The document discusses evaluation as both a process and a tool for curriculum development. As a process, evaluation follows procedures based on models and frameworks to achieve desired results. As a tool, evaluation helps teachers and implementers judge the worth and merit of programs, innovations, and curricular changes. The results of evaluation, whether as a process or tool, form the basis for improving the curriculum. The document then examines several evaluation models, including Bradley's effectiveness model and Tyler's objectives-centered model, which provide indicators and processes for evaluating curriculum elements and determining strengths and weaknesses.

1. PREPARED BY:
SAN BUENAVENTURA, GIO P.
LOPEZ, JERWIN V.
BTTE IV- B ELC

2. ANALYSIS OF THE VARIOUS DEFINITION
REVEAL THAT EVALUATION IS BOTH A
PROCESS AND A TOOL.
AS A PROCESS:
IT FOLLOWS A PROCEDURE BASED ON
MODELS AND FRAMEWORKS TOGET
THE DESIRED RESULT

3. AS A TOOL:
IT WILL HELP TEACHERS AND
PROGRAM IMPLEMENTORS TO JUDGE
THE WORTH AND MERIT OF THE
PROGRAM AND INNOVATION OR
CURRICULAR CHANGE.
FOR BOTH PROCESS AND A TOOL,
THE RESLTS OF EVALUATION WILL BE
THE BASIS TO IMPROVE THE
CURRICULUM

4.  ORNSTEIN A. & HUNKINS F. (1998)
CURRICULUM EVALUATION IS A PROCESS DONE IN
ORDER TO GATHER DATA THAT ENABLES ONE TO
DECIDE WHETHER TO ACCEPT, CHANGE,
ELIMINATE THE WHOLE CURRICULUM OF A
TEXTBOOK.
 GAY, L. (1985)
 EVALUATION IS TO IDENTIFY THE WEAKNESSES AND
STRENGHTS AS WELL AS PROBLEMS ENCOUNTERED
IN THE IMPLEMENTATION, TO IMPROVE THE
CURRICULUM DEVELOPMENT PROCESS.

5.  OLIVA P. (1988)
IT IS THE PROCESS OF DELINEATING, OBTAINING AND
PROVIDING USEFUL INFORMATION FOR JUDGING
ALTERNATIVES FOR PURPOSES OF MODIFYING, OR
ELIMINATING THE CURRICULUM.

6.  CURRICULUM EVALUATION IDENTIFIES THE
STRENGHT AND WEAKNESSES OF AN
EXISTING CURRICULUM THAT WILL BE THE
BASIS OF THE INTENDED PLAN.
 WHEN EVALUATION IS DONE IN THE MIDDLE
OF THE CURRICULUM DEVELOPMENT, IT
WILL TELL IF THE DESIGNED CURRICULUM
CAN PRODUCE OR ITS PRODUCING THE
DESIRED RESULTS.

7.  BASED ON SOME STANDARDS, CURRICULUM
EVALUATION WILL GUIDE WHETHER THE
RESULTS HAVE EQUALLED OR EXCEEDED THE
STANDARDS, THUS CAN BE LABELLED AS
SUCCESS.
 CURRICULUM EVALUATION PROVIDES
INFORMATION NECESSARY FOR TEACHERS,
SCHOOL MANAGERS, CURRICULUM
SPECIALIST FOR POLICY RECOMMENDATIONS
THAT WILL ENHANCE ACHIEVED LEARNING
OUTCOMES

8. BRADLEY EFFECTIVENESS MODEL
IN 1985, L.H. BRADLEY WROTE A
HANDBOOK ON CURRICULUM LEADERSHIP
DEVELOPMENT. THIS BOOK PROVIDES
INDICATORS THAT CAN HELP MEASURE THE
EFFECTIVENESS OF A DEVELOPED OR
WRITTEN CURRICULUM. FOR PURPOSES OF
THE CLASSROOM TEACHERS, SOME OF THE
STATEMENTS WERE SIMPLIFIED.

9. BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT INDICATORS
INDICATORS DESCRIPTIVE QUESTIONS YES OR
NO
VERTICAL
CURRICULUM
CONTINUITY
• DOES THE CURRICULUM REFLECT THE
FORMAT (i.e. K + 12, OBE, etc.) THAT ENABLES
TEACHERS QUICKLY ACCESS WHAT IS BEING
TAUGHT IN THE GRADE/YEAR LEVELS BELOW
OR ABOVE THE CURRENT LEVEL?
HORIZONTAL
CURRICULUM
CONTINUITY
• DOES THE CURRICULUM PROVIDE CONTENT
AND OBJECTIVES THAT ARE COMMON TO ALL
CLASSES OF THE SAME GRADE LEVEL?
INSTRUCTION
BASED ON
CURRICULUM
•ARE LESSON PLANS / SYLLABI / COURSE
DESIGN DERIVED FROM THE CURRICULUM
AND STRATEGIES? ARE THE MATERIALS USED
CORRELATED WITH THE CONTENT, OBJECTIVES
AND ACTIVITIES?

10. BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT INDICATORS
INDICATORS DESCRIPTIVE QUESTIONS YES OR
NO
BROAD
INVOLVEMENT
• IS THERE EVIDENCE OF INVOLVEMENT OF THE
DIFFERENT CURRICULUM STAKEHOLDERS IN THE
PLANNING, DESIGNING AND
IMPLEMENTATIONAND REVIEW OF THE
CURRIRCULUM
LONG RANGE
PLANNING
• IS REVIEW CYCLE FOLLOWED WITHIN THE
PERIOD OF PLANNING AND IMPLEMENTATION
AND REVIEW OF THE CURRICULUM?
POSITIVE
HUMAN
RELATIONS
•DID THE INITIAL THOUGHTS ABOUT THE
CURRICULUM COME FROM TEACHERS,
PRINCIPALS, CURRICULUM LEADERS AND
OTHER STAKEHOLDERS?

11. TYLER OBJECTIVES CENTERED MODEL
RALPH TYLER IN 1950 PROPOSED A
CURRICULUM EVALUATION MODEL WHICH
UNTIL NOW CONTINUES TO INFLUENCE
MANY CURRICULUM ASSESSMENT
PROCESSES. IN USING TYLER’S MODEL, THE
FOLLOWING CURRICULUM COMPONENTS
AND PROCESSES ARE IDENTIFIED IN
CURRICULUM EVALUATION.

12. CURRICULUM
ELEMENTS
E V A L U A T I O N P R O C E S S YES OR
NO
1. OBJECTIVES /
INTENDED LEARNING
OUTCOMES
PRE – DETERMINE INTENDED LEARNING
OUTCOMES OR OBJECTIVES
2. SITUATION OR
CONTEXT
IDENTIFY THE SITUATION/CONTEXT THAT
GIVES OPPORTUNITY TO DEVELOP BEHAVIOR
OR ACHIEVED OBJECTIVES
3. EVALUATION
INSTRUMENTS /
TOOLS
SELECT, MODIFY AND CONSTRUCT
EVALUATION INSTRUMENTS OR TOOLS.
CHECK ITS OBJECTIVITY, RELIABILITY AND
VALIDITY
4. UTILIZATION OF
TOOL
UTILIZE THE TOOLS TO OBTAIN RESULTS
COMPARE THE RESULTS OBTAINED FROM
SEVERAL INSTRUMENTS BEFORE AND AFTER
TO DETERMINE THE CHANGE
5. ANALYSIS OF
RESULTS
ANALYZE THE RESULTS OBTAINED TO
DETERMINE STRENGHT AND WEAKNESSES.
6. UTILIZATION OF
RESULTS
USE THE RESULTS TO MAKE THE NECESSARY
MODIFICATIONS

13. BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT INDICATORS
INDICATORS DESCRIPTIVE QUESTIONS YES OR
NO
THEORY INTO
PRACTICE
• IS THERE CLARITY OF VISION, MISSION,
GRADUATION OUTCOMES, PROGRAM
PHILOSOPHY, LEARNING OUTCOMES IN THE
CURRICULUM?
PLANNED
CHANGE
• ARE THERE TANGIBLE EVIDENCE TO SHOW
THAT THE INTERNAL AND EXTERNAL PUBLICS
ACCEPT THE DEVELOPED PROGRAM?
* IF ANY OF THE INDICATORS IS ANSWERED WITH A “NO”, ACTIONS
SHOULD BE MADE TO MAKE IT YES