UNIVERSITI PENDIDIKAN SULTAN IDRIS

KPF 60204: THEORY, DESIGN AND CURRICULUM IMPLEMENTATION

ASSIGNMENT 1 : ARTICLE ANALYSIS

ARTICLE 8 : CURRICULUM EVALUATION
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NAMA PENSYARAH :DR.AZLI BIN ARIFFIN

 DISEDIAKAN OLEH,
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KAYATHRY SELVAM NIRUBANI PARAMASIVAM THIAGARAJAN KARUPPAIAH

M20211001268 M20211001421 M20211001907
 ARTICLE 8 :
CURRICULUM
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EVALUATION
 Curriculum

Definition Cognition
Process of
reasoning from Observation
evidence
interpretation
Intrinsic Value
Instrumental
EVALUATION

Value
Evaluation Comparative
Questions value

Idealization
value
Numeral
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Measurement Decision value

Versus Data must be evaluate to
Evaluation make a value judgement

Scientific and Humanistic

Approach

Approaches to Intrinsic and payoff

Evaluation Evaluation

Formative and Summative Evaluation

 Provus’s
Discrepancy
Evaluation
Model Stake’s
Portraiture Congruence-
model Contigency
Model

SCIENTIFIC – Stufflebeam’s
Illluminative POSITIVISTIC Context,Input,
model EVALUATION Process,Product
MODELS Model
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Responsive-
Action
evaluation
Research model
model
Connoisseurhip
model
 Provus’s Discrepancy Evaluation Model Stake’s Congruence-Contigency Model

• Design
• Installation Formar
• Proceses procedures
• Products are
objective
5 • Cost rather than
subjective
Stages 5
can be
Components organizd
into 3
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• Determining program bodies

standards, Robert Stake
information
• Determining whether a distinguishes
discrepancy exists between
between performance
and standards formal and
• Comparing informal
performance with
standard evaluation
• Determining program procedures.
performance
 Overview of Evaluation Models
MODEL AUTHOR APPROACH VIEW OF POSSIBILITY OF ROLE OF
REALITY GENERALIZATIO VALUES
N
Provus’s Discrepancy PROVUS Scientific Reality is Yes Value free
Evaluation Model tangible,single
Stake’s Congruence- STAKE Scientific Reality is Yes Value free
Contigency tangible,single
Model
Stufflebeam’s Context,Input, STUFFLEB Scientific Reality is Yes Value free
Process,Product Model EAM tangible,single
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Action Research model WOLF Humanistic, Reality is No Value bound

science multiple,holistic
Connoisseurhip model EISNER Humanistic Reality is No Value bound
multiple,holistic
Responsive-evaluation model STAKE Humanistic Reality is No Value bound
multiple,holistic

Illluminative model PARLETT Humanistic Reality is No Value bound

multiple,holistic
Portraiture model LIGHFOOT Humanistic Reality No Value bound
multiple,holistic
 Contrasting Scientific-positivist and Humanistic-Naturalist Approaches
AXIOMS SCIENTIFIC-POSITIVIST
PARADIGM
Nature of reality Reality is single, tangible, and
fragmentable
Relationship of knower to Knower and kwon are
known independent a dualism
Possibility of casual linkages Time and context-free
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generalizations are possible
Possibility of generalization There are real causes,
temporally precedent to or
simultaneous with their
effects
Role of values Inquiry is value free
HUMANISTIC-NATURALIST
PARADIGM
Realities are
multiple,constructed and
holistic
Knower and known are
interactive, inseparable
Time and context-bound
working hypotheses are
posibble
All entities are in stage of
mutual simulataneous
shaping, so it is impossible to
distinguish cause from effect
Inquiry is value bound
 • Product oriented
• Practical
TRADISIONAL • Reliable
• Valid
•
ASSESMENT
Summative
• Fosters extrinsic motivation
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• Process oriented
• Time intensive
ALTERNATIVE • authentic
• Individual feedback
• Valid
ASSESMENT • Formative
• Fosters intrinsic motivation
 PORTFOLIO
Popular technique of alternative assessment

Evidence of a student’s understanding, skills and even

dispositions to act in particular ways.

Sampling of students work and even written evidence,

thinking and feeling of how the students is doing.
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BENEFITS OF PORTFOLIO
Allaws the students to present his/her whole work and teacher can judge him
or her in that fashion.

Reflect students work, knowledge and understanding. (Can Summaries of their

activities, use photographs, artwork, drwwings, tests that they have taken)
 STUDENTS
- Evaluate their act
work
- Getting opportunity
to asses the quality
of their peer’s
learning
PARENTS AND TEACHERS
COMMUNITY -Evaluating the success
MEMBERS of their teaching and the
- Should be curriculum within their
contributing own classrooms.
participants of -Observing and
curriculum teams ROLES evaluating other
engaged in all teacher’s students and
aspects of PLAYED IN teaching and the
curriculum.
curriculum. EVALUATION
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EVALUATORS
- Furnishes data CONSULTANTS
gathered from - To conceptualize
observations the evaluatin
about how the approach and to
curriculum is coordinate the
functioning in evaluvation effort.
the school.
Thank you!
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