Week 4 Presentation (Curriculum Evaluation)

Curriculum Evaluation
Fourth session
AGENDA
● Getting to Know You
● Inquiries/Reminders About Previous Requirements
● Lesson Proper: Curriculum Design
○ Lesson Objectives
○ Content: Curriculum Organization, Textbooks, Curriculum
Evaluation(Concepts, Models, Issues, Steps)
○ References/Readings
○ Student Questions about the Topic
● Assignments
● Reminders
Getting to Know You
Name, Age, Country, Course
I Want to Teach, Hobbies,
Interests
Previous Requirements
Unit 4: Curriculum Evaluation
LEARNING OUTCOMES
To create a
To draft the To distinguish the
student
objectives elements that
profile
make up the
1 based on the
curriculum
2 according to 3 curriculum and
the
genesis. study program.
objectives.
To set up the curricular structure of an

LEARNING
academic program by studying its theoretical-
COMPETENCIES pedagogical basis, in order to organize it
according to context and academic needs.
1 2 3
After this
Define and discuss
Curriculum Discuss content Define and
Organization, selection and thoroughly explain
lesson, you Curriculum
Framework and
the role of
textbooks
concepts in and
related to
should be Syllabus Curriculum
Evaluation
able to:
4 5 6
Understand the
Discuss and Discuss the concepts relating
differentiate the Challenges and to strategies and
different Models of Issues Facing steps in
Curriculum Curriculum Curriculum
Evaluation Evaluation Evaluation
1
Define and discuss
2 3
Curriculum the role of concepts in and
Framework and textbooks related to
Syllabus Curriculum
Evaluation
4 5 6
Understand the
Terms and Concepts
Curriculum Factors in Features Types of Syllabus,

Organization Curriculum of a Curriculum Framework and
Implementation Curriculum Curriculum
Terms and Concepts
Curriculum Factors in Features Types of Syllabus,

Organization Curriculum of a Curriculum Framework and
Implementation Curriculum Curriculum
Curriculum
Organization
● Creative and innovative ways to package content that is

independent of course design and can be applied to any chosen
course design (integrated, discipline specific, or customized)
● Organization is important in curriculum development because it
affects the effectiveness of teaching and the degree to which
educational changes are brought about in learners.
● Curriculum organization is regarded as an attempt to overcome
the confusion and fragmentation found in many instructional
programs.
Factors in
Curriculum
Implementation
● learners,
● resource materials and facilities,
● teacher,
● school environment,
● culture and ideology,
● teaching supervision
● assessment.
Features
of a
Curriculum
● The Teacher,
● The Learners,
● Knowledge, Skills, and Values,
● Strategies and Methods,
● Performance and
● Community Partners.
Types of
Curriculum
● explicit,
● implicit,
● null,
● extracurricular
Syllabus,
Framework and
Curriculum
● These 3 terms are highly interlinked and interdependent.

● A framework is derived from the syllabus, and the syllabus is
derived from the Curriculum.
● Syllabus includes the topics, activities and subjects covered in
an academic program. Syllabus is divided into quarters or
semesters.
● Syllabus is a specific set of course content and the list of
topics to be covered in a subject. Syllabus design or curriculum
design is the process of developing the entire syllabus.
● The framework includes the subtopics covered in a particular
quarter
Syllabus,
Framework and
Curriculum
● Three differences between syllabus and curriculum would be,

for example, that the curriculum covers a broader aspect while
the syllabus focuses more on theoretical aspects;
● Another is that the curriculum is related to the cognitive,
conative, and affective levels, and the syllabus is associated
with the content,
● A third difference could be that the curriculum is related to the
balance and harmony of the child's development process. In
contrast, the syllabus is associated with the cognitive aspect
only.
OPEN CLASS QUESTION 1:
Which curricular element
needs the most change?
Explain
1
Define and discuss
2 3
Syllabus Curriculum
Evaluation
4 5 6
Understand the
Content Selection
What are What are What are How How do How do

