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.

2. Subject:
Curriculum Development and
Instructions
Topic:
Evaluation
Submitted to:
Mam Mubashera Khalid
Combine efforts of:
Aqsa Rasheed ---- 2012-627
Saba Amin ---- 2012-626
Rimsha Nas ---- 2012-602
Ghazala Muhammad Ali
2012-612

5. Evaluation
Evaluation is the process of examining a
program or process to determine what's working,
what's not, and why.
Evaluation determines the value of programs
and acts as blueprints for judgment and
improvement.
(Rossett & Sheldon, 2001)
Definition of Evaluation

6. Many people think of evaluation as taking a
snapshot of outcomes at the end of a program to prove to a
funder that it worked or failed. These same people don't
hold evaluation in much regard because they feel they are
getting too little information too late in the day, especially
if their program fell short of expectations or made no
difference at all.
Evaluation can, and should be used as an
ongoing management and learning tool to improve an
organization's effectiveness.
Significance of Evaluation

7.  Well-run organizations and effective programs
are those that can demonstrate the achievement of
results.
 Results are derived from good management.
Good management is based on good decision
making.
 Good decision making depends on good
information. Good information requires good data
and careful analysis of the data. These are all
critical elements of evaluation.
Significance of Evaluation

8. Significance of Evaluation
Evaluation refers to a periodic process of gathering data and
then analyzing or ordering it in such a way that the resulting
information can be used to determine whether your organization or
program is effectively carrying out planned activities, and the extent
to which it is achieving its stated objectives and anticipated results.
Managers can and should conduct internal evaluations to
get information about their programs so that they can make sound
decisions about the implementation of those programs.
Internal evaluation should be conducted on an ongoing
basis and applied conscientiously by managers at every level of an
organization in all program areas.

9. Program evaluation, conducted on a regular
basis, can greatly improve the management and
effectiveness of your organization and its
programs. To do so requires understanding the
differences between monitoring and evaluation,
making evaluation an integral part of regular
program planning and implementation, and
collecting the different types of information
needed by managers at different levels of the
organization.
Significance of Evaluation

10. Curriculum Evaluation
Curriculum evaluation refers to the
collection of information on which judgment might be
made about the worth and the effectiveness of a particular
programme.
Types of Curriculum Evaluation
Formative
Evaluation Diagnostic
Evaluation
Summative
Evaluation

12.  Formative evaluation is generally any evaluation that
takes place before or during a project’s implementation with
the aim of improving the project’s design and performance.
 It is an ongoing classroom process that keeps students
and educators informed of students’ progress toward
program learning objectives.
 The main purpose of formative evaluation is to improve
instruction and student learning.
 Formative evaluation does require time and money and
this may be a barrier to undertaking it, but it should be viewed
as a valuable investment that improves the likelihood of
achieving a successful outcome through better program design.
1. Formative Evaluation

13. Judgemental
Data Observational
Data
Student
Learning

14. First type of evaluation involves
judgemental data. In that experts, teachers,
supervisors, as well as student (how have
made use of the curriculum materials and
method) provide opinions, judgement, and
reaction of the curriculum materials: This type
of evidence is gathered by rating,
questionnaires, interviews.
Judgemental
Data

15. The second type of evidence
involves observational data, which
trained or untrained observers systematically
gather during teaching –learning situations in
the classroom or elsewhere. This type of
evidence is obtained by direct observations in
a free manner.
Observational
Data

16. This type of evaluation
approaches the central problems of
curriculum development. What kind of student
learning take place when the curriculum
materials and method are used properly. Here
the main evidence has to do with student
learning that takes place in relation
curriculum.
Student
Learning

17. The best source of evidences
for formative evaluation curriculum
seems to be a sort of combined use of all of
them to arrive at valid conclusions. It is better
to use one source for corresponding the
finding of the other two then depending upon
just one source of evidences.
Student
Learning

18.  It identifies problems in teaching and learning and
helps to correct it.
 By being formative it diagnostic weakness at an
early stage for purpose of remediation or individual
teaching, for instance, the teacher is failing to read
the teacher can quickly find remedy. Thus keeps
pupils on toes and even in the track of progress
gives immediate feedback which is motivating.
Benefits of Formative Evaluation

19.  Formative is also ideal for future planning in terms
of changing teaching methods and pupils activities
through resetting objectives, use of effective media,
regrouping and assessment methods as it helps to
plan also extension work for the excelling students.
Benefits of Formative Evaluation

21.  Summative evaluation can take place during the
project implementation, but is most often undertaken at the
end of a project. As such, summative evaluation can also
be referred to as ex-post evaluation.
 The teacher uses summative evaluation to determine
what has been learned over a period of time, to summarize
student progress, and to report to students, parents and
educators on progress relative to curriculum objectives.
 It occurs most often at the end of a unit.
2. Summative Evaluation

22. Benefits of summative evaluation:
 is judgemental in nature, hence it shows the
worth or the value of programme.
 It can be used for decision making so that the
learners can easily selected into placement
streams such as pupils are put into classes
according to their test results.
Benefits of Summative Evaluation

23.  It is a useful tool for guidance and
counselling. Above all it is done to evaluate
the effectiveness of teachers.
Benefits of Summative Evaluation

25.  It usually occurs at the beginning of the school year or
before a new unit.
 It identifies students who lack prerequisite knowledge,
understanding or skills.
 Diagnostic testing also identifies student interests.
 Diagnostic evaluation provides information essential to
teachers in designing appropriate programs for all
students.
3. Diagnostic Evaluation

26. Usually analysis of this evaluation occurs
when:
1. content of curriculum is updated
2. something is added
3. something is taken out
Teachers take evaluation by these methods.
3. Diagnostic Evaluation

27. It is helper in solving problems of students.
 it is helper in make teacher’s performance
better.
It is helper in encourage students and
teachers.
It is helper in educational plans.
Benefits of Diagnostic
Evaluation

28. References
 Curriculum development and instruction by
S.M Shahid.
 http://www.nwlink.com/~%E2%80%89doncla
rk/hrd/isd/types_of_evaluations.html
 http://zvavanhuchopper.blogspot.com/2010/1
0/formative-and-summative-evaluation-
in.html