This document provides information on curriculum evaluation. It begins by explaining the objectives of understanding what curriculum evaluation is, the need to evaluate curriculum and different evaluation models. It then discusses several curriculum evaluation models in detail, including the Bradley Effectiveness Model, Tyler Objectives-Centered Model, Stufflebeam's CIPP Model, and Stake Responsive Model. Each model is explained in terms of its key elements and evaluation processes. The document aims to expand knowledge about curriculum evaluation and different approaches to evaluating curriculum.

1. Prepared by: Ma. Divina Kristi
A. Discar
Module 5 Curriculum Evaluation
WHAT, WHY, & HOW
TO EVALUATE A
CURRICULUM

2. Acquire clear understanding of
what curriculum evaluation is
OBJECTIVE 1
Explain the need to evaluate
the curriculum and how it’s
being done
OBJECTIVE 2
Expand knowledge about different
curriculum evaluation models
OBJECTIVE 3
WHAT
WHY
HOW

3. CONTENT
FOCUS
03
WHAT
Curriculum Evaluation:
A Process and A Tool
01
02 Reasons for
Curriculum Evaluation
Curriculum Evaluation Models
WHY
HOW

4. It looks into educational
reforms or innovations
that happen in the
teacher’s classrooms,
the school, district,
division, or the whole
educational system.
CURRICULUM
EVALUATION

5. Written
Planned
Implemented
CURRICULUM
EVALUATION

6. 1. Do planned courses,
programs, activities as written
and implemented produce
desired outcomes?
It is an attempt to
answer two big
questions:
2. How can these school curricula
be improved?

7. Two ways of looking at
curriculum evaluation:
Curriculum
Program
Evaluation
Components of
a curricular
Program

8. Two ways of looking at
curriculum evaluation:
Components of
a curricular
Program
-refers directly to the
assessment of curriculum
contents and processes
Curriculum
Program
Evaluation
- over-all aspects of a
curriculum as a subject,
degree program, curriculum
reform program

9. CONTENT
FOCUS
03
WHAT
Curriculum Evaluation:
A Process and A Tool
01
02 Reasons for
Curriculum Evaluation
Curriculum Evaluation Models
WHY
HOW

10. WHAT
Curriculum
Evaluation: A
Process and a Tool
01

11. A Process A Tool
- It follows a procedure
based on models and
frameworks
- helps to judge the worth
and merit of the program
and innovation or curricular
change
01 WHAT I Curriculum Evaluation

12. Ornstein, A &
Hunkins, F. (1998)
McNeil, J (1997)
Gay, L. (1985)
Oliva, P. (1988)
01 WHAT I Curriculum Evaluation

13. 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
01 WHAT I Curriculum Evaluation

14. McNeil, J (1997)
1. Do planned learning
opportunities, programs,
courses, and activities as
developed and organized
produce desired results?
2. How can a curriculum best
improved?
Evaluation answers
2 questions:
01 WHAT I Curriculum Evaluation

15. Gay, L. (1985)
Evaluation is to identify the
weaknesses and strengths as
well as problems encountered
in the implementation, to
improve the curriculum
development process. It is to
determine the effectiveness of
and returns on allocated
finance
01 WHAT I Curriculum Evaluation

16. Oliva, P. (1988)
Evaluation is a process of
delineating, obtaining and
providing useful
information for judging
alternatives for purposes of
modifying, or eliminating
the curriculum
01 WHAT I Curriculum Evaluation

17. Ornstein, A &
Hunkins, F. (1998)
McNeil, J (1997)
Gay, L. (1985)
Oliva, P. (1988)
01 WHAT I Curriculum Evaluation

18. WHY
Reasons for
Curriculum Evaluation
02

19. needs
assessment
terminal
assessment
monitoring
decision
making
02 WHY I Reasons for Curriculum Evaluation

20. Curriculum evaluation
identifies the strength
and weaknesses of an
existing curriculum that
will be the basis of the
intended plan, design or
implementation
02 WHY I Reasons for Curriculum Evaluation
needs
assessment

21. When evaluation is done
in the middle of the
curriculum development,
it will tell if the designed
or implemented
curriculum can produce
or is producing the
desired results
02 WHY I Reasons for Curriculum Evaluation
monitoring

22. Curriculum evaluation
will guide whether the
results have equaled or
exceeded the standards,
thus can be labelled as
success.
02 WHY I Reasons for Curriculum Evaluation
terminal
assessment

23. Curriculum evaluation
provides information
necessary for teachers,
school managers,
curriculum specialist for
policy recommendations
that will enhance achieved
learning outcomes
02 WHY I Reasons for Curriculum Evaluation
decision
making

