
Curriculum Design ModelsCurriculum Design Models
Curriculum Design ModelsRuth Flores
 
Curriculum development: Processes and models
Curriculum development: Processes and modelsCurriculum development: Processes and models
Curriculum development: Processes and modelsDianneCarmela Delacruz
 
Types of curriculum design (1)
Types of curriculum design (1)Types of curriculum design (1)
Types of curriculum design (1)Amina Tariq
 
Problems and issues in curriculum development
Problems and issues in curriculum developmentProblems and issues in curriculum development
Problems and issues in curriculum developmentNaeem Ashraf
 

What's hot (20)

Components of Curriculum
Components of CurriculumComponents of Curriculum
Components of Curriculum
 
Curriculum design and models
Curriculum design and modelsCurriculum design and models
Curriculum design and models
 
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumCriteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculum
 
Curriculum Change
Curriculum ChangeCurriculum Change
Curriculum Change
 
Factors affecting curriculum implementation
Factors affecting curriculum implementation Factors affecting curriculum implementation
Factors affecting curriculum implementation
 
Curriculum design
Curriculum designCurriculum design
Curriculum design
 
Role of teacher in curriculum implementation
Role of teacher in curriculum implementationRole of teacher in curriculum implementation
Role of teacher in curriculum implementation
 
Curriculum models
Curriculum modelsCurriculum models
Curriculum models
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum development
 
Curriculum planning and development
Curriculum planning and developmentCurriculum planning and development
Curriculum planning and development
 
Chapter 4: Evaluating the curriculum
Chapter 4: Evaluating the curriculumChapter 4: Evaluating the curriculum
Chapter 4: Evaluating the curriculum
 
Curriculum Evaluation
Curriculum EvaluationCurriculum Evaluation
Curriculum Evaluation
 
Curriculum Approaches
Curriculum ApproachesCurriculum Approaches
Curriculum Approaches
 
Curriculum Implementation
Curriculum ImplementationCurriculum Implementation
Curriculum Implementation
 
Curriculum Design Models
Curriculum Design ModelsCurriculum Design Models
Curriculum Design Models
 
Curriculum development: Processes and models
Curriculum development: Processes and modelsCurriculum development: Processes and models
Curriculum development: Processes and models
 
Types of curriculum design (1)
Types of curriculum design (1)Types of curriculum design (1)
Types of curriculum design (1)
 
Types of curriculum
Types of curriculumTypes of curriculum
Types of curriculum
 
Problems and issues in curriculum development
Problems and issues in curriculum developmentProblems and issues in curriculum development
Problems and issues in curriculum development
 
Foundations of curriculum
Foundations of curriculumFoundations of curriculum
Foundations of curriculum
 

Viewers also liked

Viewers also liked (7)

Modelo CIPP de Evaluacion Curricular Stufflebeam
Modelo CIPP de Evaluacion Curricular StufflebeamModelo CIPP de Evaluacion Curricular Stufflebeam
Modelo CIPP de Evaluacion Curricular Stufflebeam
 
Modelos de evaluación curricular compendio
Modelos de evaluación curricular compendioModelos de evaluación curricular compendio
Modelos de evaluación curricular compendio
 
Evaluación curricular
Evaluación curricularEvaluación curricular
Evaluación curricular
 
Modelos de evaluación pdf
Modelos de evaluación pdfModelos de evaluación pdf
Modelos de evaluación pdf
 
EVALUACION CURRICULAR
EVALUACION CURRICULAREVALUACION CURRICULAR
EVALUACION CURRICULAR
 
8 Modelo De Evaluacion Stufflebeam
8 Modelo De Evaluacion Stufflebeam8 Modelo De Evaluacion Stufflebeam
8 Modelo De Evaluacion Stufflebeam
 
Modelos De Evaluación
Modelos De EvaluaciónModelos De Evaluación
Modelos De Evaluación
 

Similar to Models of curriculum evaluation and application in educational

Chapter 15 pedagogical planners
Chapter 15 pedagogical plannersChapter 15 pedagogical planners
Chapter 15 pedagogical plannersgrainne
 
The critical role of teachers in optimizing technologies for open learning
The critical role of teachers in optimizing technologies for open learningThe critical role of teachers in optimizing technologies for open learning
The critical role of teachers in optimizing technologies for open learningalanwylie
 
Using a standards alignment model as a framework for doctoral candidate asses...
Using a standards alignment model as a framework for doctoral candidate asses...Using a standards alignment model as a framework for doctoral candidate asses...
Using a standards alignment model as a framework for doctoral candidate asses...CPEDInitiative
 
