This document discusses curriculum evaluation and assessment. It defines evaluation and assessment, noting some key differences. Evaluation determines the worth of a curriculum by judging its quality or value, while assessment measures learner achievement or how well a curriculum is meeting its goals. The document outlines the steps in conducting a curriculum evaluation, including needs analysis, articulating purposes, collecting and analyzing data, and making decisions. It also discusses types of curriculum evaluation and questions typically asked in an evaluation, such as whether the curriculum is meeting needs and if students can perform adequately after completing their studies.

3. King Saud University
College of Education
Department of Curriculum and Instruction
Major TESOL

4. 1
Definitions of evaluation - assessment
Difference between evaluation and
assessment
Curriculum evaluation
Aim of curriculum evaluation
Steps in Conducting a Curriculum evaluation
Types of curriculum evaluation

5. Learning
system
curricul
um
delivery
Assessm
ent/evalu
ation
2

6. Evaluation Definition
3

7. Assessment Definition
4

8. Are evaluation and assessment the same?
5

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11. activity
You’re gifted a flower
evaluation assessment
The flower is purple and is too short with
not enough leaves.
I’ll give the flower some water to
improve its growth.
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12. Curriculum Evaluation Definition
9
Curriculum :

13. Curriculum Evaluation Definition
10

14. Curriculum Assessment Definition
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*Are the curriculums meeting the existing or expected needs?
*Are the contents presented in the recommended sequence?
*Are students being involved in the suggested instructional
experiences?
*Are the students able to perform adequately once they finish
their study?
*Are there sufficient resources (as described in the curriculum
plan) to implement this curriculum?
 In evaluating curriculum the following key Questions are
usually asked

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In curriculum evaluation , four basic steps are followed:
Decision
making
Analyse and
interpret
information
(assessment
Needs
analysis
Articulate
purposes for
evaluation
(Jabbarifar, 2009)

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19. (Ornstein & Hunkins, 2004) 16
who
needs it
how
great is
the
need
how to
meet
the
need

20. (Fitzpatrick, Sanders. & Worthen, 2004) 17
data is
collected
at the end
specify
what
questions
what
decisions
will be
made

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If we want to discover the truth about an
educative system, we must investigate its
evaluation procedures.”
(Derek Rowntree, 1977)

24. Reference
■ Brown, J.D. (1989). Language program evaluation: a synthesis of existing possibilities. In
Johnson, R.K. (ed.). The second language curriculum, Cambridge University Press, Cambridge,
Chap. 14, pp. 222-241.
■ Ebert, E. S., Ebert, C., & Bentley, M. L. (2013). The educator’s field guide. Thousands layers of
curriculum theory. Larchmonr, NY: Eye on education.
■ Fitzpatrick, J. L., Sanders, J. R. & Worthen, B. R. (2004). Program evaluation: alternative
approaches and practical guidelines. Boston: Pearson Education, Inc.
■ Gay, L.R. (1985), Educational evaluation and measurement: competencies for analysis and
application. C.E. Merrill Publishing Company.
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25. Reference
■ Jabbarifar, T. (2009). the Importance of Classroom Assessment and Evaluation In Educational
System. Proceedings of the 2nd International Conference of Teaching and Learning, 1–9.
■ Green, F. R. (1999). Brain and learning research: Implications for meeting the needs of diverse
learners. Education, 119(4), 682-688.
■ Lynch, B.K. (2003). Language Assessment and Programme Evaluation. Edinburgh University
Press, Edinburgh.
■ Ornstein, A. and Hunkins, F. (1998). Curriculum: Foundations, principle and issues. Boston, MA:
Allyn & Bacon.
■ Ornstein, A. C. & Hunkins, F. P. (2004). Curriculum: Foundations, principles and issues. Boston:
Pearson/Allyn and Bacon. 22

26. Reference
■ Rossett, A., Sheldon, K. (2001). Beyond the Podium: Delivering Training and Performance to a
Digital World. San Francisco: Jossey-Bass/Pfeiffer.
■ Rowntree, D. (1977). Assessing students: How shall we know them?. London: Harper & Row.
■ Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné & M. Scriven
(Eds.), Perspectives of curriculum evaluation (Vol. 1, pp. 39-83). Chicago, IL: Rand McNally.
■ Wolf, P., Hill, A., & Evers, F. (2006). Handbook for curriculum assessment. Ontario: University of
Guelph.
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