This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.

1. MODULE 5: CURRICULUM
EVALUATION AND THE TEACHER
CHAPTER 4
EVALUATING THE
CURRICULUM

2. CURRICULUM EVALUATION
 is a component of curriculum development
that responds to public accountability. It looks
into educational reforms or innovations that
happen in the teacher’s classrooms, the
school, district division or the whole
educational system as well.

3. 1. Curriculum Program Evaluation
2. Curriculum Program Component
Evaluation
There are two ways of looking at curriculum
evaluation:

4. Curricularists/Persons Definition
Ornstein, A. &
Hunkins, F. (1998)
Curriculum evaluation is a process done in order
to gather data that enables one to decide
whether to accept, change, eliminate the whole
curriculum of a textbook.
McNeil, J (1997) Evaluation answers two questions:
1. Do planned learning opportunities,
programmers, courses and activities as
developed and organized actually produce
desired results?
2. How can a curriculum best be improved?

5. Curricularists/Person
s
Definition
Gay, L. (1985) Evaluation is to identify the weaknesses and
strengths as well as problems encountered in
the implementation, to improve the curriculum
development process. It is to determine the
effectiveness of and the returns on allocated
finance.
Olivia, P. (1988) It is a process of delineating, obtaining and
providing useful information for judging
alternatives for purposes of modifying, or
eliminating the curriculum.

6. IMPORTANT PROCESS
a. Needs assessment
b. Monitoring
c. Terminal assessment
d. Decision making

7. REASONS FOR CURRICULUM
EVALUATION
• Curriculum evaluation identifies the strengths and
weaknesses of an existing curriculum that will be the
basis of the intended plan, design or implementation.
• When evaluation is done in the middle of the
curriculum development, it will tell if the designed or
implemented curriculum can produce or is producing
the desired results.

8. • Based on some standards, curriculum evaluation will
guide whether the results have equaled or exceeded
the standards, thus can be labeled as success.
• Curriculum evaluation provides information necessary
for teachers, school managers, curriculum specialist for
policy recommendations that will enhance achieved
learning outcomes.

9. CURRICULUM EVALUATION MODELS
Bradley Effectiveness Model for Curriculum Development Indicators
(1985)
Indicators Descriptive Questions Yes or No
Vertical
Curriculu
m
Continuity
 Does, the curriculum reflect the format (i.e K
to 12, OBE, Inquiry, etc.) that enables
teachers quickly access what is being taught
in the grade/year levels below or above the
current level? (Example: If you are looking at
Science 5, below means Science 4 and above
means, Science 6.)

10. Bradley Effectiveness Model for Curriculum Development Indicators
(1985)
Indicators Descriptive Questions Yes or No
Horizontal
curriculum
continuity
 Does the curriculum provide content and
objectives that are common to all classes of
the same grade level? (Example: All English
101 for all 1st year college students.)
Instruction
Based on
Curriculum
 Are lesson plans/ syllabi/ course design
derived from the curriculum and strategies?
Are materials used correlated with the content,
objectives and activities?

11. Bradley Effectiveness Model for Curriculum Development Indicators
(1985)
Indicators Descriptive Questions Yes or No
Broad
Involvement
Is there evidence of involvement of
the different curriculum stakeholders in
the planning, designing and
implementation and review of the
curriculum?
Long Range
Planning
Is review cycle followed within the
period of planning and implementation
of the curriculum?

12. Bradley Effectiveness Model for Curriculum Development Indicators
(1985)
Indicators Descriptive Questions Yes or No
Positive
Human
Relations
 Did the initial thoughts about the curriculum come
from teachers, principals, curriculum leaders and
other stakeholders?
Theory-Into
Practice
 Is there clarity of vision, mission, graduation
outcomes, program philosophy, learning
outcomes in the curriculum?
Planned
Change
 Are there tangible evidence to show that the
internal and external publics accept the
developed program?
If any of the indicators is answered with a “No”, actions should be made to make it
Yes.

13. Tyler Objectives Centered Model (1950)
Curriculum Elements Evaluation Process Action Taken:
Yes or No
1. Objectives/Intended
Learning Outcomes
1. Pre- determine intended learning
outcomes or objectives.
2. Situation or Context 2. Identify the situation/context that
gives opportunity to develop behavior
or achieve objectives.
3. Evaluation
Instruments/Tools
3. Select, modify and construct
evaluation instruments or tools.
Check its objectivity, reliability and
validity.

14. Tyler Objectives Centered Model (1950)
Curriculum
Elements
Evaluation Process Action Taken:
Yes or No
4. Utilization of
Tool
4. Utilize the tools to obtain results.
Compare the results obtained from
several instruments before and after to
determine the change.
5. Analysis of
Results
5. Analyze the results obtained to
determine strength and weaknesses.
Identify possible explanation about the
reasons for the particular pattern.
6. Utilization of
Results
6. Use the results to make the necessary
modifications.