Running Head INSTRUCTIONAL DESIGN MODELS .docx
Running Head INSTRUCTIONAL DESIGN MODELS                        .docxRunning Head INSTRUCTIONAL DESIGN MODELS                        .docx
Running Head INSTRUCTIONAL DESIGN MODELS .docxjeanettehully
 
Cemca newsletter-vol1-no3-september-2015
Cemca newsletter-vol1-no3-september-2015Cemca newsletter-vol1-no3-september-2015
Cemca newsletter-vol1-no3-september-2015Ramesh C. Sharma
 
Integrative learning design framework (ildf) april 2013
Integrative learning design framework (ildf)  april 2013Integrative learning design framework (ildf)  april 2013
Integrative learning design framework (ildf) april 2013Daniela Gachago
 
Integrative learning design framework (ildf) for the checet 2013 course
Integrative learning design framework (ildf)  for the checet 2013 courseIntegrative learning design framework (ildf)  for the checet 2013 course
Integrative learning design framework (ildf) for the checet 2013 courseRita Ndagire Kizito
 
R representing designs
R representing designsR representing designs
R representing designspmundin
 
Quality on line: What and how should we be measuring for quality assurance i...
Quality on line: What and how should we be measuring for quality assurance i...Quality on line: What and how should we be measuring for quality assurance i...
Quality on line: What and how should we be measuring for quality assurance i...EDEN Digital Learning Europe
 
ECER conference presentation
ECER conference presentationECER conference presentation
ECER conference presentationDiogo Casanova
 
Enhancing School Community through Technology Professional Development for Te...
Enhancing School Community through Technology Professional Development for Te...Enhancing School Community through Technology Professional Development for Te...
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
 
Formalising the informal
Formalising the informalFormalising the informal
Formalising the informalcies
 
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Mark Travis
 
Research in curriculum design.
Research in curriculum design.Research in curriculum design.
Research in curriculum design.Guide Bango
 
Instructional models
Instructional modelsInstructional models
Instructional modelsDiane Barrie
 
Esai april2015
Esai april2015Esai april2015
Esai april2015MCheckley
 
Digifest 2017 - Learning Analytics & Learning Design
Digifest 2017 - Learning Analytics & Learning Design Digifest 2017 - Learning Analytics & Learning Design
Digifest 2017 - Learning Analytics & Learning Design Patrick Lynch
 

Similar to Models of curriculum evaluation and application in educational (20)

Chapter 15 pedagogical planners
Chapter 15 pedagogical plannersChapter 15 pedagogical planners
Chapter 15 pedagogical planners
 
National Curriculum Design
National Curriculum DesignNational Curriculum Design
National Curriculum Design
 
The critical role of teachers in optimizing technologies for open learning
The critical role of teachers in optimizing technologies for open learningThe critical role of teachers in optimizing technologies for open learning
The critical role of teachers in optimizing technologies for open learning
 
Using a standards alignment model as a framework for doctoral candidate asses...
Using a standards alignment model as a framework for doctoral candidate asses...Using a standards alignment model as a framework for doctoral candidate asses...
Using a standards alignment model as a framework for doctoral candidate asses...
 
Running Head INSTRUCTIONAL DESIGN MODELS .docx
Running Head INSTRUCTIONAL DESIGN MODELS                        .docxRunning Head INSTRUCTIONAL DESIGN MODELS                        .docx
Running Head INSTRUCTIONAL DESIGN MODELS .docx
 
Cemca newsletter-vol1-no3-september-2015
Cemca newsletter-vol1-no3-september-2015Cemca newsletter-vol1-no3-september-2015
Cemca newsletter-vol1-no3-september-2015
 
Integrative learning design framework (ildf) april 2013
Integrative learning design framework (ildf)  april 2013Integrative learning design framework (ildf)  april 2013
Integrative learning design framework (ildf) april 2013
 
Integrative learning design framework (ildf) for the checet 2013 course
Integrative learning design framework (ildf)  for the checet 2013 courseIntegrative learning design framework (ildf)  for the checet 2013 course
Integrative learning design framework (ildf) for the checet 2013 course
 
R representing designs
R representing designsR representing designs
R representing designs
 
Quality on line: What and how should we be measuring for quality assurance i...
Quality on line: What and how should we be measuring for quality assurance i...Quality on line: What and how should we be measuring for quality assurance i...
Quality on line: What and how should we be measuring for quality assurance i...
 
