This document provides an overview of curriculum evaluation, including its definition, purpose, and various models. It defines curriculum evaluation as assessing different components of a curriculum program to identify strengths and weaknesses and improve student learning outcomes. The document outlines several curriculum evaluation models, including Bradley's Effectiveness Model, Tyler's Objectives-Centered Model, Stufflebeam's CIPP Model, and Stake's Responsive Model. It also provides steps for conducting a curriculum evaluation, such as identifying critical issues, data sources, data collection techniques, and standards for analysis. The overall purpose of curriculum evaluation is to examine a program's objectives, content, instructional processes, and outcomes to help improve the quality and effectiveness of curriculum design and implementation.

1. WHAT, WHY
AND HOW TO
EVALUATE A
CURRICULUM
PREPARED BY:
ELLEN JOY V. OMALLAO
ELLAH V. PAIRA

2. LEARNING OUTCOMES :
 Acquire clear understanding of what curriculum evaluation is;
 Explain the need to evaluate the curriculum and how it’s being
done.
 Expand knowledge about different curriculum evaluation
models.

3. CURRICULUM EVALUATION
- is a new idea for many teachers, not knowing that every day,
the teacher is involved in several components of evaluation.

4. There are two ways of looking at curriculum evaluation:
1. CURRICULUM PROGRAM EVALUATION
- Refers to the overall aspects of a curriculum as a subject, degree program, curriculum reform
program and the like.
2. COMPONENTS OF A CURRICULAR PROGRAM
- This will cover separate evaluation for a curriculum components such as (1) Achieved Learning
Outcomes, (2) Teaching Learning Process, (3) Instruction Materials, (4) Assessment of Learning
Outcomes.
- Curricular program component refers directly to the assessment of curriculum contents and
process as implemented everyday in view of the learning outcomes as either formative or
summative.

5. Curriculum Evaluation : A Process and a Tool
- It follows
procedure based
on models and
frameworks to get
the desired
results.
- It will help teachers and
program implementers
to judge the worth and
merit of the program
and innovation or
curricular change.
A Process A Tool

6. PERSONS DEFINITION
Ornstein, A. & Hunkins, F., (1998) - Curriculum evaluation is a process done in order to gather data that enables
one to decide whether to accepts, change, eliminate the whole curriculum of a
textbook.
McNeil , J. (1977) - Evaluation answers two questions: 1. Do planned learning outcomes,
programs, courses and activities as developed and organized actually produce
desired results? 2. How can a curriculum best be improved?
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 the returns on allocated
finance.
Oliva, P. (1988) - It is a process of delineating, obtaining and providing useful information for
judging alternatives for purpose of modifying , or eliminating the curriculum

7. Reasons for Curriculum Evaluation
needs
assessments
terminal
assessment
decision making
monitoring
- Curriculum evaluation identifies the strength and weaknesses of an existing
curriculum that will be the basis of the intended plan, design or implementation
- 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
- Curriculum evaluation will guide whether the results have equaled or
exceeded the standards, thus can be labelled as success.
- Curriculum evaluation provides information necessary for teachers, school
managers, curriculum specialist for policy recommendations that will

8. CURRICULUM
EVALUATION
MODELS

9. 1.Bradley Effectiveness Model
- In 1985, L.H. Bradley wrote a handbook on Curriculum Leadership and
Development. This book provides indicators that can help measure the
effectiveness of a development or written curriculum.

10. Indicators Descriptive Questions Yes or No
Vertical Curriculum
Continuity
- Does curriculum reflect the format that enables teachers to quickly
access what is being taught in the grade/year levels below or above the
curriculum level ?
Horizontal Curriculum
Continuity
- Does the curriculum provide content and objectives that are common
to all classes or the same grade level ?
Instruction Based on
Curriculum
- Are lesson plans/syllabus/course design derived from the curriculum
are strategies ? Are materials used correlated with the content,
objectives and activities ?
Broad Involvement - Is there involvement of the different curriculum, stakeholders in the
planning, designing and implementation and review of the curriculum ?
Long Range Planning - Is review cycle followed within the period of planning and
implementation of the curriculum ?
Positive Human Relations - Did the initial thoughts about the curriculum come from teachers,
principals, curriculum leaders and others stakeholders ?

