This document discusses curriculum evaluation and related concepts. It begins by defining key terms like curriculum, evaluation, assessment, and measurement. It then examines different definitions and components of curriculum. The document outlines theories and models of curriculum evaluation, discussing how evaluation can occur at various stages of curriculum design and implementation. Evaluation is distinguished from assessment and measurement, with evaluation focusing on analyzing entire systems, programs, and processes rather than just student achievement. Overall, the document provides an overview of curriculum evaluation, exploring its purpose and assessing curriculum elements against guiding principles and values.

1. Curriculum Evaluation
WEEK ONE
BASIC TERMINOLOGIES
(a) CURRICULUM
(b) TEST, MEASUREMENT, EVALUATION, ASSESSMENT;
(c) CURRICULUM ANALYSIS; CURRICULUM EVALUATION; CURRICULUM RESEARCH

2. This course leads to the discussion of theories and
methods of curriculum evaluation. It discusses the
merits and demerits of various models of curriculum
and program evaluation. Students will be examining
these models in terms of their nature, key emphasis, the
role of evaluator, the relationship to educational
objectives, the relationship to curriculum decision
making, curriculum criteria, and curriculum design. The
course will also introduce on how curriculum can be
evaluated at various stages of determining aims,
planning, try-out, field trail, implementation and quality
control, and what criteria and procedures should be
followed during the process.

3. KEY TERMS
Evaluation
Research
CURRICULUM Tests
Measurement
Assessment
EVALUATION

4. What is Curriculum?
http://prezi.com/llzoix_ynzn4/curriculum-schemata/

5. What is Curriculum?
What are its components?
How they should be organized?
Hence, What it ought to be?
CURRICULUM

6. Curriculum
Johnson (1968) a structured series of intended learning
outcomes or expected ends
Marsh & Willis
(1995)
a ‘set of plan and experiences that students
undertake under the guidance of the school’
(p. 10)
Posner (1995) ‘the set of instructional strategies which
teachers plan to use’ (p.5)
Tyler 1949;
Johnson, 1968;
Prat, 1980; Posner,
1998
a body of knowledge or contents and general
statements arranged according to certain
objectives
Denis Lawton
(1984, 1989)
a selection from the culture of a society

7. CURRICULUM is
•A course of study to be followed in schools?
•Written prescription of what is intended to
happen in school?
•All that happens in school?
The curriculum is the plans made for guiding
learning in the schools; usually represented in
retrievable documents of several levels of generality;
the actualization of those plans in the classroom; as
experienced by the learners; and as recorded by an
observer; those experiences take place in a learning
environment that also influences what is learned.

8. The curriculum is the plans made for guiding learning in the schools,
usually represented in retrievable documents of several levels of
generality, and the actualization of those plans in the classroom, as
experienced by the learners and as recorded by an observer; those
experiences take place in a learning environment that also influences
what is learned.
Key words?
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9. Key words?
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 PURPOSE
 CONTENT
 SEQUENCE
 LEARNERS
 INSTRUCTIONAL PROCESSES
 INSTRUCTIONAL RESOURCES
 EVALUATION
 ADJUSTMENT

10. Curriculum
Above definitions cover every element involved in
the process of education, i.e.:
• Intents
• Contents
• Process v/s Praxis; Critical Pedagogy
• Product

11. Key words?
Actualized/enacte
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Plan
 PURPOSE: Aims, Goals and objectives of the curriculum;
 CONTENT: subject matter selected to convey specific
knowledge, skills, and attitudes
 SEQUENCE: an arrangement of the subject matter and
experience intended to lead to specific outcomes for learners
 LEARNERS: how plan will address a specifi group of
learners
 INSTRUCTIONAL PROCESSES: the instructional activities
by which learning may be achieved;
 INSTRUCTIONAL RESOURCES: the materials and setting to
be used in the learning process
 EVALUATION: the strategies used to determine whether
decisions about the elements of the academic plan are
optimal
Plan:
8
Components

12. CURRICULUM EVALUATION:
Definition
Tyler (1950): the process of determining to what extend educational
objectives are being attained
Borg & Gall (1983): the process of making judgment about the merit,
value or worth of educational programmes, projects, materials and
techniques
Smith & Glass (1987): the process of establishing value judgments
based on evidence abt a program / product
Stufflebeam et al. (1971): the process of delineating, obtaining &
providing useful info for judging decision alternatives

13. CURRICULUM EVALUATION:
Definition
Norris (1998): Curriculum Evaluation is about
describing the meaning, values and impact of a
curriculum to inform curriculum decision making.
•The congruence between
•Objectives and performance
•Goals and outcomes

14. CURRICULUM EVALUATION:
Definition
•Joint Committee on Standards for Educational
Evaluation (2003) process of systematic and
focussed determination of a curriculum’s value.
“Evaluation is the systematic assessment of the
worth or merit of an object” (1994, p. 3)

15. Evaluate: value, making value
judgments
• Evaluations
• not value-free
• Grounded in some defensible set of guiding principles or
ideals
• Evaluand’s stand against these values
• Eg. Evaluating the US Public Service:
• Percepts of democratic society such as freedom, equity,
due process of law, the need for an enlightened population

16. EVALUATION & ASSESSMENT
 Assessment: is used to refer to the process
of deciding, collecting and making judgments
about evidence relating to students'
achievement of particular goals of learning
 Evaluation: is used for the process of
deciding, collecting and making judgments
about systems, programs, materials,
procedures and processes
 Similarity: the processes
 Differences: kind of evidence and the PURPOSE of
judgement

17. EVALUATION & MEASUREMENT

18. Study reports on KSSR
Why KSSR was introduced?
•Giving an example, he said in KBSR, the
objective was stated in terms of learning
outcomes but in KSSR, it was the content
standards which pupils need to achieve.
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