This document discusses specific techniques for evaluating curriculum, including: 1. Observation - Gathering information by directly observing programs and student/teacher behaviors. This can be unstructured or structured. 2. Interviews - Collecting verbal information from interviewees. Interviews can be unstructured or structured. 3. Questionnaires - Collecting quantitative data through surveys to get information from many people easily. 4. Unobtrusive measures - Obtaining non-reactive observations by examining physical traces or records without participants' awareness. 5. Tests - Assessing learning outcomes through various types of tests like diagnostic, proficiency, aptitude, and achievement tests as well as formative vs summative assessments.

1. Curriculum Evaluation
Specific Techniques of Curriculum
Evaluation

2. Evaluation is the process of collecting data on a programme to
determine its value or worth with the aim of deciding whether to
adopt, reject, or revise the programme. Programmes are evaluated
to answer questions and concerns of various parties. The public want
to know whether the curriculum implemented has achieved its aims
and objectives; teachers want to know whether what they are doing
in the classroom is effective; and the developer or planner wants to
know how to improve the curriculum product.
Introduction
What is Evaluation?

3. SPECIFIC TECHNIQUES OF
CURRICULUM EVALUATION
1) Desired Observation
- Gathering accurate information about how a
program actually operates, particularly about
processes. It is a technique in which one or more
persons observe what is occurring in some real-
life situation. It is used to evaluate the overt
behaviour of individuals in controlled and
uncontrolled situations.

4. Types of Observation
Unstructured Observation
• Observations that are natural or open and allows the collection of variety
of information
• Observer while being present at the area of observation does not
manipulate or control anything.
• The Observer enters observation site and see things, record them in a
natural setting.
• Practice and skills are needed by the observer by drawing his experience
and judgement to focus upon, and record event considered being
important.
• However experienced the Observer may be, it must be realised that only a
fraction of the interaction and events occurring will be seen or recorded.
• For example, behaviour in a class discussion, behaviour of the students
when participating in classroom discussion, interaction of the teacher and
student, and student to student interaction while having a class discussion.

5. Types of Observation
Structured Observation
• Evaluators observe the eventuality under structured conditions, with the
knowledge of the person(s) being observed.
•For example, an evaluator may observe the learners’ behaviour in a demo
teaching class.
•Major disadvantage of this type of observation is that it is not natural and
the behaviour exhibited by the people being observed may not be the
behaviour that would occur in the natural setting. People may behave the
way they think they should behave rather than the way they normally would.

6. RECORDING INFORMATION
FROM OBSERVATION
- Field Notes
- Observation Schedules, Checklist
- Audio Recording
- Video Recording

7. USES AND LIMITATIONS OF OBSERVATIONS
• Helps get first hand information.
• Certain traits like honesty, punctuality,
truthfulness, etc., can be observed.
• Observer codes and records the overt
behaviour at the time of its occurrence.
• Possible tendency that an observer to let
overall feelings towards an individual or
an initial impression effect subsequent
observations.
• Subject may intentionally attempt to exhibit
artificial behaviour.

8. • A process of interaction in which subject (interviewee)
provides information verbally in a face-to-face situation.
Preparation, conduct and recording are the main steps of
interview technique.
• Interviews are used when you want to fully understand
someone's impressions or experiences, or learn more about
their answers to questionnaires. There are two general
types of interviews depending on the extent to which the
responses required are unstructured or structured.
2) Interviews

9. a) Unstructured interview
- The interviewer does not follow a rigid script and there is a
great deal of flexibility in the responses.
- For example; “Why do you think the recommended textbook for
the course is difficult for low ability learners? The teacher
responding to such a question will give a variety of reasons.
- Some reasons given may be of a general nature while others
may be specific to certain sections of the textbook.
- Difficulty in keeping track of responses due to open-endedness
of the question.
- Will require that the interviewer record all responses and make
sense of it later.
- Allows the evaluator to gather a variety of information, especially
in relation to the interviewee’s knowledge, beliefs or feelings
toward a particular situation.

10. b) Structured interview
-The questions asked usually require very specific responses.
- For example, “Is the recommended textbook difficult for low
ability learners because: a) there is too much content; b) the
language used is beyond the comprehension of low ability
learners, c) or there are too few examples and illustrations.
Major points
• Evaluators should ensure that each question is relevant for its intended
purpose.
• Data must be translated into a form that can be analysed and this has
to be done carefully to preserve accuracy and to maintain the sense of
the data.
• The advantage of interviews is that it can get a full range and depth
of information and it develops a relationship with teachers and
students and it is more flexible.
• However, interview can take much time, can be hard to analyze and
compare, can be costly and interviewer can bias client's responses.

11. • Interview is an effective tool to study human behaviour.
USES AND LIMITATIONS OF INTERVIEW
• Interviewee provides an opportunity to the interviewer
to question the interview thoroughly in various area of
inquiry.
• Interview is not entirely independent tool of research
for gathering information pertaining to feelings
attitudes or emotions. It is supplementary to other tools
and techniques.

12. - When you need to quickly and/or easily get lots of information
from people in a non threatening way, questionnaire and checklist
are useful data collection techniques.
- Questionnaires and checklists can complete anonymously and
relatively inexpensive to administer. Since data collected is
quantitative, it is easy to compare and analyse and can be
administered to many people.
3) Questionnaires

13. • Questionnaires are impersonal and since only
sample of subjects are given the instrument, we not
get the full story.
USES AND LIMITATIONS OF QUESTIONAIRES
• It provides massive amount of data.
•It is also easy to design as there are many sample
questionnaires already in existence.
• Information obtained may not be accurate as it
relies how truthfully subjects respond to the
questions. There is also the fear that the wordings
used can bias subject's responses.