15. Daniel Stufflebeam Model-Context, Input, Process Product Model (CIPP)
Stages of the CIPP
Model
Steps Taken in All the Stages
1. Context Evaluation Step 1: Identify the kind of decision to be made.
Step 2: Identify the kinds of data to make that
decision.
Step 3: Collect the data needed
Step 4: Establish the criteria to determine quality of
data.
Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for
decision makers.
2. Input Evaluation
3. Process
Evaluation
4. Product Evaluation

16. THE DEFINITION OF CIPP STAGES
• Context Evaluation – assess needs and problems in
the context for decision makers to determine the
goals and objectives of the program/curriculum.
• Input Evaluation – asses alternative means based on
the inputs for the achievement of objectives to help
decision makers to choose options for optimal
means.

17. THE DEFINITION OF CIPP STAGES
• Process Evaluation – monitors the processes
both to ensure that the means are actually being
implemented and make necessary
modifications.
• Product Evaluation – compares actual ends with
intended ends and leads to a series of recycling
decisions.

18. Stake Responsive Model (1975)
The curriculum evaluator follows the steps below.
Step 1 Meets with stakeholders to identify their perspectives and
intentions regarding curriculum evaluation.
Step 2 Draws from Step 1 documents to determine the scope of
the evaluation.
Step 3 Observes the curriculum closely to identify the unintended
sense of implementation and any deviations from
announced intents.
Step 4 Identifies the stated real purposes of the program and the
various audience.

19. Stake Responsive Model (1975)
The curriculum evaluator follows the steps below.
Step 5 Identifies the problems of the curriculum evaluation at
hand and identifies an evaluation design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats
for the report.

20. Scriven Consumer Oriented Evaluation (1967)
Criteria +
yes
or
good
o
all right
but not
so good
-
no
or
poor
NA not
applicable
1. Content covers a significant portion of
the course competencies.
2. Content are up-to-date.
3. Reading level is appropriate for most
students who will use the material.
4. Intended learning outcomes,
competencies are stated.
5. Formative and summative assessments
are included.

21. Scriven Consumer Oriented Evaluation (1967)
Criteria +
yes
or good
o
all right
but not so
good
-
no
or
poor
NA not
applicable
6. Activities are varied to meet the needs of
students.
7. Teacher’s guide is included with
management suggestions.
8. Materials are presented in logical order.
9. Learning outcomes, competencies and/or
tasks.
10. Degree of match between learning
activities and intended learning outcomes.

22. Scriven Consumer Oriented Evaluation (1967)
Criteria +
yes
or good
o
all right but
not so good
-
no
or
poor
NA not
applicable
11. Quality of test items and degree of match with
intended learning outcomes.
12. Quality of direction on how students will process
through the materials.
13. Quality of drawings, photographs, and/or other
materials.
14. Overall design of the learning activities for
individual instruction.
15. Quality of management procedures for teachers
(TGs)
16. Optional (List course map competencies covered
by the instructional Material)

23. A SIMPLE WAY OF CURRICULUM
EVALUATION PROCESS
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level?
4. Can the curriculum aspects be assessed as (a) written
(b)taught (c) supported (d) tested and (e) learned?
5. Does the curriculum include formative assessment?

24. 6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of
assessment?
8. Does the curriculum provide for qualitative methods of
assessment?
9. Can the curriculum provide the data needed for decision
making?
10. Are the findings of evaluation available to stakeholders?

25. STEPS IN CONDUCTING A
CURRICULUM EVALUATION
Steps What to Consider
1. Identifying primary audiences.  Curriculum Program Sponsors,
Managers and Administrators, School
Heads, Participants ( Teachers and
Students) Content Specialist; other
stakeholders.
2. Identifying critical issues/problems.  Outcomes ( expected, desired,
intended) Process ( Implementation )
Resources ( Inputs )
3. Identifying data source.  People ( teachers, students, parents,
curriculum developers ) Existing
documents; Available records;
Evaluation Studies.
4. Identifying techniques for collecting
data.
 Standardized Test, Informal tests;
Samples of Students Work; Interviews;
Participant Observations, Checklist,
Anecdotal records.

26. Steps What to Consider
5. Identifying established standards and
criteria.
 Standards previously set by agency;
DepEd, CHED, Professional
Organization.
6. Identifying techniques in data analysis.  Content Analysis, Process Analysis,
Statistics, Comparison, Evaluation
Process.
7. Preparing evaluation report.  Written; Oral; Progress; Final;
Summary; Descriptive, Graphic,
Evaluative and Judgmental; List of
Recommendations.
8. Preparing modes of display.  Case Studies; Test Scores Summary;
Testimonies; Multi media representation;
Product Display ( exhibits ); Technical
Report.