The document outlines curriculum analysis, defining it as a systematic process for evaluating educational curriculum components to enhance student learning outcomes, improve curriculum, and support institutional development. It details the phases of curriculum analysis, including planning, data collection, evaluation, and revision, as well as various models such as Tyler’s objectives-centered model and Stufflebeam’s CIPP model, emphasizing their roles in curriculum evaluation. Additionally, the document highlights the significance of standards and effective curriculum planning in achieving educational goals.

1. CURRICULUM ANALYSIS
Presented by Den Mark Galapir, Gina
Andres, & Jessica Fullante

2. DEFINITION
Curriculum analysis is defined as the systematic
process of examining and evaluating the curriculum’s
intended goals and objectives, content, teaching
methods, assessment strategies, and overall
effectiveness. It involves breaking down the
curriculum into its constituent parts to gain a holistic
understanding of how it functions and impacts
student learning.

3. Function of Curriculum
Analysis

4. FUNCTIONS
1. Enhancing Student Learning
Outcomes
• Alignment assessment
• Identifying gaps
• Improving teaching and learning
2. Curriculum Improvement and
Development
• Identifying strengths and weaknesses
• Informing curriculum revision
• Developing new programs

5. FUNCTIONS
3. Program Evaluation and Accreditation
• Demonstrating program effectiveness
• Meeting accreditation standards
• Identifying areas for improvement
4 Resource Allocation and Prioritization
• Justifying program funding
• Optimizing resource utilization
• Making informed decisions
5. Institutional Planning and Development
• Supporting strategic goals
• Identifying emerging trends.
• Fostering innovation

6. Process of Curriculum
Analysis

7. 1 2 3
Define
the
Purpose
and
Scope
Gather
Data
Analyze
the
Curriculum
PROCESS

8. 4 5 6
Identify
Strengths
and
Weaknesses
Develop
Recommend
ations
Develop an
Action Plan
PROCESS
7
Evaluate
the Impact

9. THANK YOU

10. Standards
 are guidelines or criteria that define what students should know
and be able to do at specific grade levels or in particular subject
areas.
These standards serve as benchmarks for assessing student
learning, curriculum effectiveness, and instructional quality.

11. TYPES OF STANDARDS
1. Content standards
2. Performance standards
3. Curriculum standards
4. Assessment standards
5. Alignment standards

12. Content standards
refer to specific statements or descriptions that outline the knowledge,
skills, and concepts students are expected to learn in a particular subject
area or grade level.
these standards define the essential content that students should master and
serve as a framework for curriculum development, instruction, and
assessment.

13. Performance standards
describe the level of proficiency or mastery that students are expected to
demonstrate in relation to the content standards.
These standards specify the quality of work or performance that students
should achieve to meet academic expectations.

14. Curriculum Standards
are specific guidelines or benchmarks that outline the knowledge, skills, and
competencies students are expected to acquire at different grade levels or in
various subject areas.
These standards serve as a framework for designing, implementing, and
evaluating curriculum content, instruction, and assessment practices.

15. Alignment Standards
focus on ensuring that the curriculum, instruction, and assessments are
aligned with the content and performance standards.
These standards promote coherence and consistency in educational practices
to support student success and achievement.

16. Assessment Standards
refer to the criteria and guidelines used to evaluate and measure
student learning and achievement.
 These standards outline the expectations for assessing student
performance, determining proficiency levels, and providing feedback
on progress.

17. Phases refer to the different stages or components of the
curriculum analysis process. These phases typically involve
systematic steps to evaluate, assess, and improve the curriculum.
The phases may include:
1. Planning
2. Data collection
3. Analysis
4. Evaluation
5. Revision
6. implementation

18. Curriculum Planning
 is the process of designing and organizing the educational
experiences and learning opportunities that students will engage
with in a particular course, program, or educational setting.
 It involves determining the goals and objectives of the
curriculum, selecting appropriate content and resources,
sequencing learning activities, and assessing how to best deliver
and evaluate the curriculum to meet the needs of learners.

19. Key components of curriculum planning include:
1. Setting clear learning objectives
2. Selecting content and resources
3. Sequencing learning activities
4. Designing assessments
5. Considering diverse learner needs
6. Reflecting on and revising the curriculum

20. Data collection
is the process of gathering and measuring information on variables of
interest in a systematic and organized manner.
involves collecting relevant data to assess student performance,
evaluate curriculum effectiveness, monitor progress towards
educational goals, and make informed decisions.

21. Analysis
refers to the systematic examination and evaluation of various aspects
of the curriculum to gain insights, identify strengths and weaknesses,
and make informed decisions for improvement.

22. Evaluation
involves assessing the effectiveness, relevance, and impact of the
curriculum on student learning outcomes.
This process includes collecting and analyzing data on various aspects
of the curriculum, such as content coverage, instructional strategies,
assessment methods, and student performance.

