Cataluña, Namayca Vea V.

November 19, 2020

BEED – 3K The Teacher and the School Curriculum

CHAPTER V: CURRICULUM EVALUATION

Module 1- The Teacher and Curriculum Evaluation
Lesson 1 What, Why and How to Evaluate a Curriculum
(Write a brief description of the following topics)

A. Purposes of Evaluation
Evaluation is a process that critically examines a program. It involves collecting and
analyzing information about a program’s activities, characteristics, and outcomes. Its purpose
is to make judgments about a program, to improve its effectiveness, and/or to inform
programming decisions. The purpose of curriculum evaluation is to determine whether or not
the newly adopted curriculum is producing the intended results and meeting the objectives that
it has set forth, and it is an essential component in the process of adopting and implementing
any new curriculum in any educational setting. Another purpose of curriculum evaluation is to
gather data that will help in identifying areas in need of improvement or change

B. Curriculum evaluation in the Classroom

Classroom evaluation is a systematic approach to formative evaluation, used by
instructors to determine how much and how well students are learning. It provides key
information during the semester regarding teaching and learning so that changes can be made
as necessary. It provides information necessary for the teachers to enhance achieved learning
outcomes. Curriculum evaluation aims to examine the impact of implemented curriculum on
student achievement so that the official curriculum can be revised if necessary and to review
teaching and learning processes in the classroom. Curriculum evaluation establishes to
specific strengths and weaknesses of a curriculum and its implementation, critical information
for strategic changes and policy decisions inputs needed for improved learning and teaching,
and indicators for monitoring.

C. Curriculum evaluation at the school or school system Level

School evaluation presents common policy challenges concerning: aligning external

evaluation of schools with internal school evaluation; providing balanced public reporting on

schools and improving data handling skills of school agents.

D. Models of Curriculum Evaluation
1. Provus’ discrepancy Evaluation Model
The Discrepancy Evaluation model (DEM), developed in 1969 by Malcom Provus to
provide information for programmed assessment and program improvement. He defined
evaluation as the process of agreeing upon program standards, determining whether a
discrepancy exists between some aspect of the program and standards governing that
aspect of the program and using discrepancy information to identify weaknesses of the
program. He also stated that the purpose of evaluation is to determine whether to
improve, maintain or terminate program. His model is primarily a problem-solving set of
procedures that seeks to identify weaknesses and to take corrective actions with
termination as the option of last resort. With this model, the process of evaluation
involves moving through stages and content categories is such a way as to facilitate a
comparison of program performance with standards, while at the same time identifying
standards to be uses for future comparisons. The Provus method identifies four specific
stages of all programs. Program Definitions Stage, Program Installation Stage, Program
Process Stage, and Program Product Stage.

2. Tyler Model of curriculum evaluation

One of the earliest curriculum evaluation models, which continue to influence
many assessment projects, was that proposed by Ralph Tyler in 1950 in his monograph
Basic Principles of Curriculum and Instruction. As explained in this work and used in
numerous 360 PART III CURRICULUM MANAGEMENT large-scale assessment
efforts, the Tyler approach moved rationally and systematically through several related
steps.
The Tyler model has several advantages: It is relatively easy to understand and
apply. It is rational and systematic. It focuses attention on curricular strengths and
weaknesses, rather than being concerned solely with the performance of individual
students. It also emphasizes the importance of a continuing cycle of assessment,
analysis, and improvement. However, it does not suggest how the objectives
themselves should be evaluated. It does not provide standards or suggest how
standards should be developed. Its emphasis on the prior statement of objectives may
restrict creativity in curriculum development, and it seems to place undue emphasis on
the pre-assessment and post-assessment, ignoring completely the need for formative
assessment. Similarly, Baron and Boschee (1995), “we are encountering fundamental
changes in the way we view and conduct assessment in American schools”. And “sixty
years have passed since we experienced such a deep-seated and thoughtful
revaluation of our assessment methods. The limitation for Tyler Model is to ignore
process and not useful for diagnosis of reasons why a curriculum has failed.
3. Stufflebeam’s CIPP Model
The CIPP model was created in the 1960s by Daniel Stufflebeam. Stufflebeam’s
Context, Input, Process, Product Model These obvious weaknesses in the Tyler model
led several evaluation experts in the late 1960s and early 1970s to attack the Tyler
model and to offer their own alternatives.
This model seemed to appeal to educational leaders because it emphasized the
importance of producing evaluative data for decision making in fact, decision making
was the sole justification for evaluation To service the needs of decision makers, the
Stufflebeam model provides a means for generating data relating to four stages of
program operation, context evaluation, which continuously assesses needs and
problems in the context to help decision makers determine goals and objectives, input
evaluation, which assesses alternative means for achieving those goals to help decision
makers choose optimal means, process evaluation, which monitors the processes both
to ensure that the means are actually being implemented and to make the necessary
modifications; and product evaluation, which compares actual ends with intended ends
and leads to a series of recycling decisions. During each of these four stages, specific
steps are taken:
 The kinds of decisions are identified.
 The kinds of data needed to make those decisions are identified.
 Those data are collected.
 The criteria for determining quality are established.
 The data are analyzed on the basis of those criteria.
 The needed information is provided to decision makers.

