Management-Oriented Evaluation Approaches
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A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions; How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
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Management oriented evaluation approaches
This document discusses management-oriented evaluation approaches. It begins by stating that these approaches aim to serve decision makers by providing evaluation information to help with good decision making. It describes the CIPP model created by Stuffbeam which evaluates programs based on Context, Input, Process, and Product. The document also discusses other early evaluation models like the UCLA model. It notes strengths of the management approach include focusing evaluations and linking them to decision making. Potential limitations include the evaluator becoming too aligned with management or evaluations becoming too complex.
Program evaluation
This document discusses various approaches to program evaluation including objective-oriented, expertise-oriented, participant-oriented, and consumer-oriented approaches. It provides examples of each approach and how they may be applied. Strengths and weaknesses of each approach are considered. The document also discusses evaluation methods such as surveys, interviews, and mixed methods. References are provided on related research and examples of evaluation studies.
Goal free model
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
cipp model
The document discusses Daniel Stufflebeam's CIPP evaluation model, which assesses the context, inputs, processes, and products of programs and systems to guide decision-making. The CIPP model provides a framework for conducting comprehensive evaluations that are tailored to different decision-making settings based on the degree of change and available information. Evaluations are designed to inform planning, structuring, implementation, and recycling decisions at each stage of a program or system.
Curriculum monitoring
Curriculum monitoring involves periodically assessing curriculum implementation and making adjustments. It determines how well the curriculum is working and informs decisions about retaining, improving, or modifying aspects. The document outlines the definition, rationale, types, roles, process, and similarities and differences between monitoring and evaluation. An effective monitoring system is simple, provides timely feedback, is cost-effective, flexible, accurate, comprehensive, relevant, and leads to learning. It involves clarifying roles, identifying evidence, data collection tools, training monitors, preparing staff, conducting monitoring, analyzing and sharing results, and determining a plan of action.
Expertise, Consumer-Oriented, and Program-Oriented Evaluation Approaches
All information referenced from: Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N.J.: Pearson Education.
Curriculum monitoring
Monitoring is the systematic process of collecting, analyzing, and using information to track a curriculum's progress toward objectives and guide management decisions. It is important to determine if a curriculum remains relevant and effective, know if it is working, provide decisions on aspects to retain, improve, or modify, and determine whether to continue or terminate a program. Monitoring a curriculum helps ensure it meets its goals.
CIPP Evaluation Model
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
Recommended
Management oriented evaluation approaches
This document discusses management-oriented evaluation approaches. It begins by stating that these approaches aim to serve decision makers by providing evaluation information to help with good decision making. It describes the CIPP model created by Stuffbeam which evaluates programs based on Context, Input, Process, and Product. The document also discusses other early evaluation models like the UCLA model. It notes strengths of the management approach include focusing evaluations and linking them to decision making. Potential limitations include the evaluator becoming too aligned with management or evaluations becoming too complex.
Program evaluation
This document discusses various approaches to program evaluation including objective-oriented, expertise-oriented, participant-oriented, and consumer-oriented approaches. It provides examples of each approach and how they may be applied. Strengths and weaknesses of each approach are considered. The document also discusses evaluation methods such as surveys, interviews, and mixed methods. References are provided on related research and examples of evaluation studies.
Goal free model
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
cipp model
The document discusses Daniel Stufflebeam's CIPP evaluation model, which assesses the context, inputs, processes, and products of programs and systems to guide decision-making. The CIPP model provides a framework for conducting comprehensive evaluations that are tailored to different decision-making settings based on the degree of change and available information. Evaluations are designed to inform planning, structuring, implementation, and recycling decisions at each stage of a program or system.
Curriculum monitoring
Curriculum monitoring involves periodically assessing curriculum implementation and making adjustments. It determines how well the curriculum is working and informs decisions about retaining, improving, or modifying aspects. The document outlines the definition, rationale, types, roles, process, and similarities and differences between monitoring and evaluation. An effective monitoring system is simple, provides timely feedback, is cost-effective, flexible, accurate, comprehensive, relevant, and leads to learning. It involves clarifying roles, identifying evidence, data collection tools, training monitors, preparing staff, conducting monitoring, analyzing and sharing results, and determining a plan of action.