ECER conference presentation
ECER conference presentationECER conference presentation
ECER conference presentation
 
Eden poster raffaghelli-1
Eden poster raffaghelli-1Eden poster raffaghelli-1
Eden poster raffaghelli-1
 
Enhancing School Community through Technology Professional Development for Te...
Enhancing School Community through Technology Professional Development for Te...Enhancing School Community through Technology Professional Development for Te...
Enhancing School Community through Technology Professional Development for Te...
 
Wk4 tutorial 3
Wk4 tutorial 3Wk4 tutorial 3
Wk4 tutorial 3
 
Formalising the informal
Formalising the informalFormalising the informal
Formalising the informal
 
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
 
Research in curriculum design.
Research in curriculum design.Research in curriculum design.
Research in curriculum design.
 
Instructional models
Instructional modelsInstructional models
Instructional models
 
Esai april2015
Esai april2015Esai april2015
Esai april2015
 
Digifest 2017 - Learning Analytics & Learning Design
Digifest 2017 - Learning Analytics & Learning Design Digifest 2017 - Learning Analytics & Learning Design
Digifest 2017 - Learning Analytics & Learning Design
 

Recently uploaded

EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlDr. Bruce A. Johnson
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTDR. SNEHA NAIR
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdfJayanti Pande
 
Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxvidhisharma994099
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Dr. Asif Anas
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 

Recently uploaded (20)

EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting Bl
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptx
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
March 2024 Directors Meeting, Division of Student Affairs and Academic Support
March 2024 Directors Meeting, Division of Student Affairs and Academic SupportMarch 2024 Directors Meeting, Division of Student Affairs and Academic Support
March 2024 Directors Meeting, Division of Student Affairs and Academic Support
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 