23. Revision
refers to the process of making changes or updates to the curriculum
based on the findings from the evaluation process.
Revision aims to improve the quality, relevance, and effectiveness of
the curriculum to better meet the needs of students and achieve
educational goals. It is an essential component of continuous
improvement in curriculum development and implementation.

24. Implementation
refers to the actual execution of the curriculum plan that has been
developed and analyzed.
This phase involves translating the curriculum goals, objectives, and
content into instructional activities, lessons, and assessments that are
delivered to students.

25. • MODELS OF CURRICULUM
ANALYSIS
• ROLES AND FUNCTIONS OF
CURRICULUM LEADERS

26. MODELS OF
CURRICULU
M ANALYSIS
• TYLER’S OBJECTIVES-CENTERED
MODEL
• DANIEL STUFFLEBEAM’S CIPP MODEL
• STAKE’S CONGRUENCY-

27. MODELS OF CURRICULUM ANALYSIS
Curriculum Analysis Models are frameworks or
approaches used to examine and evaluate the different
aspects of a curriculum.
What is being
taught?
How it’s being
taught?
How Well It Meets
Students’ Needs?

28. TYLER’S OBJECTIVES-CENTERED MODEL
RALPH TYLER (1902-1994)
 Father of “Evaluation”
 The educational impact of the works of
Ralph Tyler cannot be estimated in the
context of curriculum evaluation.
 Published more than 700 articles and 16
books.
 Tyler posits the problem with education is
that educational programs lack
unmistakably defined purposes (“Ralph
Tyler’s Little Book)

29. TYLER’S OBJECTIVES-CENTERED MODEL
 SPECIFIC
 MEASURABLE
 ACHIEVABLE
 RELEVANT
 TIME-BOUND
Defining
objectives
Selecting
content
Organizin
g content
Evaluating
outcomes
 RELEVANT
 MEANINGFUL
 APPROPRIATE
 Developing a
Scope and
Sequence
 Creating Lesson
Plans
 Designing
assessments.
 Assessing student
learning
 Evaluating the
effectiveness of the
teaching strategies
and materials used,
 Making any
necessary revisions
to the curriculum.

30. DANIEL STUFFLEBEAM’S CIPP MODEL
DANIEL STUFFLEBEAM’S CONTEXT,
INPUT, PROCESS, PRODUCT MODEL
(CIPP)
Was a product of Phi Delta Kappa
committee chaired by Daniel
Stufflebeam.

31. DANIEL STUFFLEBEAM’S CIPP MODEL
DANIEL STUFFLEBEAM’S CONTEXT,
INPUT, PROCESS, PRODUCT MODEL
(CIPP)
1.Context Evaluation- assess needs and
problems in the context for decision
makers to determine the goals and
objectives of the program/curriculum.
2.Input Evaluation- assesses alternative
means based on the inputs for the
achievement to help decision makers to
choose options for optimal means.

32. DANIEL STUFFLEBEAM’S CIPP MODEL
DANIEL STUFFLEBEAM’S CONTEXT,
INPUT, PROCESS, PRODUCT MODEL
(CIPP)
3. Process Evaluation- monitors the
process both to ensure that the means
are actually being implemented and make
necessary modifications.
4. Product Evaluation- compares actual
ends with intended ends and leads to a
series of recycling decisions.

33. STAKE’S CONGRUENCY- CONTINGENCY MODEL
ROBERT E. STAKE
Born: December 18, 1927
 Professor Emeritus of Education
at the University of Illinois,
Urbana Champaign.
 Studied classroom experience,
institutional practices, personal
interactions, and context.

34. STAKE’S CONGRUENCY-CONTINGENCY MODEL
EVALUATION
a systematic and international process of
gathering and analyzing data.
CONGRUENCY
the degree of alignment between what was desired
and what was actually observed and achieved.
CONTINGENCY
the relationship between one variable and another.
DEFINITION
OF TERMS

35. STAKE’S CONGRUENCY-CONTINGENCY MODEL
CONGRUENCY-CONTINGENCY
MODEL
 Stake’s model of curriculum
evaluation is more than just an
evaluation process. It also looks
at the development of the
curriculum.
 When using this model, it is
necessary to compare the
developed curriculum with what
actually happens In the
classrooms.

36. STAKE’S CONGRUENCY-CONTINGENCY MODEL
1. Antecedents- include data on
students and teachers, the curriculum
to be evaluated, and the community
context.
2. Transactions- the interactions that
occur between teachers and students,
students and students, and students
and curricular materials and students
and educational environment.
3. Outcomes- results and impacts of the
curriculum implementation on
students, teachers, administrators
and community.

37. Roles and
Functions of
Curriculum
Leaders

39. ROLES AND FUNCTIONS OF A CURRICULUM LEADER

41. THANK YOU
FOR LISTENING!