Expertise, Consumer-Oriented, and Program-Oriented Evaluation Approaches
All information referenced from: Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N.J.: Pearson Education.
Curriculum monitoring
Monitoring is the systematic process of collecting, analyzing, and using information to track a curriculum's progress toward objectives and guide management decisions. It is important to determine if a curriculum remains relevant and effective, know if it is working, provide decisions on aspects to retain, improve, or modify, and determine whether to continue or terminate a program. Monitoring a curriculum helps ensure it meets its goals.
CIPP Evaluation Model
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
Cipp evaluation model
The CIPP evaluation model was created by Daniel Stufflebeam to systematically guide evaluators and stakeholders in assessing educational programming at the start, during implementation, and end of a project. It examines the context, inputs, processes, and products of a program to improve accountability and learning. The model seeks to determine needs, resources, implementation, and outcomes to measure if the program's goals were achieved and participants' needs met.
Strategies in curriculum evaluation
Formative, summative, and diagnostic evaluations are important strategies for curriculum development. Formative evaluation identifies problems early to allow corrective action, while summative evaluation occurs at the end of a project to assess its overall value. Diagnostic evaluation analyzes curriculum when content is updated or changed. Evaluations can be done by insiders like teachers and outsiders like consultants, with each having advantages and disadvantages. The best approach uses a combination of internal and external evaluators to increase the reliability and validity of results while encouraging stakeholder participation and ownership.
Cipp model
The document outlines the history and development of the CIPP (Context, Input, Process, Product) model for program evaluation. It describes the model's introduction in the 1960s and its refinement over several installments between 1966-1972 to include the four parts of context, input, process, and product evaluation. The current version from 2002 further aims to develop a coherent theoretical framework to guide evaluation.
Group 3.1 technical_scientific_approach
The technical/scientific approach is a step-by-step method for designing curriculum based on Tyler's model. It involves experimentally forming objectives, taking steps to achieve outcomes, and evaluating results. The 7 steps are: diagnosing needs, formulating objectives, specifying content, organizing content, selecting learning experiences, organizing learning experiences, and evaluating through defined means. The approach views curriculum development as a rational, universal, and objective process similar to engineering.
Stufflebeam's CIPP Model
Daniel Stufflebeam developed the CIPP (Context, Input, Process, Product) model for curriculum evaluation. The CIPP model evaluates a curriculum by assessing the context, input, process, and product. It provides information for setting objectives, determining curriculum components, providing feedback during implementation, and appraising outcomes not just at the end of the curriculum.
Specific Approaches To Curriculum Development
The document discusses curriculum development and outlines four major tasks:
1) Selecting and defining educational objectives based on analyzing needs and predicting future opportunities and problems. Objectives must be clearly defined and prioritized.
2) Selecting and creating learning experiences, which is described as an artistic process.
3) Organizing learning experiences to maximize their combined impact.
4) Evaluating the curriculum through an ongoing process of checking the validity of assumptions about how the curriculum impacts people, processes, and outcomes.
Curriculum evaluation model
The document summarizes two models of curriculum evaluation: Tyler's model from 1949 and Stufflebeam's CIPP model from 1971. Tyler's model emphasizes measuring student progress towards instructional objectives. The CIPP model evaluates the context, input, process, and products of a program to facilitate rational decision-making. It assesses needs, available resources, implementation processes, and outcomes to guide decisions about continuing, modifying, or terminating an educational program.
Curriculum model by nicholls
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
Curriculum Design Process
The curriculum design process involves first conducting a needs assessment and developing a rationale. Specific goals and objectives are then designed along with selecting teaching methods, learning strategies, and evaluation strategies. A management plan is developed before implementation and review of data.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
National Curriculum Development Process (Plan)
Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.
Critical curriculum design
The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
Action research
Action research is a method that integrates action (implementing a plan) with research (understanding the effectiveness of the implementation). It was developed by Kurt Lewin in the 1940s. Unlike traditional academic research, action research involves participants collaboratively identifying issues in their organization and developing improvement processes. It aims for positive educational change through flexible, ongoing cycles of planning, acting, observing, and reflecting. Action research can be conducted individually by teachers, collaboratively between teachers, or on a wider scale across entire schools or districts. The goal is to solve practical problems and improve practices in real-world settings.