Models of curriculum evaluation and application in educational

  • 1. Models of Curriculum Evaluation and Application in Educational Technology Koledafe Olawale Sunday Centre for Open and Distance Learning University of Ilorin, Nigeria Kolawole Rasaq Omodolapo Busari Taibat Tolani Department of Educational Technology University of Ilorin, Nigeria
  • 2. What is Curriculum? Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
  • 3. Smith (2000) four main contexts in curriculum definition: as a body of knowledge that is to be transmitted, as an attempt to achieve certain ends in students’ product, as a process as a praxis.
  • 4. Curriculum Definition (Cont’d) EbertII, Ebert, & Bentley (2013) defines curriculum to be the means and materials with which students will interact for the purpose of achieving identified educational outcomes.
  • 5. Evaluation: What is it? Evaluation is a systematic and objective assessment of an ongoing or completed project, programme or policy, its design, implementation and results with the aim of determining its relevance and fulfilment of objectives, efficiency, effectiveness, impact and sustainability (United Nations Office on Drugs and Crime, n.d.).
  • 6. Evaluation: What is it? “Evaluation is the systematic process of collecting and analyzing data in order to determine whether and to what degree objectives have been achieved” (Boulmetis & Dutwin, 2005, p. 4)
  • 7. Curriculum Evaluation Curriculum evaluation is an attempt to toss light on two questions: Do planned courses, programs, activities, and learning opportunities as developed and organized actually produce desired results? How can the curriculum offerings best be improved? (Hussain, Dogar, Azeem, & Shakoor, 2011)
  • 8. What is a Model Models are liken to myths and metaphors which helps us make senses of our world. A model offers its user a means of comprehending an otherwise incomprehensible problem (Instructional Design Central, 2012).
  • 9. What is a Model Theory explains the process and philosophical foundation of a matter and also sought to find answer to the question “why?” Models describes a process and the underpinning conceptual framework of a matter, and also sought answers to the question “How?” (Rathy, n.d).
  • 11. Models of Curriculum Evaluation Tyler’s Model CIPP Model Stake’s Model Roger’s Model Scriven’s Model
  • 12. Tyler’s Model of Curriculum Evaluation Propounded by Ralph Tyler in 1949. One of the earliest curriculum experts. Tyler’s model is also referred to as “the goal attainment model of curriculum evaluation”
  • 13. Tyler’s Model (Cont’d) Tyler’s model emphasize more on goals formulation through a detailed analysis of feedback from the students, society and subject matter. The model measures the extent to which the educational goals of a program have been attained (Singla & Gupta, n.d).
  • 14. Tyler’s Model (Cont’d) Tyler model proceeds from the broader view of a concept and narrow it down to the specific. For instance, it examine the needs of the society and then narrow it to stating the specific objectives to be achieved in order meet the societal need. It is however said to be deductive in nature (Oliva & Gordon, 2012).|
  • 15. Tyler’s Rationale What educational purpose should the school seek to attain (i.e. educational aims, goals and objectives)? What educational experiences (learning experiences) can be provided that are likely to bring about the attainment of the set purpose?
  • 16. Tyler Rationale (Cont’d) How can these educational experiences be effectively organized (organization of learning experiences)? How can we determine whether these purposes are being attained (evauation)? (Omoniyi, 2009)
  • 17. Tyler’s Model Selection of educational purposes Selection of learning experiences Organization of learning experiences Evaluation of learning experiences
  • 18. Tyler’s Model: Short Comings Linear Framework Leaves evaluation towards the tail end of the framework
  • 19. CIPP Model of Curriculum Evaluation Propounded in 1971 The CIPP model came as a consensus of the Phi-Delta Committee that was chaired by Daniel Stufflebeam in 1971. CIPP focused more on decision making at each stages of the curriculum processes.
  • 20. CIPP Model of Curriculum Evaluation C – Context I – Input P – Process P – Product
  • 21. Evaluation Objective Method Application to Decision making Context  To determine the operating context • To identify and assess needs and opportunities in context • To diagnose problems underlying the needs and opportunities By comparing the actual and the intended and outputs For deciding upon settings to be served • For changes needed in planning  Needs of Industry, Society  Future Technological developments  Mobility of the students Input To identify and assess system capabilities, available input strategies and designs for implementing the strategies Analyzing resources, solution strategies, procedural designs for relevance, feasibility and economy For selecting sources of support solution strategies and procedural designs for structure changing activities • Entry behavior of students • Curriculum Objectives • Detailed contents • Methods and media • Competencies of teaching faculty • Appropriateness of teaching / learning resources Process To identify process defects in the procedural design or its implementation By monitoring the procedural barriers and remaining alert to unanticipated ones and describing the actual process For implanting and refining the programme design and procedure for effective process control Product To relate outcome information to objectives and to context input and process information Measurement Vs Standards interpreting the outcome For deciding to continue, terminate, modify, build or refocus a change of activity.
  • 22. CIPP: Short Coming However, despite several promises of excellence and potential in moving in the region of formative and summative evaluation CIPP model, is too concerned with how the process is supposed to be rather than the reality on ground (Pradinata, 2012).
  • 23. Stake’s Countenance Model o Propounded in 1969 by Robert E. Stake. It examine the basis of the education programme such as the background philosophy and purpose for which the programme was developed. These intents refer to the goals and plans of the practitioners, such as the curricula and education programme planners, teachers and students.
  • 24. Stake’s Countenance Model: Antecedent Antecedent - Antecedent is any condition existing prior to teaching and learning which may relate to outcome. Students’ interests or prior learning Learning Environment in the Institution Traditions and Values of the Institution (Rathy, n.d)
  • 25. Stake’s Countenance Model: Transaction Transaction - Transactions are the countless encounters of students with teacher, student with student, author with reader, parent with counsellor. Interactions that occur between:
  • 26. Stake’s Countenance Model: Transaction (Forms of Transactions in Teaching & Learning) Teachers Students Students Students Students Curricular Materials Students Educational Environments
  • 27. Stake’s Countenance Model: Outcome Outcome - Outcome include measurements of the impact of instruction on learners and others. The outcome is an integral impact of curriculum implementation on students, teachers, administrators and community. Outcome can either be immediate or long range (Rathy, n.d).
  • 28. Stake’s Countenance Model: Ups & Downs The high point of Stake's model lies in the manner in which intents and actions are defined, observed and evaluated, together with standards and judgements rather than actual educational goals. (Woods, 1988; Ling, et al., n.d.). nonetheless, Rathy (n.d) faults the model for “stairng up conflicts” and also tends to ignore the “causes”
  • 29. Application to Educational Technology Educational Technology is a study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
  • 30. Application to Educational Technology What educational purpose should the school seek to attain? (i.e. educational aims, goals and objectives)- This question can serve as a guild to the instructional developer, by preempting him of what the expected learning outcome should be. He can however work with this as a blueprint. As media is designed not as an end to itself but rather as mean to achieve the expected learning outcomes.
  • 31. Application to Educational Technology What educational experiences (learning experiences) can be provided that are likely to bring about the attainment of the set purpose?- This can be applied in the context of educational technology as preparing the learning environment to cause an interaction that will facilitate learning.
  • 32. Application to Educational Technology How can these educational experiences be effectively organized (organization of learning experiences)?- One thing is to create a technology for facilitating learning, another is to ensure that the technology actually facilitate learning. The term “using and managing” in the definition stressed on the fact that the created technology should be properly organized and managed.
  • 33. Application to Educational Technology How can we determine whether these purposes are being attained (evaluation)?- Evaluation is key in the field of educational technology. After creating, using and managing certain instructional technology, how do we measure the extent to which what was created has actually facilitated learning?

