This document outlines tutorial questions and presentations for the course MOED7013. It discusses factors to consider when implementing curriculum, including national education policies, cultural diversity, teaching strategies, assessment, and professional development. It provides examples related to these factors from the Malaysian education system. It also defines formative and summative evaluation, describes how they differ, and explains Elliot Eisner's educational evaluation model which emphasizes assessing curriculum clarity, instruction quality, learning outcomes, program effectiveness, and continuous improvement.

1. MOED7013
MODULE LECTURER :
DR LEE KEOK CHEONG
T U T O R I A L Q U E S T I O N S :
1 . W H A T A R E T H E F A C T O R S A N D E L E M E N T S Y O U
H A V E T O C O N S I D E R W H E N I M P L E M E N T I N G
C U R R I C U L U M ?
2 . E X P L A I N W I T H E X A M P L E S F R O M Y O U R R E G I O N
3 . W H A T A R E T H E N A T U R E A N D P U R P O S E O F
E V A L U A T I O N ?
4 . H O W D O F O R M A T I V E A N D S U M M A T I V E
E V A L U A T I O N S D I F F E R ?
5 . D E S C R I B E T H E E V A L U A T I O N M O D E L
R E C O M M E N D E D B Y E L L I O T E I S M E R .

2. PRESENTATION BY :
ANIS HUDA BT AMIR
HAMZAH
20221005005
BABY HARJIT KAUR
KHAIRA
202210050003
ELINDA BT NISABURY
202210050002

3. 1. WHAT ARE THE FACTORS AND ELEMENTS YOU HAVE
TO CONSIDER WHEN IMPLEMENTING CURRICULUM?
National education policies
Cultural diversity
Teaching and learning strategies
Assessment and evaluation
Professional development

4. 2. EXPLAIN WITH EXAMPLES IN MALAYSIA
National education policies: In Malaysia, the Ministry of Education sets the national education policies
that guide the development and implementation of the curriculum. One example of a policy that impacts
curriculum implementation is the Malaysia Education Blueprint, which outlines strategies to improve the
quality of education in the country.
Cultural diversity: Malaysia is a multi-ethnic and multi-religious society, and this diversity is reflected in
the curriculum. For example, students in Malaysia are required to take Islamic Studies classes
regardless of their religious background. Additionally, the curriculum includes lessons that highlight the
contributions of Malaysia's various ethnic groups to the country's history and culture.
Teaching and learning strategies: The curriculum in Malaysia emphasizes the use of student-centered
and active learning strategies. One example of this is the use of project-based learning (PBL), which
allows students to explore real-world problems and work collaboratively to find solutions. PBL is used in
a variety of subjects, including science, social studies, and language arts.
Assessment and evaluation: In Malaysia, assessment and evaluation are an important part of the
curriculum. Students are evaluated using a combination of formative and summative assessments,
including regular quizzes and tests as well as national standardized exams. One example of a national
exam in Malaysia is the Sijil Pelajaran Malaysia (SPM), which is taken by students at the end of their
secondary education.
Professional development: Teachers in Malaysia are provided with opportunities for professional
development to help them improve their teaching skills and stay up-to-date with changes in the
curriculum. For example, the Ministry of Education offers online courses and workshops for teachers on
a variety of topics, including the use of technology in the classroom and strategies for teaching students
with special needs.

6. NATURE OF EDUCATIONAL EVALUATION
• Education is a continuous process
• Academic & non-academic
• Involves measurement
• Includes examination of academic aspects
• Final assessment in teaching-learning
• Determining competency among students
• Procedure to improve students
• Discover needs of individual
• Designs the learning experience

7. PURPOSE OF EDUCATIONAL EVALUATION
1. Classifying students in classes based on their
ability
2. Diagnosing weaknesses and plan remedial work in
order to revise teaching strategy
3. Ascending student’s progress
4. Predicting student’s future academic success
5. To ascertain the worth of time, energy and
resources
6. To acquaint parents or guardians with student’s
performances
7. To identify problems that might hinder or prevent
the student’s achievement.

8. TYPES OF EVALUATION
EVALUATION FOR
LEARNING (FORMATIVE)
VS
EVALUATION OF LEARNING
(SUMMATIVE)

9. FORMATIVE SUMMATIVE
• Occurs frequently throughout
instruction (e.g., during a unit of
study)
• Occurs after the instruction is
complete (e.g., at the end of a
unit of study)
• Focuses on
assessment for learning
• Focuses on
assessment of learning
• Informs ongoing instruction to
improve student learning
outcomes in real time
• Evaluates how well the
instruction worked in the past
• Usually covers discrete content
(e.g., one skill or concept)
• Covers larger instructional units
of study such as a full semester
or a year
• Often uses qualitative
(descriptive) data to evaluate a
current state based on informal
measurement
• Often uses quantitative
(numerical) data to apply formal
measurement and evaluation
techniques to determine
outcomes

10. EVALUATION MODEL
ELLIOT EISNER
Elliot Wayne Eisner
(March 10, 1933 – January 10,
2014) was a professor of Art and
Education at the Stanford Graduate
School of Education, and was one
of the United States' leading
academic minds. He was active in
several fields including art
education, curriculum reform, and
qualitative research.

11. EISNER’S EDUCATIONAL EVALUATION MODEL
The Evaluation Model places a
strong emphasis on the
application of organized and
impartial evaluation techniques
to determine the efficacy of
educational initiatives. Clarifying
the intended learning outcomes,
creating evaluation instruments,
gathering and evaluating data,
and using the findings to improve
the programme are the four steps
of this strategy. The Evaluation
Model highlights the significance
of assessing educational
programmes using a variety of
factors, such as curriculum
coherence and clarity,
instructional quality, student
learning outcomes, programme
effectiveness, and continual

12. KEY FACTORS AND ELEMENTS IN EISNER'S
EVALUATION MODEL:
• Curriculum clarity and coherence
• Quality of instruction
• Student learning outcomes
• Effectiveness of the program
• Continuous improvement

13. REFERENCES
Woods, J. D. (1988). Curriculum Evaluation Models : Practical Applications for
Teachers. Australian Journal of Teacher Education, 13(1).
Curriculum Development Centre, (1982) Curriculum Evaluation: How It Can Be Done,
Canberra,
CDC. Davis, E. (1980), Teachers as Curriculum Evaluators, Sydney George Alien and
Unwin, Sydney.
Eisner, E. (1979), The Educational Imagination, MacMillan Publishing Company, New
York.
Hunkins, F. (1980), Curriculum Development; Programme Improvement, Colombus,
Ohio Merrill.
Marsh, C. & Stafford, K. (1984), Curriculum: Australian Practices and Issues, Sydney,
McGraw-HilL Seiffert, M. (1986), "Outsiders Helping Teachers", CurriculUm
Perspectives 6, 2, 37-40.
Grunland, Norman E (1981) “Measurement & Evaluation in Teaching” MacMillian
Publishing New York.
Aggarwal, J.C. (1997) “Essentials of Examination System : Evaluation, Tests &
Measurement, Vikas, New Delhi.
Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of
educational practice. Macmillan.