This document provides an overview of curriculum evaluation based on the CIPP model. It defines curriculum evaluation as making judgments about changes needed in students by using information to modify teaching and curriculum. The CIPP model evaluates the context, inputs, processes, and products of a curriculum. Context evaluation analyzes goals and needs. Input evaluation assesses resources and strategies. Process evaluation collects ongoing data on curriculum implementation. Product evaluation determines if goals were achieved by getting feedback from students, graduates, and employers.

1. EDU555 CURRICULUM AND INSTRUCTION
WEEK 4

2. Introduction
0 This lecture will consist of the following:
1. Curriculum Evaluation:
Types, Purposes, Procedures
2. CIPP Model

3. Definition of Curriculum
Evaluation
0 Making judgments about the desirability of certain
changes in students + using info to change teaching
and the curriculum

4. Definition
Various definitions:
1. Tyler (1950): the process of determining to what extend
educational objectives are being attained
2. Borg & Gall (1983): the process of making judgment abt
the merit, value or worth of educational prog, projects,
materials and techniques

5. Definition
3. Smith & Glass (1987): the process of establishing value
judgments based on evidence abt a program / product
4. Stufflebeam et al. (1971): .. The process of delineating,
obtaining & providing useful info for judging decision
alternatives

6. Definition
0 Provus (1971): the comparison of performance to
some standards to determine whether discrepancies
existed

7. Types of Evaluation
0 Scriven (1967)
1) Formative evaluation
0 on-going program
0 program improvement
0 provide data abt educational program
 to assist developer in improving the program

8. Types of Evaluation
2) Summative evaluation
0 done at the completion of a program
0 concerned with overall effectiveness of the
program
0 Provide data to determine the worth of the
program

9. Evaluation in curriculum
development
0 Evaluation – part of the curriculum development
process
0 Enables curriculum makers reviewing and
modifying – to cater the current and future needs

10. Evaluation in curriculum
development
0 Curriculum shd be continuously reviewed & reviewed
0 WHY??
0 maintaining and sustaining:
quality of the program
relevance  in meeting
adequacy the ever changing
quantity needs

11. Evaluation in curriculum
development
0 QUESTIONS SHOULD BE ASKED:
1) Are the program (curriculum) meeting existing or
expected needs?
2) Does the program contain extraneous and outdated
materials?
3) Are the students able to perform adequately once they
finish their study?

12. Evaluation in curriculum
development
0 Wentling (1980): EVALUATION MUST DO MORE
THAN :
0 just analyse the extend to which a program had
adhered to an original plan
0 OR attained its primary goals and objectives

13. Evaluation in curriculum
development
0 So, based on Wentling’s (1980) suggestion..
0 Curriculum evaluation needs to go beyond the
assessment of student behaviour
0 It should include the overall effect on students,
teachers and society

14. Evaluation in curriculum
development
0 The task of evaluating the curriculum involves a
COMPLEX PROCESS
0 A comprehensive evaluation framework or model is
necessary to achieve a systematic, effective and
efficient evaluation

15. CIPP Model For Evaluation
0 Introduced by Daniel Stufflebeam in 1966.
0 A comprehensive framework for guiding
formative and summative evaluation of
 Programs (Curriculum, course design, etc.)
 Projects
 Personnel
 Products
 Institutions
 Systems

16. CIPP Model For Evaluation
0 The model has been widely applied by:
 Government officials
 Foundation officers
 Program and project staffs
 International assistance personnel
 School administrators
 Evaluators, etc.

17. Model (framework) for
Curriculum Evaluation
0 CIPP model (Finch & Bjorquist, 1977)
CONTEXT
EVALUATION
INPUT
EVALUATION
PROCESS
EVALUATION
PRODUCT
EVALUATION
CURRICULUM INITIATION
AND STRUCTURING
CURRICULUM OPERATION

18. Context Evaluation
0 Involves analysis of goals and needs in a specific education
setting
0 Needs  a discrepancy between an existing condition and
desired condition
0 Evaluation of context includes:
 Environment
 Students
 Background
 School climate
 Goals and objectives of offering the program, etc.

19. Input Evaluation
0 Concerns judgment about resources and
strategies needed to accomplish program goals
and objectives
0 This includes the quality of:
 The curriculum and syllabus
 Students
 Teachers
 Staffs
 Facilities and infrastructures, etc.

20. Process Evaluation
0 Involves the collection of data once the program
has been designed and put into operation.
0 Data which is collected over a period of time is
useful in detecting strengths and weaknesses of the
program.
0 Process including:
 Teachers’ methods
 The facilities used
 The students performance, etc.

21. Product Evaluation
0 To determine the extent to which the goals of the program
have been achieved.
0 Data collected can be used to make decisions about the
program and making modifications for improvement.
0 This can be done through feedback from former students
or graduates, employers and the society.
0 Concerns accountability i.e. the number of quality of the
students and graduates produced.

22. Thank you