theories of Synthetic purposes of should we we
Content (Integrated) textbooks? topics be evaluate structure
Selection? School presented textbooks curricular
Subjects? in ? content?
textbooks?
Content Selection

textbooks?
textbooks?
Developmental psychology
● Age specifics and competencies of students which influence

mastering of a topic is one of the most important aspects in
the process of selection and organization of the curricular
content; learning capacity of students has its boundaries and
limits that change with their development; preservation and
development of students’ physical and mental health
textbooks?
Kosíková (2011)
● individual psychodidactic aspects of curricular content selection

and organization: taking into account the age and individual
specifics of students; transformation of the language of the
scientific field into the language of the school subject and the
language of students; the organization of the educational
content in the curriculum; the psychological principles of
students’ learning processes; the development of students’
competencies.
textbooks?
Theory of basic knowledge

● based on the criticism of a too extensive curricular content;
basic knowledge is something that every student has to learn
and
● should be sufficiently fixed and practiced at school and the
teacher should not start a new topic before all the students
have learned the basic knowledge
Theory of exemplary education
● the aim of which is the selection of the so called core

knowledge representing whole fields of knowledge.
textbooks?
Švec, Filová and Šimoník (2002).
● According to them, the elements of every subject must form a

structure by their organization. It requires conceptual analysis,
operational analysis and the analysis of the curricular content
from the aspect of cross-curricular relationships (continuity of
the curricular content).
textbooks?
● try to eliminate a subjects’ isolation and to support using cross-

curricular relationships by providing a more complex knowledge
(Japan, Sweden, Germany and Norway )
● the transformation of scientific knowledge into a curricular
content in a suitable form taking into consideration the age of
students and cognitive differences the most difficult thing.
textbooks?
● a textbook should: correspond to the curriculum, be aesthetically pleasing,

scientifically correct, linguistically accurate, thematically organized, use
cross-curricular relationships and provide space for the development of
cognitive skills.
***The educational content given in curricular documents must correspond with

the content of textbooks; for this reason, the curriculum determines the
structure of textbooks to some extent.
talktous@stcqcaa.org
• talktous@stcqcaa.org
•
textbooks?
● authors should: catch students’ attention when learning from textbooks, unify
various sources of scientific knowledge, put information into logical order,
help in the process of knowledge acquisition, revise the learnt curricular
content, and transformation of scientific texts.
textbooks?
● Topic presentation: Shift from deductive to inductive approach

(final themes that students learn)
● Textbook creation: authors should not forget about the
axiological aspect and to emphasize the ethical aspect of the
topic in the selected curricular content.
talktous@stcqcaa.org
•

textbooks?
Beneš (2009):
● External aspect: public space in which a textbook can be found

and the
● Internal aspect: structure of a textbook as a didactic text is
analysed by the internal aspect.
textbooks?
● Textbook Evaluation Criteria:

● ensuring gender equality in textbooks, psychodidactic
requirements in relation to the book cover and the weight of
the textbook, motivational function, problematic content,
taking into account the cross-curricular relationships, principle
of age-appropriateness.
textbooks?
● including the graphic organization of textbooks, aesthetic use

of space, suitable illustrations corresponding to the text in
order to form conceptually appropriate units
● other criteria related to social correctness, correctness of
information from verified reliable sources, and updating data in
textbooks.
textbooks?
● Levels of organization: 1) linear organization: curricular content is

dealt with only once; 2) cyclic organization: curricular content is
organized in certain cycles; 3) spiral organization: curricular content
is put in order hierarchically.
● Division of a unit (block of curricular content) into smaller parts
taking into account the individual’s own cognitive system.
● Working out an orientation outline, structuring the main concepts of
the theme, a schematic conspectus belong to the oldest traditional
theories of structuring the curriculum.(Mareš, 2001)
textbooks?
● Structured networks can be worked out on the basis of linear

organization of the curricular content: deeper processing,
reorganization processing information,
● As for non-linear, abstract representation of the curricular
content, spatial learning strategies in the form of graphs,
matrixes, schemes and diagrams are used.
● Networks are created based on the rules and possibilities of
visualizing concepts.
● Generalization is not presented in textbooks: It is explained to
students by their teachers, or students should simply be able to
understand them by themselves.
1
Define and discuss
2 3
Syllabus Curriculum
Evaluation
4 5 6
Understand the
What is What are What are the Why is What is What is

