This document discusses models of curriculum evaluation. It describes five models: 1) Provus' Discrepancy Evaluation Model which compares program performance to standards. 2) Tyler's model which involves establishing goals and objectives and comparing student performance to objectives. 3) Stufflebeam's CIPP Model which evaluates the context, inputs, processes, and products of a curriculum. 4) Stake's Congruency-Contingency Model which examines antecedents, transactions, and outcomes. 5) Eisner's Educational Connoisseurship Model which uses qualitative observation and interpretation to evaluate a curriculum.

1. Chapter 6:
Curriculum evaluation

2. JUMBLE WORD

3. CURRICULUM EVALUATION
RRILUCUMCU ONITVALUAE

4. VISDA
DAVIS

5. LEDMO FO RRILUCUMCU NOILAUTVAE
MODEL OF CURRICULUM EVALUATION

6. SETT SULTSRE
TEST RESULTS

7. TOILLE RENSIE
ELLIOT EISNER

8. ROBERT STAKE
TRBERO EKAST

9. Chapter 6:
Curriculum evaluation
Alfonso,Marco
Gotis, Morcia
Maglasang ,Roda
Nacpil,Joana Marie

10. OBJECTIVES
In this chapter, you should be able to:
1. analyze different curriculum evaluation models; and
2. identify several factors that are considered in evaluating
curriculum in the Philippine context

11. CURRICULUM EVALUATION
It is concerned with giving value or making judgments.
 Evaluation process should be always objective rather than subjective.
 It is defined as the process of making objective judgment to a curriculum ,its
philosophy, goals, and objectives, contents, learning experience, and evaluation.
It is concerned about finding out whether the curriculum is relevant and responsive
to the needs of the society and the learners.
It is a scientific and dynamic process of understanding the merit of any curriculum.

12. Curriculum Evaluation According to Scholars
• It is the process of delineating, obtaining and providing information useful for making decisions and
judgments about curricula (Davis, 1980)
• It is the process of examining the goals. Rationale, and structure of any curriculum(Marsh, 2004)
• It is the process of assessing the merit and worth of a program of studies, a course, or afield of
study (Print, 1993).
• It is the means of determining whether the program is meeting its goals (BruceTuckman, 1985).
• It is the broad and continuous effort to Inquire into the effects of utilizing content and processes to
meet clearly defined goals (Doll, 1992)
• It is the process of delineating, obtaining and providing information useful Information for judging
decision alternatives (Stufflebeam, 1971)

13. Purposes of Curriculum Evaluation
Print (1993) identified several important purposes and functions of
evaluation in school setting:
• Essential in providing feedback to learners
•Helpful in determining how well learners have achieved the
objectives of the curriculum
•To improve curriculum

14. In addition, curriculum evaluation is also useful to administrators
and teachers in many different ways. For example:
•Evaluation helps in making decisions about improving teaching and
learning processes.
•It helps in shaping academic policies.
•It guides in initiating curricular changes and innovations.

15. Curriculum Evaluation in the
Classroom

16. Curriculum Evaluation in the Classroom
• Doll (1997) asserted that the classroom in fact could be the first
site of gathering important data that will lead to curriculum
evaluation.

17. •Test results
•anecdotal records
•checklists
•interview guides
•observation guides
•personality inventories
•rating scales
•IQ tests; and
•interest inventories
Within the classroom, teachers and administrators can
collect data using several instruments like:

18. Curriculum Evaluation at School
System Level

19. Instruments that can be used to gather data for
the evaluation of the curriculum:
•Opinion polls
•Surveys
•Focus-group discussion
•Follow-up studies (Graduate tracer studies)
• Standard Evaluation Instrument
• Results of district or national test

20. MODELS OF CURRICULUM
EVALUATION

21. MODELS OF CURRICULUM
EVALUATION
A. Provus’ Discrepancy Evaluation Model
B. Tyler Model of Curriculum Evaluation
C. Stufflebeam’s CIPP Model
D. Stakes’ Congruency-Contingency Model
E. Eisner’s Educational Connoisseurship Model

22. A. Provus’ Discrepancy Evaluation
Model
• Developed by Malcolm Provus (1971)
• Evaluate projects under the Elementary-
Secondary Education Act in the United
States
• Has 4 major stages of conducting
curriculum evaluation

23. 4 major stages of conducting curriculum
evaluation
• Determining program standards
• Determining program performance
• Comparing performance with standards
• Determining whether a discrepancy exists between performance and
standards

24. B. Tyler Model of Curriculum
Evaluation
A professor at the university of Chicago
who proposed a curriculum evaluation
model year 1949.
-The model was published in a book
called “Basic Principles of Curriculum
and Instruction”

25. 7 Steps for Evaluating a Curriculum
1. Establishment of goals and objectives
2. Classification of the objectives
3. Definition of the objectives in behavioral terms
4. Identification of situations in which achievement of the objectives could be shown
5. Selection of criterion of measurement procedures
6. Collection of data about pupil performance
7. Comparison of findings with the stated objectives

26. C. Stufflebeam’s CIPP Model
• Founder and director, Ohio state
University Education Center (1963-
1973)
• Created the innovative CIPP
Evaluation Model
• Director of Western Michigan
University..

27. CONTEXT INPUT PROCESS PRODUCT

28. CIPP EVALUATION MODEL
Context evaluation
• The curriculum evaluator
describes the environment and
determines the different needs
of the society, school, and
students
Input evaluation
• Aims to provide information for
determining how resources are
utilized to achieve curriculum
objectives. At this level, the resources
of the school and the different
designs for implementing the
curriculum are considered

29. CIPP EVALUATION MODEL
Process evaluation
• This phase aims to detect the
problems in the implementation
of the curriculum, provide
information for programmed
decisions, and maintain a record
of the procedures as it occurs.
Product valuation
• Aims to gather, interpret, and
appraise curricular attainments,
not just the end of an
implementation of a curriculum.

30. D. Stakes’ Congruency-Contingency
Evaluation Model
Robert Stake (1975) claimed that curriculum
evaluation is not complete unless three categories
of data are made available.

31. Models evaluation countenance stakes
1. ANTECEDENTS-include data on students and teachers, the curriculum to
be evaluated, and the community context
2 TRANSACTIONS-include time allotment, sequence of steps, social climate,
and communication flow
3. OUTCOMES-encompass students’ learning in the form of understandings
skills, and values or attitudes, as well as the effects of the curriculum on the
teachers, students, and the school

32. E. Eisner’s Educational Connoisseurship
Model
• Eliot Eisner (1985) provided a qualitative way of
evaluating a curriculum. This model does not have
methodical procedures compared with other evaluation
models.
• Eisner’s model calls for a deeper and wider observation
results of evaluation that are expressed in written form.
The results, however, are not just merely descriptions; they
provide excellent and accurate interpretation and appraisal.

33. E. Eisner’s Educational Connoisseurship
Model
• Using this model calls for thorough and comprehensive observations of
classroom and school activities in relation to curriculum. It tries to capture
every aspect of curriculum activities including the hidden curriculum.
• curriculum evaluation is important. It provides information in almost every
aspect of the curriculum.

34. THANK YOU FOR
LISTENING