The context, input, process, product (CIPP) model, as it has come to be called,
has several attractive features for those interested in curriculum evaluation. Its
emphasis on decision making seems appropriate for administrators concerned with
improving curricula. Its concern for the formative aspects of evaluation remedies a
serious deficiency in the Tyler model. Finally, the detailed guidelines and forms created
by the committee provide step by-step guidance for users. The CIPP model, however,
has some serious drawbacks associated with it. Its main weakness seems to be its
failure to recognize the complexity of the decision-making process in organizations. It
assumes more rationality than exists in such situations and ignores the political factors
that play a large part in these decisions.

4. Stakes Congruency- Contingency Evaluation Model

Evaluation models are used in curriculum as a process for assessing the

appropriateness of a curriculum for a context. As with approaches to curriculum
evaluation, evaluation models can be divided into scientific and humanistic models. One
of the scientific models of curriculum evaluation is Robert Stake’s Congruence-
Contingency Model. Stake’s model of curriculum evaluation is more than just an
 evaluation process. Stake’s model also looks at the development of the curriculum.
When using this model, it is necessary to compare the developed curriculum with what
actually  happens in the classroom

There are six key terms, broken down into two groups of three, that we need to
know in order to understand Stake’s model and they are as follows.

Development Stage

 Potential prerequisites
 Potential Curriculum
 Potential result

Evaluation Stage

 Prerequisites applied in context

 Evaluation of operational curriculum
 Actual results

The prerequisites are another way of saying “before” or the state of the context
before the intervention of teaching. This includes student’s attitude, motivation, prior
academic performance, teacher characteristics, and more. In the development stage,
the teachers need to identify what are some potential prerequisites that may impact
learning. In the evaluation stage, the evaluators determine what prerequisites actually
impact the curriculum. In other words, there is a comparison of what was anticipated
and what actually the case in terms of the prerequisites was.

Potential curriculum is the “dream” curriculum that is developed. It includes

everything that the teachers want to do. The Operational curriculum is what was actually
used. There is normally a discrepancy between the two as it is difficult to cover all of the
material and use all of the activities. The evaluation will examine the difference between
these two aspects of curriculum as another criterion for assessing the quality of the
curriculum.

Potential results are what the teachers hope to see as a result of the use of the
curriculum. Actual results are the real performance of the students. The difference
between the potential or desired results and actual results is another indicator of the
quality of the curriculum in Stake’s model.

Stake’s Model provides evaluators with an opportunity to compare the desired

outcome with the actual outcome. The benefit of this is that it is the curriculum
developers that set the criteria of evaluation. All the evaluators do is determine if the
curriculum performed in a manner that is consistent with the ideas of the developers.