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Curriculum Evaluation & Curriculum Improvement
This document provides an overview of curriculum evaluation, including reasons for evaluation, types of evaluation, and models of evaluation. It also discusses levels and approaches to curriculum improvement. Specifically, it outlines that curriculum evaluation establishes strengths and weaknesses, provides feedback for improvement, and informs strategic decisions. The two main types of evaluation are formative, which provides ongoing feedback, and summative, which measures outcomes. Several models of curriculum evaluation are also presented, including Tyler's objective-centered model, Stufflebeam's CIPP model, Taba's antecedents-transactions-outcomes model, Stake's responsive model, and Kirkpatrick's reaction-learning-behavior-results model.
Curriculum Development
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
Program evaluation
The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.
PROVUS'S DISCREPENCY EVALUATION MODEL
The document discusses the Discrepancy Evaluation Model developed by Malcom Provus in 1969 to assess programs and drive improvement by identifying discrepancies between program standards and actual performance, with the goal of modifying programs or standards to address weaknesses; it outlines the key stages and steps of the model including defining objectives, planning evaluations, collecting data, identifying discrepancies, and determining corrective actions. The Provus model is best suited for formative program evaluation focused on continuous improvement through comparison of objectives and outcomes.
Curriculum Evaluation
This document discusses techniques for evaluating curriculum. It begins by defining curriculum evaluation as an attempt to gauge the effectiveness and value of educational projects and work undertaken by students. There are two levels of curriculum evaluation: formative evaluation during curriculum development to provide feedback and influence revisions, and summative evaluation after implementation to appraise the final curriculum. Several techniques are described for evaluating curriculum, including observation, questionnaires, checklists, interviews, workshops/group discussions, and the Delphi technique. The goal of curriculum evaluation is to improve educational goals, materials, and instructional methods over time based on advances in fields and feedback from students, teachers, and other stakeholders.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
Curriculum Evaluation
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Curriculum evaluation
The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
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Cipp evaluation model
The CIPP evaluation model was created by Daniel Stufflebeam to systematically guide evaluators and stakeholders in assessing educational programming at the start, during implementation, and end of a project. It examines the context, inputs, processes, and products of a program to improve accountability and learning. The model seeks to determine needs, resources, implementation, and outcomes to measure if the program's goals were achieved and participants' needs met.
Strategies in curriculum evaluation
Formative, summative, and diagnostic evaluations are important strategies for curriculum development. Formative evaluation identifies problems early to allow corrective action, while summative evaluation occurs at the end of a project to assess its overall value. Diagnostic evaluation analyzes curriculum when content is updated or changed. Evaluations can be done by insiders like teachers and outsiders like consultants, with each having advantages and disadvantages. The best approach uses a combination of internal and external evaluators to increase the reliability and validity of results while encouraging stakeholder participation and ownership.
Cipp model
The document outlines the history and development of the CIPP (Context, Input, Process, Product) model for program evaluation. It describes the model's introduction in the 1960s and its refinement over several installments between 1966-1972 to include the four parts of context, input, process, and product evaluation. The current version from 2002 further aims to develop a coherent theoretical framework to guide evaluation.
Group 3.1 technical_scientific_approach
The technical/scientific approach is a step-by-step method for designing curriculum based on Tyler's model. It involves experimentally forming objectives, taking steps to achieve outcomes, and evaluating results. The 7 steps are: diagnosing needs, formulating objectives, specifying content, organizing content, selecting learning experiences, organizing learning experiences, and evaluating through defined means. The approach views curriculum development as a rational, universal, and objective process similar to engineering.
Stufflebeam's CIPP Model
Daniel Stufflebeam developed the CIPP (Context, Input, Process, Product) model for curriculum evaluation. The CIPP model evaluates a curriculum by assessing the context, input, process, and product. It provides information for setting objectives, determining curriculum components, providing feedback during implementation, and appraising outcomes not just at the end of the curriculum.