Editor's Notes

  1. Smith (2000) defines curriculum in four main contexts; as a body of knowlegde that is to be transmitted, as an attempt to achieve certain ends in students’ product, as a process and as a praxis. Praxis – Application of theory into practice
  2. Evaluation helps to know the extent to which the predetermined objectives has been achieved and it sometimes adopt various means such as tests, observation, assessments and measurement. Evaluation assist in knowing the worthiness of a program.
  3. Curriculum Evaluation therefore can be described as a way of determining the extent to which the curriculum goals and objectives are being/has been achieved. Curriculum evaluation refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. The judgments gives way for decision making about the future of the programme, whether to retain the programme as it stand, modify it or throw it out altogether. (Hussain, Dogar, Azeem, & Shakoor, 2011).
  4. A model is the conceptual representation of a theory.
  5. While a theory explains the process and philosophical foundation of a matter and also sought to find answer to the question “why?”, models describes a process and the underpinning conceptual framework of a matter, and also sought answers to the question “How?”. Model is a structural and orderly representation of reality (Rathy, n.d).
  6. Conceptual Models: Rathy (n.d) asserts that conceptual model describes what is meant by a concept. It is an idea based model, it translate a virtual world into a visual reality. Conceptual models is first step in developing more detailed quantitative models (MacKay & College, 2015). Procedural Models: The procedural model according to Rathy (n.d) is a model that describes how to perform a task. Mathematical Models: “Describes the relationship between the various elements of a situation or a process” (Rathy, n.d).
  7. Tyler’s model however was accused of being a linear framework (one-way traffic), not allowing for formative evaluation which has been argued by many scholars as a better type of evaluation. The model was also blamed for leaving evaluation towards the tail end of the framework, which implies that the worth of a program can only be measured at the end of the program. This is against the view of some curriculum experts, Omoniyi (2009) opined that the curriculum process is not static, rather a dynamic, continuous and cyclical process. But submit to the fact that the Tyler’s rationale is still the base for curriculum development.
  8. The CIPP Model was one of the propounded model of the 1970s, which came as an answer to the “obvious weaknesses” in the Tyler model (Glatthorn, Boschee, Whitehead, & Boschee, 2015). The CIPP model came as a consensus of the Phi-Delta Committee that was chaired by Daniel Stufflebeam in 1971. CIPP focused more on decision making at each stages of the curriculum processes. The CIPP is an acronym for C – Context, I – Input, P – Process, P – Product.
  9. According to the CIPP model, evaluation is divided into four main categories, namely, Context Evaluation, Input Evaluation, Process Evaluation and Product Evaluation (Rathy, n.d). Specifically, the context evaluation of the CIPP model can help identify service providers’ learning needs and the community’s needs. The input evaluation component can then help prescribe a responsive project that can best address the identified needs. Next, the process evaluation component monitors the project process and potential procedural barriers, and identifies needs for project adjustments. Finally, the product evaluation component measures, interprets, and judges project outcomes and interprets their merit, worth, significance, and probity (Zhang, et al., 2011).
  10. The evaluation examines the basis of the education programme such as the background philosophy and purpose for which the programme was developed. These intents refer to the goals and plans of the practitioners, such as the curricula and education programme planners, teachers and students. (Ling, et al., n.d.) Stake’s model places importance on the observation, description and judgment of the programme, via a variety of data sources and multiple analyses which call for documentation of antecedent conditions, transactions, and programme outcomes.
  11. intents and actions are defined, observed and evaluated together with standard and Judgements rather than actual educational goals The faults of the model are “stairng up conflicts” and also tends to ignore the “causes”
  12. From the definition above, it is obvious that the main aim of educational technology is to facilitate learning and also improve performance, through the creation, using and managing of technological processes and resources. The curriculum, being an approved document comprising of educational aim, goals and policies, stand as a guild for the teaching and learning process and also serve as a blueprint for the technologist on what learning should be facilitated.
  13. Tyler’s rationale points to four basic questions which can help instructional technologist on what technological process and resources need to be put together in order to facilitate learning and improve performance.
  14. The supra-system should allow for a meaningful interaction of the subsystems in order to allow for an effective learning experiences.
  15. A well-used and managed instructional material should be like a window that allows light into the room and not keeping the light to itself. In other words, media should be organized in such a way that it can only help the learners to achieve learning and not be a distractor.
  16. Evaluation helps to know the worth and value of a program. It helps to determine how much has the technological tool brought about the facilitation of learning and increments in performance.