11. Indicators Descriptive Questions Yes or No
Theory – Into
Practice
- Is there clarify of vision, mission, graduation outcomes , program
philosophy, learning outcomes in the curriculum ?
Planned Change - Are there tangible evidence to show that the internal and external
publics accept the development program ?
- If any of the indicators is answered with a ‘’ NO ’’ ,
actions should be made to make it Yes

12. 2. Tyler Objectives – Centered Mode
- Ralph Tyler in 1950. His monograph was entitled Basics
Principles in Curriculum and Instruction .

13. Curriculum Elements Evaluation Process Action Taken:
Yes or No
1. Objectives/ Intended
Learning Outcomes
1. Pre- determine intended learning outcomes or objectives
2. Situation or Context 2. Identify the situation/context that gives opportunity to
develop behaviour or achieve objective
3. Evaluation Instruments/ tools 3. Select, modify and construct evaluation instruments or
tools. Check its objectivity, reliability, and validity
4. Utilization of tool 4. Utilize the tools to obtain results
5. Compare the results obtained from several instruments
before and after to determine the change
5. Analysis of Results 6. Analyze the results obtained to determine strength and
weakness. Identify possible explanation about the reasons
for the particular pattern.
6. Utilization of Results 7. Use the results to make the necessary modifications
- If obtained all YES answer, would mean the curriculum has PASSED the standards.

14. 3. Daniel Stufflebeam’s CIPP
- Context, Input, Process, Product (CIPP) Model
- emphasized that the results of evaluation should provide data for
decision making.

15. Input Evaluation
Process Evaluation
Product Evaluation
Stages of the CIPP Model Steps Taken in All the Stages
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 decisions makers
Context Evaluation

16. 4. Stake Responsive Model
- Robert Stake (1975)
- it is oriented more directly to program activities than program
intents

17. 1. Meets with stakeholders to identify their perspectives and intention regarding
curriculum evaluation.
2. Draws from Step 1 documents to determine the scope of evaluation
3. Observe the curriculum closely to identify the unintended senses of
implementation and any deviations from announced intents
4. Identifies the stated real purposes of the program and the various audiences
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. Implementation the data collection procedure
8. Organizes the information into themes
9. Decides with stakeholders the most appropriate formats for the report

18. 5. Scriven Consumer Oriented Evaluation
- Michael Scriven
- 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.

19. 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 ?
6. Does the curriculum include summative assessment ?
7. Does the curriculum provide quantitative methods of assessment ?
8. Does the curriculum provide qualitative method of assessment ?
9. Can the curriculum provide the data needed for decisions making ?
10. Are the findings of evaluation available to stakeholders ?

20. Steps in Conducting a
Curriculum Evaluation

21. Identifying
critical issues /
problems
Identifying
Primary
audiences
Identifying
data sources
• Curriculum Program Sponsors,Managers and Administrators,
School Heads, Participants (Teachers and Students), Content
Specialist, other Stakeholders
• Outcomes ( Expected, Desired, Intended),
Process(Implementation),Resources (Inputs)
• People (teachers, students, parents, curriculum development),
Existing documents; available records; Evaluation studies

22. Identifying
Techniques in
Data Analysis
Identifying
established
standards and
criteria
Identifying
techniques for
collecting data
• StandardizedTest, Informal tests, Samples of Students Work,
Interviews, Participant Observations,checklist, anecdotal records
• Standards previously set by agency ( DepEd,CHED,
ProfessionalOrganizations)
• Content Analysis , Process Analysis, Statistics , Comparison,
EvaluationProcess

23. Preparing
Modes of
Display
Preparing
Evaluation
Report
• Written, Oral, Progress, Final, Summary
• Descriptive,Graphic, Evaluative and Judgmental
• List of Recommendations
• Case Studies, Test Scores Summary, Testimonies,
Multimedia representation,product display(exhibits),
technical reports

24. THANK YOU