This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.

49. • Evaluation is the systematic process for
determining the degree to which changes in
behaviour ( of students) are actually taking
place . Tyler
• It is a process of assessment ; certain specific
characteristics of the programme ,individual
or an institution described ,these will serve as
the basis for making an assessment about the
individual programme or the institution.

50. Contd..
• It is a continuous process, helps in making
decisions about students , teaching learning
techniques ,facilities , objectives to be
realised. Evaluation includes measurement
but goes beyond in having qualitative
considerations and suggesting modifications
for deficient areas.
• Where as measurement includes a variety of
testing procedures that describe output in
qualitative terms.

51. Objectives
Evaluation ( evidence of
accomplishment of
objectives)
Teaching learning process
learning experiences

53. Meaning and need for curriculum
evaluation
• It refers to observations and judgments made
about what actually happens in the school
though judgments what the students have
achieved and what else may be included. It
determines the work or value of curriculum ,
whether it is fulfilling its purposes for which it
was formulated.
• Evaluation is necessary step to find out
whether curriculum is right or wrong , to find
out cause for defective curriculum.

54. Contd..
• It helps to clarify objectives and also to know
the extent of objectives achieved.
• It leads to improvement of instruction and the
teaching learning process motivates the
students ,determines the student level of
knowledge , skills and attitudes at interval and
finally the learner can promoted to next grade.
• Evaluation helps in modifying the curriculum
to adequately meet the growing challenges.

55. Methods and techniques of
curriculum evaluation
• Discussions
• Experiments
• Interview- individual ,group
• Opinions
• Observation
• Questionnaire
• Schedules
• Practical performance
• Anecdotal records

72. Levels of curriculum evaluation
• 1. formative evaluation
• 2. summative evaluation
• Formative evaluation: the curriculum
developer , himself carries out the task of
material evaluation. It is used to improve the
materials while they are prepared and
developed. Ongoing evaluation to measure the
progress made by the students from the
moment she begins the programming until the
time she completes it.

73. • It gives feedback at intervals in accordance
with the progress made or lack of it.
• Inventories ,questionnaires ,observational and
reporting techniques are used.
• Teacher should not use formative evaluation
for certification.
• It is conducted in ‘ trial ‘ schools.

74. Summative evaluation
• Persons other than writer or the developer of the
curriculum material will do it.
• It takes place after the completion of the
curriculum material.
• Is used after a specified period of instruction of
certification.
• Describe the extent to which the programme has
attained the objectives.
• Provides guidelines for decisions about
curriculum revision , modification and shift of
emphasis.

75. Curriculum evaluation plan
• The rationale of evaluation : it denotes the
need for evaluation ;the approach and the
benefits obtained by an evaluation.
• Objectives of the evaluation study : concerned
with the specifications of the standards that
the curriculum should meet.
• Curriculum description : description of
curriculum objectives , philosophy , content
,procedures , description of learners.

76. • Evaluation designs : constraints under which
evaluation is developed.
• Evaluation report : the findings of the
evaluation programme , the extent to which
the objectives of curriculum have been
achieved. Suggestions for further study.

77. Factors influencing the change in
curriculum
• 1. general societal changes : population growth ,
population pattern , move towards urbanization
and consumption of natural resources.
• 2. health care changes : increasing govt control in
health care.
• Increasing needs for health professional to work
with other professionals as well as client system.
• Increasing socialization in health field.