The document discusses curriculum evaluation and outlines its key steps: 1. The purpose of curriculum evaluation is to determine if educational goals and objectives are being achieved and identify areas for improvement. 2. The evaluation process involves determining the audience and purpose, deciding what information to collect, and how to present findings. 3. Common information collected includes student and teacher satisfaction and learning outcomes, which can be gathered through interviews, surveys, and observations. 4. A successful evaluation gains support from stakeholders, makes non-judgmental assessments, and leads to tangible curriculum revisions.

1. The awesome group
3 angels
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3. The Aim The aim of curriculum design process is
to decide if the course is succesful and
where it needs to be improved
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4. What is Evaluation
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2 aspects
Looks at all aspects of curriculum design to
see if the course is the best possible
Evaluation requre looking both at the result
of the the course, and the planning and
running of the course

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The focus of the evaluation is on the goals and
instructional objectives with the purpose of
determining whether they have been achieved
Formed to determine the effectiveness of a
particular program
Due to realization that meeting program goals and
objectives, while important, was not very helpful in
facilitating curriculum revision, change, and improvement
Evaluators attempt to avoid making judgement
Approaches to program evaluation
4 approaches :

6. Steps in an Evaluation
9 steps
1 3
2 4
 Find who the evaluation is for
and what kind of information
they need
 Find what the result of the
evaluation will be used for-to
improve the course, to decide
whether to keep or get rid of the
course
 Decide if the evaluation is
neccessary or if the needed
information is already available
 Find how much time and
money are available to do the
evaluation
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Decide what kind of
information will be
gathered
5
Decide how to gather the
information and who will be
involve in the gathering of
information
7
Decide if the follow-up
evaluation is planned to
check the iplementation
of the findings
9
Try to gain the support
of the people involve in
the evaluation
6
Decide how to
present the findings
8
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8. Kinds of information will be gathered
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11 kinds
Amount of learning
1
Quality of learning
2
Quality of teaching
3
Quality of curriculum design
4
Quality of course administration
5
Quality of support services
6

9. 7
8
9
10
11
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Teacher satisfaction
Learner satisfaction
Sponsor satisfaction
Later success of graduates of the course
Financial profitability of the course
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10. Teacher-led Evaluation
Purpose and Audience of the Evaluation
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Kiely and Rea-Dicken (2006: 225-271) make a useful three way
scope distinction :
Management-led Evaluation
Large-scales Evaluation

11. Types and focus
of evaluation

12. Gaining support for the evaluation
A course of evaluation looks for strengths and weaknesses, but it is naturally the
weaknesses that cause concern because :
They will criticize the
weaknesses
These are the point that you
need to improve

13. The assumption behind an evaluation
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4 assumptions :
The people running and teaching the
course are capable of improving it
The improvement will make it a better
course for all concerned
The people involve in the course
have freedom ang flexibility to make
changes to the course
This course is worthy improving

14. Gathering information
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3 points :
2
Self-report
scales
1
interview
3
Observation
and checklist

15. Interview can be :
Structured
The interviewer has a prosedure and a set of
questions to follow and generally keeps to
these
unstructured
The course of the interview depends on the
wishes of the interviewer and interviewee
and is largely unpredictable

16. Self-report scales are very efficient when :
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4 points
Survey a large number of people
There is a large number of pieces of
information to gather
There are very clear focuses for the
evaluation
Need to summarize the data to get a general
picture, and compare it with previous
evaluation or other courses

17. 01
02
03
The dangers of self-report scales
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3 points
Tend the average result
Involved pre-determined questions
and type of answer
Short period time to answer

19. Practical checklist
Not too long Easy to use Easy to interpret
its result
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20. Blind the observer Out of date Summing to the whole
They may “blind” the observer from
seeing other important features that
are not in the list
They tend to become out of date
as theory changes
Many checklist are based on the
assumption that summing the part
is equal to the whole
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21. Ensure a systematic coverage Allow comparison between
different courses, lessons,
teachers, etc
Can act as a basis of for the
improvement of a course through
formative evaluation
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22. 1 2 3
4 5 6
Formative evaluation as a part of curriculum design
22
Can be done by the following way :
Can be negotiated between
teachers and learners
The course can include
periodic and systematic
observation of classes by
teacher peers
The staff hold regular
meeting s to discuss the
progress of the course
Teachers are required to
periodically fill self-evaluation form
that thay discuss with a colleague
Learners periodically fill
course evaluation forms
Some class time is set aside
for learners discussion of the
course and providing
feedback for teachers

23. Any Questions?