5. Eisner’s Educational Connoisseurship Model

Elliot Eisner (1979) drew from his background in aesthetics and art education in
developing his “connoisseurship” model, an approach to evaluation that emphasizes
qualitative appreciation. The Eisner model is built on two closely related constructs:
connoisseurship and criticism. Connoisseurship, in Eisner’s terms, is the art of
appreciation—recognizing and appreciating through perceptual memory, drawing from
experience to appreciate what is significant. It is the ability both to perceive the
particulars of educational life and to understand how those particulars form part of a
classroom structure. Criticism, to Eisner, is the art of disclosing qualities of an entity that
connoisseurship perceives. In such a disclosure, the educational critic is more likely to
use what Eisner calls “nondiscursive”—a language that is metaphorical, connotative,
and symbolic. It uses linguistic forms to present, rather than represent, conception or
feeling. Educational criticism, in Eisner’s formulation, has three aspects. The descriptive
aspect is an attempt to characterize and portray the relevant qualities of educational life
—the rules, the regularities, the underlying architecture. The interpretive aspect uses
ideas from the social sciences to explore meanings and develop alternative
explanations—to explicate social phenomena. The evaluative aspect makes judgments
to improve the educational processes and provides grounds for the value choices made
so that others might better disagree
 Cataluña, Namayca Vea V. November 19, 2020
BEED – 3K The Teacher and the School Curriculum

Activity 1: How can we involve the following stake holders in

curriculum evaluation?

1. PARENTS
Teachers are not only is she teaching to the test, but she has also developed a
computerized grading system that has the capability of providing e-mail reports to parents. This
way, the parents can also help address the acquisition of certain basic skills. The result is that we
have basically wrapped the testing process into our curriculum evaluation process. Parents can
influence the success of your child in school more that any teacher or federal program.  By
becoming an active participant in the Title I and school program at your school, you will serve as a
role model, showing your child that you support his/her education, assure that you are aware of
your child’s educational progress, thereby demonstrating how important that progress is to you.
Teach your student that your input at school is appreciated and that you support its efforts.
When schools work together with families to support learning, children are inclined to
succeed not just in school, but throughout life.  Such participation of parents and families is critical
not only in the very beginning of the educational process, but throughout a child’s entire academic
career. A child’s education is shared by the school and family during the entire period the child
spends in school.  To support the goal of the school district to educate all students effectively, staff
and parents must work as knowledgeable partners.  The Schools, in collaboration with parents,
shall establish programs and practices that enhance parent involvement and reflect the specific
needs of students and their families. 
2. STUDENTS
Student assessment is an important aspect of curriculum evaluation which helps to
facilitate the understanding of the impact and outcome of education program. A fundamental
measure of the success of any curriculum is the quality of student learning. Knowing the extent to
which students have achieved the outcomes specified in the curriculum is fundamental to both
improving teaching and evaluating the curriculum. Curriculum evaluation
Curriculum evaluation aims to examine the impact of implemented curriculum on student
achievement so that the official curriculum can be revised if necessary and to review teaching and
learning processes in the classroom. Curriculum evaluation establishes specific strengths and
 weaknesses of a curriculum and its implementation, critical information for strategic changes and
policy decisions, inputs needed for improved learning and teaching, indicators for monitoring.
Curriculum evaluation may be an internal activity and process conducted by the various
units within the education system for their own respective purposes. These units may include
national Ministries of Education, regional education authorities, institutional supervision and
reporting systems, departments of education, schools and communities. Curriculum evaluation
may also be external or commissioned review processes. The ultimate goal of curriculum
evaluation is to ensure that the curriculum is effective in promoting improved quality of student
learning. Student assessment therefore connotes assessment of student learning. Assessment of
student learning has always been a powerful influence on how and what teachers teach and is
thus an important source of feedback on the appropriateness implementation of curriculum
content. Fulfilling the diverse objectives of diagnosis, certification and accountability requires
different kinds of assessment instruments and strategies selected to achieve specific purposes.
Assessment of student learning could be summative or formative, and there are various types of
tests to address different needs such as standardized tests, performance-based tests, ability tests,
aptitude tests and intelligence tests.
3. COMMUNITY OFFICIAL
Community official Evaluation is designed to help community schools evaluate their
efforts so that they learn from their successes, identify current challenges, and plan future efforts.
It provides a step-by-step process for planning and conducting an evaluation at the community
officials and community members. It is a practical, hands-on guide that makes it possible for you
to improve your community school’s effectiveness and to tell achievement, it offers a menu of data
collection tools like surveys and public databases for evaluating whether and how your school is
achieving results
4. PROFESSIONAL ORGANIZATION
Professional organizations, evaluations are increasingly recognized as an important part
of the process of ongoing curriculum evaluation. They provide insights into the undergraduate
learning experience and students’ preparation for work as professionals. Together with the views
of other stakeholders including staff, students, employers and clients, alumni evaluations can
provide useful feedback to curriculum designers
Within higher education, there has been increasing emphasis placed on the intended
learning outcomes of a course and this has led to the development of outcomes-based curricula In
essence, outcomes-based education is based on the principle that the outcomes that students are
expected to display at the end of the course are decided, and the curriculum is subsequently
developed to enable it to achieve these outcomes schools were encouraged to review their
curricula with less emphasis on course content and more importance placed on the performance
of graduates.
5. RESEARCHERS
Research has served and continues to serve several key roles: Research expands
understanding of the fundamental aspects of human development, learning, teaching, schools,
 and their environmental contexts. Research points the way to the discovery of effective elements
of curriculum, instruction, and school organization.