Specific Approaches To Curriculum Development
The document discusses curriculum development and outlines four major tasks:
1) Selecting and defining educational objectives based on analyzing needs and predicting future opportunities and problems. Objectives must be clearly defined and prioritized.
2) Selecting and creating learning experiences, which is described as an artistic process.
3) Organizing learning experiences to maximize their combined impact.
4) Evaluating the curriculum through an ongoing process of checking the validity of assumptions about how the curriculum impacts people, processes, and outcomes.
Curriculum evaluation model
The document summarizes two models of curriculum evaluation: Tyler's model from 1949 and Stufflebeam's CIPP model from 1971. Tyler's model emphasizes measuring student progress towards instructional objectives. The CIPP model evaluates the context, input, process, and products of a program to facilitate rational decision-making. It assesses needs, available resources, implementation processes, and outcomes to guide decisions about continuing, modifying, or terminating an educational program.
Curriculum model by nicholls
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
Curriculum Design Process
The curriculum design process involves first conducting a needs assessment and developing a rationale. Specific goals and objectives are then designed along with selecting teaching methods, learning strategies, and evaluation strategies. A management plan is developed before implementation and review of data.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
National Curriculum Development Process (Plan)
Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.
Critical curriculum design
The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
Action research
Action research is a method that integrates action (implementing a plan) with research (understanding the effectiveness of the implementation). It was developed by Kurt Lewin in the 1940s. Unlike traditional academic research, action research involves participants collaboratively identifying issues in their organization and developing improvement processes. It aims for positive educational change through flexible, ongoing cycles of planning, acting, observing, and reflecting. Action research can be conducted individually by teachers, collaboratively between teachers, or on a wider scale across entire schools or districts. The goal is to solve practical problems and improve practices in real-world settings.
Developmental supervision gordon_12_feb_
This article summarizes a study on developmental supervision, an approach where supervisors match their style (directive, collaborative, non-directive) to teachers' cognitive levels. The study had 16 supervisors and 47 teachers participate. Supervisors received training in developmental supervision's phases and received feedback. The focus was matching supervisory style to teachers' cognitive levels during post-conferences. The study gathered data on supervisors' and teachers' views of different supervisory approaches' effectiveness. One case study example discussed issues like missing lesson plans and grades that were addressed during a post-conference.
Curriculum Evaluation & Curriculum Improvement
This document provides an overview of curriculum evaluation, including reasons for evaluation, types of evaluation, and models of evaluation. It also discusses levels and approaches to curriculum improvement. Specifically, it outlines that curriculum evaluation establishes strengths and weaknesses, provides feedback for improvement, and informs strategic decisions. The two main types of evaluation are formative, which provides ongoing feedback, and summative, which measures outcomes. Several models of curriculum evaluation are also presented, including Tyler's objective-centered model, Stufflebeam's CIPP model, Taba's antecedents-transactions-outcomes model, Stake's responsive model, and Kirkpatrick's reaction-learning-behavior-results model.
Curriculum Development
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
Program evaluation
The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.
PROVUS'S DISCREPENCY EVALUATION MODEL
The document discusses the Discrepancy Evaluation Model developed by Malcom Provus in 1969 to assess programs and drive improvement by identifying discrepancies between program standards and actual performance, with the goal of modifying programs or standards to address weaknesses; it outlines the key stages and steps of the model including defining objectives, planning evaluations, collecting data, identifying discrepancies, and determining corrective actions. The Provus model is best suited for formative program evaluation focused on continuous improvement through comparison of objectives and outcomes.
Curriculum Evaluation
This document discusses techniques for evaluating curriculum. It begins by defining curriculum evaluation as an attempt to gauge the effectiveness and value of educational projects and work undertaken by students. There are two levels of curriculum evaluation: formative evaluation during curriculum development to provide feedback and influence revisions, and summative evaluation after implementation to appraise the final curriculum. Several techniques are described for evaluating curriculum, including observation, questionnaires, checklists, interviews, workshops/group discussions, and the Delphi technique. The goal of curriculum evaluation is to improve educational goals, materials, and instructional methods over time based on advances in fields and feedback from students, teachers, and other stakeholders.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
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Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Curriculum evaluation
The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
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Models of curriculum evaluation and application in educational
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)
Tyler objective model
This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
Curriculum Evaluation
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
Components of curriculum
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
Evaluation – concepts and principles
This document discusses concepts and principles of evaluation in education. It defines evaluation as a process of making judgements to establish goals, collect evidence of progress, make assessments, and revise procedures and goals based on those assessments. Evaluation is used to improve outcomes, processes, and goals. Formative evaluation refers to assessment during a program to identify progress and make improvements, while summative evaluation examines final effects and outcomes. The document outlines various evaluation types, purposes, characteristics, and models to systematically collect and analyze information to determine how well students are achieving educational objectives.
