CHAPTER 4

EVALUATING THE
CURRICULUM

MODULE 5: CURRICULUM
E VA L U AT I O N A N D T H E T E A C H E R
 CURRICULUM EVALUATION

 is a component of curriculum development

that responds to public accountability. It looks
into educational reforms or innovations that
happen in the teacher’s classrooms, the
school, district division or the whole
educational system as well.
There are two ways of looking at curriculum
evaluation:

1. Curriculum Program Evaluation

2. Curriculum Program Component

Evaluation
Curricularists/Persons Definition

Ornstein, A. & Curriculum evaluation is a process done in order

Hunkins, F. (1998) to gather data that enables one to decide
whether to accept, change, eliminate the whole
curriculum of a textbook.

McNeil, J (1997) Evaluation answers two questions:

1. Do planned learning opportunities,
programmers, courses and activities as
developed and organized actually produce
desired results?
2. How can a curriculum best be improved?
Curricularists/Person Definition
s

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.

Olivia, P. (1988) It is a process of delineating, obtaining and

providing useful information for judging
alternatives for purposes of modifying, or
eliminating the curriculum.
 IMPORTANT PROCESS

a. Needs assessment

b. Monitoring

c. Terminal assessment

d. Decision making
 REASONS FOR CURRICULUM
EVALUATION
• Curriculum evaluation identifies the strengths 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.
• Based on some standards, curriculum evaluation will
guide whether the results have equaled or exceeded
the standards, thus can be labeled as success.

• Curriculum evaluation provides information necessary

for teachers, school managers, curriculum specialist for
policy recommendations that will enhance achieved
learning outcomes.
 CURRICULUM EVALUATION MODELS

Bradley Effectiveness Model for Curriculum Development Indicators

(1985)

Indicators Descriptive Questions Yes or No

Vertical  Does, the curriculum reflect the format (i.e K

Curriculu to 12, OBE, Inquiry, etc.) that enables
m teachers quickly access what is being taught
Continuity in the grade/year levels below or above the
current level? (Example: If you are looking at
Science 5, below means Science 4 and above
means, Science 6.)
Bradley Effectiveness Model for Curriculum Development Indicators
(1985)

Indicators Descriptive Questions Yes or No

Horizontal  Does the curriculum provide content and

curriculum objectives that are common to all classes of
continuity
the same grade level? (Example: All English
101 for all 1st year college students.)

Instruction  Are lesson plans/ syllabi/ course design

Based on derived from the curriculum and strategies?
Curriculum
Are materials used correlated with the content,
objectives and activities?
 Bradley Effectiveness Model for Curriculum Development Indicators
(1985)

Indicators Descriptive Questions Yes or No

Broad  Is there evidence of involvement of

Involvement
the different curriculum stakeholders in
the planning, designing and
implementation and review of the
curriculum?
Long Range  Is review cycle followed within the
Planning
period of planning and implementation
of the curriculum?
 Bradley Effectiveness Model for Curriculum Development Indicators
(1985)

Indicators Descriptive Questions Yes or No

Positive  Did the initial thoughts about the curriculum come

Human from teachers, principals, curriculum leaders and
Relations other stakeholders?

Theory-Into  Is there clarity of vision, mission, graduation

Practice outcomes, program philosophy, learning
outcomes in the curriculum?

Planned  Are there tangible evidence to show that the

Change internal and external publics accept the
developed program?

If any of the indicators is answered with a “No”, actions should be made to make it
Yes.
 Tyler Objectives Centered Model (1950)

Curriculum Elements Evaluation Process Action Taken:

Yes or No

1. Objectives/Intended 1. Pre- determine intended learning

Learning Outcomes outcomes or objectives.

2. Situation or Context 2. Identify the situation/context that

gives opportunity to develop behavior
or achieve objectives.

3. Evaluation 3. Select, modify and construct

Instruments/Tools evaluation instruments or tools.
Check its objectivity, reliability and
validity.
 Tyler Objectives Centered Model (1950)

Curriculum Evaluation Process Action Taken:

Elements Yes or No

4. Utilization of 4. Utilize the tools to obtain results.

Tool Compare the results obtained from
several instruments before and after to
determine the change.

