CURRICULUM EVALUATION

1. CURRICULUM EVALUATION
Waseem Akhtar Mitha Tiwana khushab

2. Unit 7
 Nature and Function of Curriculum
Evaluation
 Types of Curriculum Evaluation
 Techniques of Curriculum Evaluation
 Tools of Curriculum Evaluation

3. Nature and Function of
Curriculum Evaluation
Evaluation is the process of determining
the value of something to which goals are
being achieved. It is a process of making a
decision or reading a conclusion. It
involves decision making about student
performance based on information
obtained from an assessment process.
Assessment is the process of collecting
information by reviewing the product of
student work, interviewing, observing, and
testing.

4. Nature and Function of
Curriculum Evaluation
 It is a continuous process, helps in
making decisions about student,
teaching learning techniques, facilities,
objectives to be realized.
 It helps in to clarify objectives and also
to know the extent of objectives
achieved.
 It leads to improvement of instruction
and the teaching learning process
motivates the student, determine the
students level of knowledge and skills.

5. Nature and Purpose of
Evaluation
The final judgment taken on the basis of
assessment in a teaching-learning process is
called evaluation.
 The concept of Evaluation is broad.
Evaluation deals with the final task of
determining competency among learners.
Evaluation is a continuous process.
 Observation plays an important role in the
process of Evaluation.
Along with intellectual development, it deals
with physical, mental, social, emotional and
all-round development of learners

6. Purpose of Evaluation:
 To determine the relative
effectiveness of the programmed in
terms of students’ behavioral output.
 To make reliable decisions about
educational planning.
Evaluation describes how to assess the
nature, impact and value of an activity
through the systematic collection,
analysis and interpretation of information
with a view to making an informed
decision.

7. Purpose of Evaluation:
 To identify students’ growth or lack of
growth in acquiring desirable
knowledge, skills and attitudes.
 To help teachers determine the
effectiveness of their teaching
techniques.
 To motivate students to learn more as
they discover their progress or lack of
progress in given tasks.

8. Purpose of Evaluation:
 To encourage students to develop a
sense of discipline and systematic
study habits.
 To provide educational administrators
with adequate information about
teachers’ effectiveness and school
need.
.

10. Types of Curriculum
Evaluation

11. Formative evaluation
 It is used to monitor the learning process
of students during the period of
instruction.
 It provides continuous feedback to both
teacher and student concerning learning
successes and failure while instruction is
in process.
 Feedback to students provides
reinforcement of successful learning and
identifies the specific learning errors that
need correction.

12. Formative evaluation
 Feedback to teacher provides
information for modifying instruction
and for prescribing individual and
group remedial work.
 It aims at improvement of instruction.
 It is concerned with the process of
development of learning
 It is a positive evaluation because it
attempts to create desirable learning
goals and tools for achieving such
goals.

13. Types of formative evaluation
 Diagnosing- It is concerned with
determining the most appropriate
method or instructional materials
conducive to learning.
 Placement- It is concerned with finding
out the position of an individual in the
curriculum from which he has to start
learning.
 Monitoring- It is concerned with keeping
track of the day today progress of the
learners and to point out changes
necessary in the methods of teaching
instructional strategies etc.

14. Characteristics of Formative
evaluation
 It is an integral part of learning
process.
 It occurs frequently during the course
of instruction.
 Its results are made immediately
known to the learners.
 it may sometimes take teacher’s
observation only.
 It reinforces learning of the students.

15. Examples of formative
evaluation
 Monthly test
 Class test
 Periodical assessment
 Teacher’s observation etc.

16. Summative Evaluation
 It is done at the end of the course of
instruction to know to what extent the
objectives previously fixed have been
accomplished.
 Its main objective is to assign grades to
the pupils.
 It indicates the degree to which the
students have mastered the course
content.
 It helps to judge the appropriateness of
instructional objectives.

17. Characteristics of summative
evaluation
 It is terminal in nature as it comes at
the end of the course of instruction.
 It is judgmental in character in the
sense that it judges the achievement
of pupils.
 It views evaluation ‘as a product’,
because its chief concern is to point
out the levels of attainment.
 It can not based on teacher’s
observation only.

18. Characteristics of summative
evaluation
 It reinforces learning of the students
who has learnt an area.
 It may or may not motivate the
learners. Sometimes it may have
negative effects.

19. Examples of summative
evaluation
 Traditional school and university
examinations.
 Standardized tests.
 Teacher made tests.
 Practical and oral tests.

21. Diagnostic evaluation
 The term diagnosis has been taken from
medical profession.
 Difficulties in learning occur at all levels
and among pupils of both high and low
mental ability.
 Like a doctor teacher uses similar
techniques to diagnose the relative
strength and weaknesses of pupil in
specific area of study, analyze the
causes for the same and then gives
remedial measures as per necessity.

22. Features
 The diagnostic test takes off where
formative test leaves off
 It is a means by which an individual
profile is examined and compared
under certain norms or criteria.
 It is more intensive and act as a tool
for analysis of learning difficulties.
 It is more limited to low ability students

25. References
 Guba, E.G. and Stufflbeam, D. L. (1970).
Evaluation: The process of stimulating,
Aiding and Abetting Insightful Action in
Smith, C.B (ed) Monograph series in
Reading Education No. (1 June 1970).
Indian University.
 Hameed (2002) A comparative
curriculum review for inclusive schools,
Journal of special education, Volume-2,
Punjab University, Lahore.
 Gatefield R.A (2005) Curriculum
evaluation at secondary level,
Educational research review, Volume-3,
University of Malaysia.