Design Options for Open Education
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
Module 7 g&m
This document discusses various models for evaluating training programs and initiatives, including Kirkpatrick's four levels of evaluation, Stufflebeam's CIPP model, cost-benefit analysis, and return on investment. It also covers formative evaluations, evaluative inquiry, and includes a case study example of evaluating an online master's degree program. Key aspects covered include the purposes of evaluation, differences between measurement and evaluation, advantages and limitations of various models, and how to design an evaluation program.
Responsive illuminative evaluation
The document discusses an illuminative/responsive approach to evaluating an English as a foreign language (EFL) learning support program (LSP) in Greece. It describes a 4-step evaluation process: 1) Preparing stakeholders, 2) Identifying the program setting, 3) Sharing, observing, and seeking feedback, and 4) Reviewing, reflecting, and remedying issues. The evaluation aims to foster autonomous learning and involvement of all stakeholders at each step. It is argued that this participatory, formative approach can help programs improve, build ownership among stakeholders, and make evaluation less opposed in the Greek educational system.
New Approaches to Performance Evaluation
Campbell Harvey`s presentation on New Approaches to Performance Evaluation at the International Centre of Pension Management (ICPM).
EPE 312 Evaluating of learning objects
This document discusses evaluating learning objects and instruction that uses learning objects. It recommends clarifying stakeholders and their values, identifying needs, conceptualizing designs with prototypes, and implementing and improving evaluations. It presents Stufflebeam's CIPP model for evaluation, which assesses context, inputs, processes, and products. Evaluation should occur simultaneously and repeatedly throughout development and use of learning objects and instruction.
Naturalistic evaluation2
Naturalistic evaluation is an approach that evolved from the work of researchers at the Indiana Center for Evaluation. It combines responsive evaluation and naturalistic methodologies used in qualitative inquiry. The purpose is to discover issues and how to address them in a rigorous yet participant-oriented manner. It involves gaining entry, understanding the context, collecting and analyzing data, and confirming findings through synthesis and debriefing. While time-intensive, it can provide a complete picture of a program when done correctly. Robert Stake was a major developer and introduced participant-oriented and responsive evaluation approaches.
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Interactive evaluation
This document discusses interactive evaluation, which involves participants playing a major role in setting goals, delivery, and evaluation. It aims to provide systematic evaluation findings to help organizations continuously improve their programs. Key approaches to interactive evaluation include responsive evaluation, action research, quality review, developmental evaluation, and empowerment evaluation. The overall goal is to integrate evaluation into the daily processes of organizations to help them become more effective and efficient.
The Naturalistic Evaluation
Naturalistic Evaluation was developed by Egon Guba and Yvonna Lincoln. It embraces phenomenology and requires full disclosure from stakeholders and their intensive participation as human instruments. It demands that evaluators are totally ethical, respect all participants, give a voice to the powerless, understand stakeholders' values, and look to improve society. Naturalistic Evaluation meets the Joint Committee's Standards of utility, feasibility, propriety, and accuracy through experiment observation, interviews, surveys, and other methods.
training evaluation
Training evaluation refers to activities that determine the effectiveness of training programs based on their objectives. It provides information to assess value and make decisions. Evaluation determines if objectives were met, identifies strengths and weaknesses, compares costs to benefits, and establishes a database to inform future decisions. Common models include Kirkpatrick's four-level model of reaction, learning, behavior, and results, as well as CIRO which evaluates context, inputs, reactions, and outcomes. Data collection methods include interviews, questionnaires, observation, tests, and performance measures, each with advantages and limitations. Proper evaluation design and suggestions can improve the evaluation process.