24. HOW
CURRICULUM
EVALUATION MODELS
03

25. Bradley
Effectiveness Model
Daniel
Stufflebeam’s
CIPP
Tyler Objectives-
Centered Model
Stake Responsive
Model
03 HOW I CURRICULUM EVALUATION MODELS
Scriven Consumer
Oriented Evaluation

26. Bradley
Effectiveness
Model
03 HOW I CURRICULUM EVALUATION MODELS
wrote a handbook on
Curriculum Leadership and Development
LH Bradley
-provides indicators that can help
measure the effectiveness of a
developed or written curriculum

27. Bradley
Effectiveness Model
03 HOW I CURRICULUM EVALUATION MODELS
Indicators Descriptive Questions Yes or
No
Vertical
Curriculum
Continuity
Does the curriculum reflect the
format that enables teachers to
quickly access what is being taught
in the grade/year levels below or
above the current level?

28. Bradley
Effectiveness Model
03 HOW I CURRICULUM EVALUATION MODELS
Indicators Descriptive Questions Yes or
No
Horizontal
Curriculum
Continuity
Does the curriculum provide
content and objectives that are
common to all classes of the same
grade level?

29. Bradley
Effectiveness Model
03 HOW I CURRICULUM EVALUATION MODELS
Indicators Descriptive Questions Yes or
No
Instruction
based on
Curriculum
Are lesson plans/syllabi/course
design derived from the curriculum
and strategies? Are materials used
correlated with the content,
objectives and activities?

30. Bradley
Effectiveness Model
03 HOW I CURRICULUM EVALUATION MODELS
Indicators Descriptive Questions Yes or
No
Broad
Involvement
Is there involvement of the different
curriculum stakeholders in the
planning, designing and
implementation and review of the
curriculum?

31. Bradley
Effectiveness Model
03 HOW I CURRICULUM EVALUATION MODELS
Indicators Descriptive Questions Yes or
No
Long Range
Planning
Is review cycle followed within the
period of planning and
implementation of the curriculum?

32. Bradley
Effectiveness Model
03 HOW I CURRICULUM EVALUATION MODELS
Indicators Descriptive Questions Yes or
No
Positive
Human
Relations
Did the initial thoughts about the
curriculum come from teachers,
principals, curriculum leaders and
other stakeholders?

33. Bradley
Effectiveness Model
03 HOW I CURRICULUM EVALUATION MODELS
Indicators Descriptive Questions Yes or
No
Theory-Into
Practice
Is there clarity of vision, mission,
graduation outcomes, program
philosophy, learning outcomes in
the curriculum?

34. Bradley
Effectiveness Model
03 HOW I CURRICULUM EVALUATION MODELS
Indicators Descriptive Questions Yes or
No
Planned
Change
Are there tangible evidence to
show that the internal and external
publics accept the developed
program?

35. Bradley
Effectiveness
Model
03 HOW I CURRICULUM EVALUATION MODELS
-if any of the indicators is answered with
a “No”, actions should be made to
make it Yes.

36. 03 HOW I CURRICULUM EVALUATION MODELS
wrote a monograph entitled
Principles of Curriculum and Instruction
Ralph Tyler (1950)
Tyler Objectives-
Centered Model

37. 03 HOW I CURRICULUM EVALUATION MODELS
Curriculum
Elements
Evaluation Process Action Taken
Yes or No
1. Objectives/
ILO
1. Pre-determine intended
learning outcomes or
objectives
Tyler Objectives-
Centered Model

38. 03 HOW I CURRICULUM EVALUATION MODELS
Curriculum
Elements
Evaluation Process Action Taken
Yes or No
2. Situation or
Context
2. Identify the situation/
context that gives
opportunity to develop
behavior or achieve
objective.
Tyler Objectives-
Centered Model

39. 03 HOW I CURRICULUM EVALUATION MODELS
Curriculum
Elements
Evaluation Process Action Taken
Yes or No
3. Evaluation
Instruments/
Tools
3. Select, modify and
construct evaluation
instruments or tools.
Check its objectivity,
reliability, and validity.
Tyler Objectives-
Centered Model

40. 03 HOW I CURRICULUM EVALUATION MODELS
Curriculum
Elements
Evaluation Process Action Taken
Yes or No
4. Utilization of
Tool
4. Utilize the tools to obtain
results
Compare the results obtained
from several instruments
before and after to determine
the change
Tyler Objectives-
Centered Model

41. 03 HOW I CURRICULUM EVALUATION MODELS
Curriculum
Elements
Evaluation Process Action Taken
Yes or No
5. Analysis of
Results
5. Analyze the results obtained
to determine strength and
weaknesses. Identify possible
explanation about the
reasons
Tyler Objectives-
Centered Model