14. Kinds of Unobstructive Measures (Webb et al, 1966)
• Physical Traces
(wear and dirt on library books, graffiti, school bulletin, etc.)
• Archives
(record books, lesson plans, memos, etc.)
• Simple Observations
(hallway conversation of students, teachers behaviour outside class)
4) Unobstructive Measure
- It is a technique that attempts to obtain non-reactive observations, thus it
relies upon the data being collected without the participant being aware of
it.
- Unobstructive measure avoids the involvement of the subject in the
answering of questions. Instead evaluators watch and learn about the
subject from afar such that they do not notice that they are being observed
and they continue behaving as they normally would without the research
taking place. (Webb E .G , Campbell D .T , Schwartz R .D Sechrest L 56-102)
- The problem associated with the use of unobtrusive measures is that they
do not go through all the steps required for a research to be ethical.
Research ethics demand the subject have to be informed of their
participation.

15. Test Administration
- Tests as tools of measurement are concerned with the product of
learning behaviour. Test approaches may be:
a) Purpose-specific categorisation of test-types
Diagnostic Test
-Gives a profile on what the learner knows and does not
know in given area of learning. Consists of a battery of sub-
tests each covering one area.
-Helps identify the areas of learning which a learner needs a
remedial course.
5) Curriculum Outcomes

16. Proficiency Test
- It aims to assess the general ability of a person at a given time.
- The scope of the test is governed by a reasonable exception of what
abilities learners of a given status (say, a graduate student) should
possess. A university entrance exam may be given as example.
Aptitude Test
- Serve a predictive function. Helps identify potential talents.
- Identify the prerequisite characteristics which are essential for
one to be competent to perform a given task. Presenting items on
such sub-skills as may eventually developed into expert complex
skills, this test identify who can do well in the field of study and
those who cannot.
- Generally used while selecting people for special courses/careers.
Achievement Test
- Test that aims to measure the extent to which the objectives of a
course have been achieved.
- The scope of the test is governed by the objectives of the given
course and they cover only the areas of learning demarcated by the
given syllabus.

17. Formative assessment vs. Summative assessment
- Formative assessment is concerned with identifying the learner’s
weakness in attainment with a view to helping the learner and the
teacher overcome/remedy the learner’s weakness. The test is given
at regular or frequent intervals during the course.
Summative assessment aims at grading and certifying the
attainment of the learner at the end of the course.
b) Mode-specific categorisation of test-types
-Test types on the basis of the mode/attitude that governs the
construction and use of the tests.
Formal assessment vs. Informal assessment
- Formal assessment use for selection or an award.
- Formal assessment must follow a standardised norms procedure
of test construction, administration and interpretation.
- Informal Assessment is a test use to obtain some information to
fulfil some personal requirements

18. Course work vs. Examination
- Learner’s assessment can be based on task(s) performed
by them during or at the end of a course or it may be based
on examination(s) taken by them during or at the end of the
course.
Continuous assessment vs. Terminal assessment
- Continuous assessment seeks the basis of grading on a
number of tests with regular interval instead of placing it on
one end of the course test (terminal test). Score on a series of
continuous assessment test taken together can serve for
summative assessment, however if taken individually,
continuous assessment may be used formatively at the time
of administration.

19. Internal assessment vs. External assessment
- Mode of assessment is external when the
evaluation of a learner’s ability is made by an
outsider, a person who is not related to the actual
process of teaching. If the evaluator is responsible
for affecting the learning being measured, it
becomes an internal assessment.
Process vs. Product Assessment
Basis for evaluation may either be the final product
or the result of a given task or the performance at
different stages leading to the accomplishment of a
task (like in research work).

20. Norm reference test (NRT) vs. Criterion reference test (CRT)
- NRT focus on where one stand in relation to the other. It
assesses the ability of one against the standard “norm” of
achievement of one’s fellow testees. It discriminates
between high-achievers and low-achievers.
- CRT assesses one’s ability against the standard “criterion”
of what has been set as an acceptable level of ability.
c) Process-specific categorisation of test-types
-This test types are identified on the basis of test
construction.
Teacher made test vs. Standardised test
- Standardised test are commercially produced test
adhering meticulously to certain procedure to meet the
demands of objectivity and accuracy.
- The Teacher made test is not governed by such rigid
processes. It is the discretion of the teacher to include
items on test which he/she believes matters.

21. References:
Croom Helm McCormick & James, M. (1988), Curriculum Evaluation in Schools.
(2nd Ed.) London:
Lewy, A (1977), Handbook of Curriculum Evaluation. N. Y. Harpernad Row
Ornstein, A. and Hunkins, F. Curriculum: Foundations, principle and issues.
(1998). Boston, MA: Allyn & Bacon. Chapter 10: Curriculum implementation.
USES AND LIMITATIONS OF TESTS
- Helps provide knowledge concerning a student’s entry behaviour;
- Setting, refining and clarifying realistic goals for each students;
- Evaluating the degree to which the objectives have been achieved;
- And determining, evaluating and refining the instructional techniques.
Conclusion:
Curriculum evaluation is not merely getting information.It also involves making
decisions. We will be able to make rational and better decisions if we have the
necessary information and data. Though various techniques in getting data are
in existence, using the most appropriate technique in a given evaluation
situation is essential to get the most truthful and accurate information. Poor
technique in getting information will lead to poor evaluations, hence will lead
to poor decision as well.

22. Submitted by: Cynthia E. Calupas
Class : CTP – Educ 3 (Sat. 1300h-1500h)
Submitted to: Dr. Leonardo A. Tabaranza