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Models of curriculum evaluation and application in educational
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This presentation tackles the following information:
*Approaches to Program Evaluation
*Three Dimensions that Shape Point of View on Evaluation
*Doing Program Evaluation
*Program Components as Data Sources
Reference: The Elements of Language Curriculum (A Systematic Approach to Program Development) by James Dean Brown of University of Hawaii at Manoa
Reporters: Joy Anne R. Puazo & Marie Buena S. Bunsoy
Program: Bachelor in Secondary Education Major in English
Year: 4th
Instructor: Mrs. Yolanda D. Reyes
Subject: Language Curriculum for Secondary Schools
Performance Management to Program Evaluation: Creating a Complementary Connec...
The document summarizes a presentation on performance management and program evaluation given at the 2013 American Evaluation Association Conference. It begins with an agenda and overview of key concepts. It then discusses distinguishing performance management from program evaluation and how they complement each other. The remainder of the document uses a case study of a nonprofit called New Roads for New Visions (NRNV) to illustrate how to conduct a needs assessment, create a logic model, build a performance management system, and design a program evaluation plan to link performance management to evaluation.
Introduction To Evaluation
This document provides an introduction to program evaluation. It defines evaluation as the systematic collection of information to improve a program's effectiveness and involves asking good questions and using the answers to strengthen the program. The key reasons for conducting evaluations are to help with program design and planning, facilitate program improvement, provide justification and validation to funders, and involve multiple perspectives. The main steps of evaluation outlined are to clarify the program's mission and goals, establish measurable objectives, collect and analyze data, prepare reports on findings, and use that information to improve the program.
Levels evaluation models
This document outlines several models for evaluating activities and educational programs:
1. Abruzzese's model includes process, content, outcome, impact, and total program evaluation.
2. Alspach's model focuses on satisfaction, learning, application, and impact.
3. The Consumer-oriented model distinguishes between formative and summative evaluation to improve programs or assess value.
4. The Countenance model considers intents, goals, plans of students and planners using multiple data sources and analyses.
June 20 2010 bsi christie
This document discusses developing logic models to focus program evaluations. It defines logic models and their components, and provides an example logic model for an education program to prevent HIV infection. Logic models describe the resources, activities, outputs, and short- and long-term outcomes of a program, helping evaluators design focused evaluation questions. The document emphasizes engaging stakeholders in developing the logic model and determining the evaluation's purpose and questions.
Community engagement - what constitutes success
This document discusses evaluating community engagement programs. It explains that evaluation involves systematically collecting information about a program's activities and outcomes to track progress, make judgements, and improve effectiveness. For community engagement specifically, evaluation can determine what worked well or not, if engagement met its objectives, and if it enhanced knowledge and decision-making. The document recommends clarifying a program's logic, outcomes, and purpose of evaluation with stakeholders. It also suggests establishing performance indicators and methods for collecting and analyzing information to both manage programs adaptively and use findings.
Lesson 1 bb.docx
The document discusses curriculum evaluation models and processes. It defines curriculum evaluation as assessing the strengths and weaknesses of a curriculum to improve its effectiveness. Several models are described, including Tyler's objectives-centered model which evaluates curriculum elements like objectives and student outcomes. Stufflebeam's CIPP model assesses curriculum context, inputs, processes, and products. The stakeholder-responsive model focuses on curriculum implementation from stakeholders' perspectives. Scriven's consumer-oriented model uses criteria and checklists to conduct formative or summative evaluations. Overall, the document outlines different approaches to curriculum evaluation to enhance learning outcomes.
Evaluation research-resty-samosa
valuation is a methodological area that is closely related to, but distinguishable from more traditional social research. Evaluation utilizes many of the same methodologies used in traditional social research, but because evaluation takes place within a political and organizational context, it requires group skills, management ability, political dexterity, sensitivity to multiple stakeholders and other skills that social research in general does not rely on as much.