42. 03 HOW I CURRICULUM EVALUATION MODELS
Curriculum
Elements
Evaluation Process Action Taken
Yes or No
6. Utilization of
Results
6. Use the results to make the
necessary modifications
Tyler Objectives-
Centered Model

43. 03 HOW I CURRICULUM EVALUATION MODELS
-if obtained all YES answer, would mean
the curriculum has PASSED the
standards
Tyler Objectives-
Centered Model

44. 03 HOW I CURRICULUM EVALUATION MODELS
Context, Input, Process, Product (CIPP) Model
Daniel Stufflebeam
Daniel
Stufflebeam’s CIPP
-emphasized that the result of evaluation
should provide data for decision making

45. 03 HOW I CURRICULUM EVALUATION MODELS
Daniel Stufflebeam’s
CIPP
Context Evaluation
Process Evaluation
Input Evaluation
Product Evaluation
1.Identify the kind of decisions
to be made.
2.Identify the kinds of data to
make that decision
3.Collect the data needed
4.Establish the criteria to
determine quality of data
5.Analyze data based on the
criteria
6.Organize needed information
needed for decision makers.

46. 03 HOW I CURRICULUM EVALUATION MODELS
Robert Stake (1975)
--it is oriented more directly to program
activities than program intents.
Stake Responsive
Model

47. 03 HOW I CURRICULUM EVALUATION MODELS
1.Meets with stakeholders to identify their perspectives and
intensions regarding curriculum evaluation.
2.Draws from Step 1 documents to determine the scope of
evaluation
3.Observes the curriculum closely to identify the unintended
sense of implementation and any deviations from
announced intents
4.Identifies the stated real purposes of the program and the
various audiences
Stake Responsive
Model

48. 03 HOW I CURRICULUM EVALUATION MODELS
5. Identifies the problems of the curriculum evaluation at
hand and identifies an evaluation design with needed
data
6. Selects the means needed to collect data or information
7. Implements the data collection procedure
8. Organizes the information into themes
9. Decides with stakeholders the most appropriate formats
for the report
Stake Responsive
Model

49. 03 HOW I CURRICULUM EVALUATION MODELS
Michael Scriven (1967)
Scriven Consumer
Oriented Evaluation

50. 03 HOW I CURRICULUM EVALUATION MODELS
Using the checklist for Instructional
material Review or evaluation, may help
any curricularist make a decision to which
textbooks, modules, or any instructional
support material will be used , revised,
modified, or rejected.
Scriven Consumer
Oriented Evaluation

51. A Simple Way of Curriculum
Evaluation Process
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less
demands?
3. Can this curriculum be applied to any particular level?
4. Can the curriculum aspects be assessed as (a)
written (b) taught (c) supported (d) tested (e) learned
5. Does the curriculum include formative assessment?

52. A Simple Way of Curriculum
Evaluation Process
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of
assessment?
8. Does the curriculum provide qualitative methods of
assessment?
9. Can the curriculum provide the data needed for decision
making?
10.Are the findings of evaluation available to stakeholders?

53. Steps in Conducting a
Curriculum Evaluation
Identifying
Primary
audiences
• Curriculum Program Sponsors,
Managers and Administrators,
School Heads, Participants
(Teachers and Students), Content
Specialists, other stakeholders

54. Steps in Conducting a
Curriculum Evaluation
Identifying
critical issues/
problems
• Outcomes (Expected, Desired,
Intended), Process
(Implementation), Resources
(Inputs)

55. Steps in Conducting a
Curriculum Evaluation
Identifying
data source
• People (teachers, students,
parents, curriculum developers),
Existing documents, available
records, evaluation studies

56. Steps in Conducting a
Curriculum Evaluation
Identifying
techniques for
collecting data
• Standardized Test, informal
tests, Samples of Students
Work, Interviews, Participant
Observations, checklist,
anecdotal records

57. Steps in Conducting a
Curriculum Evaluation
Identifying
established
standards and
criteria
• Standards previously set by
agency (DepEd, CHED,
Professional Organizations)

58. Steps in Conducting a
Curriculum Evaluation
Identifying
Techniques in
Data Analysis
• Content Analysis, Process
Analysis, Statistics,
Comparison, Evaluation
Process

59. Steps in Conducting a
Curriculum Evaluation
Preparing
Evaluation
Report
• Written, Oral, Progress, Final,
Summary
• Descriptive, Graphic, Evaluative
and Judgmental
• List of Recommendations

60. Steps in Conducting a
Curriculum Evaluation
Preparing
Modes of
Display
• Case Studies, Test Scores
Summary, Testimonies,
Multimedia representation,
product display (exhibits),
technical reports

61. Prepared by: Ma. Divina Kristi
A. Discar
WHAT, WHY, & HOW TO
EVALUATE A CURRICULUM
THANK
YOU!