5. Analysis of 5. Analyze the results obtained to

Results determine strength and weaknesses.
Identify possible explanation about the
reasons for the particular pattern.

6. Utilization of 6. Use the results to make the necessary

Results modifications.
 Daniel Stufflebeam Model-Context, Input, Process Product Model (CIPP)

Stages of the CIPP Steps Taken in All the Stages

Model

1. Context Evaluation Step 1: Identify the kind of decision to be made.

Step 2: Identify the kinds of data to make that
decision.
2. Input Evaluation
Step 3: Collect the data needed
Step 4: Establish the criteria to determine quality of

3. Process data.
Evaluation Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for
4. Product Evaluation decision makers.
 THE DEFINITION OF CIPP STAGES

• Context Evaluation – assess needs and problems in

the context for decision makers to determine the
goals and objectives of the program/curriculum.

• Input Evaluation – asses alternative means based on

the inputs for the achievement of objectives to help
decision makers to choose options for optimal
means.
 THE DEFINITION OF CIPP STAGES

• Process Evaluation – monitors the processes

both to ensure that the means are actually being
implemented and make necessary
modifications.
• Product Evaluation – compares actual ends with
intended ends and leads to a series of recycling
decisions.
 Stake Responsive Model (1975)

The curriculum evaluator follows the steps below.

Step 1 Meets with stakeholders to identify their perspectives and

intentions regarding curriculum evaluation.

Step 2 Draws from Step 1 documents to determine the scope of

the evaluation.
Step 3 Observes the curriculum closely to identify the unintended

sense of implementation and any deviations from

announced intents.
Step 4 Identifies the stated real purposes of the program and the

various audience.
 Stake Responsive Model (1975)

The curriculum evaluator follows the steps below.

Step 5 Identifies the problems of the curriculum evaluation at

hand and identifies an evaluation design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats
for the report.
 Scriven Consumer Oriented Evaluation (1967)

Criteria + o - NA not
yes all right no applicable
or but not or
good so good poor

1. Content covers a significant portion of

the course competencies.

2. Content are up-to-date.

3. Reading level is appropriate for most

students who will use the material.

4. Intended learning outcomes,

competencies are stated.

5. Formative and summative assessments

are included.
 Scriven Consumer Oriented Evaluation (1967)

Criteria + o - NA not
yes all right no applicable
or good but not so or
good poor

6. Activities are varied to meet the needs of

students.

7. Teacher’s guide is included with

management suggestions.

8. Materials are presented in logical order.

9. Learning outcomes, competencies and/or

tasks.

10. Degree of match between learning

activities and intended learning outcomes.
 Scriven Consumer Oriented Evaluation (1967)

Criteria + o - NA not
yes all right but no applicable
or good not so good or
poor

11. Quality of test items and degree of match with

intended learning outcomes.

12. Quality of direction on how students will process

through the materials.

13. Quality of drawings, photographs, and/or other

materials.

14. Overall design of the learning activities for

individual instruction.

15. Quality of management procedures for teachers

(TGs)

16. Optional (List course map competencies covered

by the instructional Material)
 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 and (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 for qualitative methods of

assessment?

9. Can the curriculum provide the data needed for decision

making?

10. Are the findings of evaluation available to stakeholders?

 STEPS IN CONDUCTING A
CURRICULUM EVALUATION
Steps
1. Identifying primary audiences.
2. Identifying critical issues/problems.
3. Identifying data source.
4. Identifying techniques for collecting
data.
What to Consider
 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 developers ) Existing
documents; Available records;
Evaluation Studies.
 Standardized Test, Informal tests;
Samples of Students Work; Interviews;
Participant Observations, Checklist,
Anecdotal records.
 Steps What to Consider

5. Identifying established standards and  Standards previously set by agency;

criteria. DepEd, CHED, Professional
Organization.

6. Identifying techniques in data analysis.  Content Analysis, Process Analysis,

Statistics, Comparison, Evaluation
Process.

7. Preparing evaluation report.  Written; Oral; Progress; Final;

Summary; Descriptive, Graphic,
Evaluative and Judgmental; List of
Recommendations.

8. Preparing modes of display.  Case Studies; Test Scores Summary;

Testimonies; Multi media representation;
Product Display ( exhibits ); Technical
Report.