Program Evaluation 1
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
Philosophical foundations of education
This document discusses the policy evaluation process. It begins by defining policy evaluation as determining the effectiveness and efficiency of government policies and identifying areas for change and improvement. It then outlines the main stages of the policy process and lists four standards for conducting policy evaluations: utility, feasibility, propriety, and accuracy. The two main types of evaluation are formative and summative. Formative evaluation aims to improve a project during implementation while summative evaluation assesses outcomes. The key steps in the policy evaluation process are defined as: defining purpose and scope, specifying the evaluation design, creating a data collection plan, collecting and analyzing data, drawing conclusions, and providing feedback for improvement.
Policy Review/Evaluation
Policy evaluation determines the effectiveness and efficiency of government policies by systematically collecting and analyzing information. It aims to assess whether social interventions have achieved intended results, though results are not always well received. There are two main types of policy evaluation - formative evaluates program operations for improvement, while summative measures achievement of goals. The evaluation process involves defining the purpose and scope, specifying an appropriate design, creating a data collection plan, collecting and analyzing data, drawing conclusions, and providing feedback for program improvement. Policy evaluation uses social science research methods to examine policy effects.
Ot5101 005 week 5
This document discusses program evaluation, outlining key concepts and approaches. It describes the purposes of program evaluation as determining if objectives are met and improving decision making. Formative and summative evaluations are explained, with formative used for ongoing improvement and summative to determine effects. Both quantitative and qualitative methods are appropriate, including experimental, quasi-experimental and non-experimental designs. Stakeholder involvement, utilization of results, and addressing ethical considerations are important aspects of program evaluation.
Program Evaluation: Forms and Approaches by Helen A. Casimiro
This document discusses different forms and approaches to program evaluation. It describes five forms of evaluation: 1) Proactive Evaluation which occurs before program design to synthesize knowledge for decisions, 2) Clarificative Evaluation which occurs early in a program to document essential dimensions, 3) Participatory/Interactive Evaluation which occurs during delivery to involve stakeholders, 4) Monitoring Evaluation which occurs over the life of an established program to check progress, and 5) Impact Evaluation which assesses the effects of a settled program. It also outlines several evaluation approaches including behavioral objectives, four-level training outcomes, responsive, goal-free, and utilization-focused evaluations.
IDS Impact, Innovation and Learning Workshop March 2013: Day 2, Keynote 2 Pat...
IDS Impact, Innovation and Learning Workshop March 2013: Day 2, Keynote 2 Pat...Institute of Development Studies
The document outlines the Rainbow Framework for planning evaluations. It discusses 9 key areas to consider when planning an evaluation: 1) Manage the evaluation, 2) Define what is being evaluated, 3) Frame the evaluation boundaries, 4) Describe activities, outcomes and context, 5) Understand causes of outcomes, 6) Synthesize data, 7) Report and support use of findings. For each area, it provides questions to guide planning such as deciding purpose, questions, data collection and ensuring findings are used. The framework helps create comprehensive evaluation plans and support effective evaluations.Collaborative 2 ingrid margarita and sandra
This document provides guidance on project evaluation. It discusses what project evaluation is, its importance in project design and implementation, additional benefits like project improvement and capacity building. It outlines the planning, data collection, analysis, and reporting process for evaluations. Key steps include examining issues and objectives, establishing a team, identifying the purpose, focusing on improvement, assessing outcomes and impacts, and creating a report to synthesize findings. The goal is to help determine what is and is not working to improve the project.
Pogram Evaluation.pptx
The document discusses curriculum and program evaluation. It defines evaluation and explains why it is important. It outlines the main stakeholders in evaluation and some of the political and ethical issues that can arise. It also provides an overview of the curriculum development process and different phases involved, from planning and needs assessment to implementation and evaluation. Key aspects of a program that can be evaluated are identified, such as needs, intentions, instruction, resources and results. Questions to ask and data sources for each aspect are suggested. Finally, it recaps the different evaluation items and their place within the curriculum development model.
Administration and Supervision in Evaluation
This document discusses evaluation in education administration. It provides definitions of evaluation and discusses the purposes and processes of evaluation. Evaluation is defined as systematically acquiring and assessing information to provide useful feedback. The purposes of evaluation include appraising instructional outcomes and improving programs. Evaluation processes involve establishing clear purposes and questions, collecting and analyzing both qualitative and quantitative data, and reporting findings. Formative and summative evaluation approaches are also outlined. In summary, evaluation ensures quality teaching and promotes professional learning by systematically gathering feedback.