Cataluña, Namayca Vea V. November 19, 2020

BEED – 3K The Teacher and the School Curriculum

Lesson 2 Curriculum Evaluation through Learning Assessment

(Write a brief description of the topics below)

A. Purpose of assessment
Assessment is a key part of today’s educational system. Assessment serves as an
individual evaluation system, and as a way to compare performance across a spectrum and
across populations. The purpose of assessment is to gather relevant information about student
performance or progress, or to determine student interests to make judgments about their
learning process. After receiving this information, teachers can reflect on each student’s level
of achievement, as well as on specific inclinations of the group, to customize their teaching
plans.
Continuous assessment provides day-to-day feedback about the learning and teaching
process. Assessment can reinforce the efficacy of teaching and learning. It also encourages
the understanding of teaching as a formative process that evolves over time with feedback and
input from students.

B. Intended Curriculum
The intended curriculum is the overt curriculum that is acknowledged in policy
statements as that which schools or other educational institutions or arrangements set out to
accomplish. Sometimes the intended curriculum is contrasted with the hidden curriculum that
which is learned from the structural organization of the schooling institution and the society in
which it is embedded, the taught curriculum teachers' interpretations of the intentions set forth
in policy or their intentional substitutions for that which is intended, the null curriculum that
which is not emphasized, the tested curriculum, and the learned curriculum.

C. Implemented curriculum
The actual teaching and learning activities taking place in schools through interaction
between learners and teachers as well as among learners, e.g. how the intended curriculum is
translated into practice and actually delivered. It is also defined as the ‘curriculum in action’ or
the ‘taught curriculum’.
 This term refers to the act of working out the plans and suggestions that have been made
by curriculum specialists and subject experts in a classroom or school setting. Teachers are
the main curriculum implementers, while at the same time students, parents, school
administrators can be directly or indirectly involved in the implementation process.

D. Achieved Curriculum
It refers to the curriculum outcomes based on the first two types of curriculum, the intended
and the implemented. The achieved curriculum is now considered the product. It can be the
learning outcomes, or a material product itself, like book, module or instructional material To
measure achieved curriculum the following questions should be addressed:
1. Do the learning outcomes achieved by the learners approximate the level of
performance set at the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives set?
3. Do the achieved learning outcomes reflect the knowledge, skills attitudes and
skills intended to be developed?
4. How many percent of the learners in the same class perform higher than the
level set at the beginning?
5. Do the curricular outcomes reflect the goals and the aspirations of the
community where the curriculum was implemented?
 Cataluña, Namayca Vea V. November 19, 2020
BEED – 3K The Teacher and the School Curriculum

Activity 1: Below are statements that refer to be intended, implemented or the

achieved curricula. Identify each.
1. Children are going to a field trip in a botanical garden.

Implemented Curriculum

2. Determining the level of purpose in a 50 item test.

Achieved Curriculum

3. To construct models that will represent molecules of sugar

Intended Curriculum

4. Acting out in a role play the responsibilities of school stakeholders

Implemented Curriculum

5. Accomplish a rubrics in judging the project made

Achieved Curriculum

6. To identify autonomous regions in the Philippines.

Intended Curriculum

7. The scores in the test show that majority of the learners got 80% correct answers.

Achieved Curriculum

8. Reciting the poem to pronounce correctly the vowel sound.

Implemented Curriculum

9. To solve word problems that requires the four fundamental operations.

Intended Curriculum

10. Collecting sample of leaves for close identification and classification .

Implemented Curriculum