R.M Evaluation Program complete research.pptx
The document outlines 12 steps for conducting a qualitative program evaluation: 1) define purpose and scope, 2) review program goals, 3) identify stakeholders, 4) identify available time and resources, 5) revisit evaluation purpose, 6) decide if the evaluation will be in-house or contracted, 7) specify the evaluation design, 8) create a data collection plan, 9) determine sampling and recruitment strategies, 10) summarize and analyze data, 11) disseminate information, and 12) provide feedback for program improvement. Qualitative evaluation is used to understand why a program works or not and its unintended consequences by considering small, purposefully selected samples. Ensuring credibility, transferability, dependability, and confirmability strengthen
Organizational Capacity-Building Series - Session 6: Program Evaluation
This document summarizes a presentation on program evaluation for NGO partner organizations. It defines program evaluation as the systematic process of collecting and analyzing information about a program to make necessary decisions. There are two main types of evaluations: process evaluations, which verify proper implementation, and outcome evaluations, which assess a program's effectiveness and impact. The presentation outlines key steps for developing an evaluation plan, including determining the purpose and audience, identifying evaluation questions, choosing a methodology, collecting and analyzing data, and reporting findings. It also discusses important considerations like the appropriate evaluator and presents an activity for participants to develop strategies, outcomes, and discuss an evaluation plan for one of their program objectives.
COMMUNITY EVALUATION 2023.pptx
This document discusses evaluation principles, processes, components, and strategies for evaluating community health programs. It begins by defining evaluation and explaining that the community nurse evaluates community responses to health programs to measure progress towards goals and objectives. The evaluation process involves assessing implementation, short-term impacts, and long-term outcomes. Key components of evaluation include relevance, progress, cost-efficiency, effectiveness, and outcomes. The document then describes various evaluation strategies like case studies, surveys, experimental design, monitoring, and cost-benefit/cost-effectiveness analyses and how they can be useful for evaluation.
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Performance Management to Program Evaluation: Creating a Complementary Connec...
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Management-Oriented Evaluation Approaches
- 1. Chapter Five: Management-Oriented Evaluation Approaches Presented by: Iva Angelova & Larry Weas ETR 531 Program Evaluation Northern Illinois University Education, Technology & Research
- 3. The CIPP Evaluation Model (Stufflebeam , 1971) Context Evaluation Planning Decisions Input Evaluation Structuring Decisions Process Evaluation Implementing Decisions Product Evaluation Recycling Decisions
- 12. The UCLA Evaluation Model (Alkin, 1969) Systems Assessment (C) UCLA Evaluation Model compared to CIPP Program Planning (I) Program Implementation To assist in the selection of particular programs likely to be effective in meeting specific education needs Program Improvement (P) Program Certification (P) To provide information about whether a program was introduced to the appropriate group in manner intended To provide information about how a program in functioning, whether interim objective are being achieved, and whether unanticipated outcomes are appearing To provide information about the value of the program and its potential for use elsewhere To provide information about the state of the system
- 15. Guides produces using the CIPP Model CONTEXT Evaluation INPUT Evaluation PROCESS Evaluation PRODUCT Evaluation Shufflebeam, (1977) advanced the procedure for conducting a context evaluation with his guidelines for designing a needs assessment for an educational program or activity. Reinhard (1972) developed a guide for use in input evaluation called the advocate team technique . It is used when acceptable alternatives for designing a new program are not available or obvious. Cronbach, (1963) proposed procedures which provided useful suggestions for the conduct of process evaluation. Techniques discussed in Chapter 6 provide information useful in conducting product evaluation.
- 16. Management-Oriented Evaluation Approach Used Record of attainment and recycling decisions Guidance for termination, continuation, modification, or installation P roduct Record of actual process Guidance for implementation P rocess Record of choice strategy and design and reason for their choice over other alternatives Guidance for choice or program strategy: input for specification of procedural design I nput Record of objectives and bases for their choice along with a record of needs, opportunities, and problems Guidance for choice of objectives and assignment of priorities C ontext Accountability (Summative Evaluation) Decision Making (Formative Orientation)