Curriculum the aims of fundamental Curriculum internal and student
Evaluation? Curriculum concerns of Evaluation external assessment?
Evaluation? Curriculum necessary? assessment?
Evaluation?

Evaluation?
Evaluation?
● The assessment of the merit and worth of a program of studies, a field

of study, or a course of study (Guba & Lincoln, 1981)
Merit: intrinsic value of an entity—value that is implicit, inherent, and
independent of any applications.
Worth: value of an entity in reference to a particular context or a specific
application.
● a necessary and important aspect of any national education system.
● provides the basis for curriculum policy decisions, for feedback on

continuous curriculum adjustments and processes of curriculum
implementation.
Evaluation?
● Curriculum evaluation aims to examine the impact of implemented

curriculum on student (learning) achievement so that the official
curriculum can be revised if necessary and to review teaching and
learning processes in the classroom.
● Curriculum evaluation establishes the specific strengths and weaknesses
of a curriculum and its implementation
Evaluation?
● Effectiveness and efficiency of translating government education policy

into educational practice;
● Status of curriculum contents and practices in the contexts of global,
national and local concerns;
● The achievement of the goals and aims of educational programmes.
● Critical information for strategic changes and policy decisions;
● Inputs needed for improved learning and teaching; Indicators for
monitoring.
Evaluation?
● Parents want to be assured that their children are being provided with a
sound and effective education.
● Teachers want to know that what they are teaching in the classroom will
effectively help them meet the standards and achieve the results they
know parents and administration are expecting.
● General public needs to be assured that their local schools are doing
their best to provide solid and effective educational programs for the
children in the area.
Evaluation?
● Administrators need feedback on the effectiveness of their curricular

decisions.
● Curriculum publishers can use the data and feedback from a curriculum
evaluation to drive changes and improvements in the materials they
provide.
Evaluation?
● 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.
Evaluation?
● External or Commissioned Review Processes: undertaken regularly by

special committees or task forces on the curriculum, or they may be
research-based studies on the state and effectiveness of various aspects
of the curriculum and its implementation. These processes might
examine, for example, the effectiveness of curriculum content, existing
pedagogies and instructional approaches, teacher training and textbooks
and instructional materials.
Evaluation?
● The fundamental measure of the success of any curriculum is if it is

effective in promoting improved quality 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.
● 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.
1
Define and discuss
2 3
Syllabus Curriculum
Evaluation
4 5 6
Understand the
Models of Curriculum Evaluation
Bradley Tyler Stufflebeam Scriven Steak Eisner

Models of Curriculum Evaluation

10 Indicators
● Vertical curriculum continuity: Reflects a K-12 format that enables

teachers to have quick and constant access to what is being taught in
the grade levels below and above them. Also, upward spiraling prevents
undue or useless curricular repetition.
● Horizontal curriculum continuity: The course of study developed
provides content and objectives that are common to all classrooms of the
same grade level. Also, daily lesson plans reflect a commonality for the
same grade level.
● Instruction based on curriculum: Lesson plans are derived from the
course of study, and curriculum materials used are correlated with the
content, objectives, and authentic tasks developed.
● Curriculum priority: Philosophical and financial commitments are evident.

Clerical assistance is provided and reasonable stipends are paid to
teachers for work during the summer months. In addition, curriculum
topics appear on school board agendas, administrative meeting agendas,
and building staff meeting agendas.
● Broad involvement: Description Buildings in the district have teacher
representatives on the curricular committees; elementary, middle level or
junior high, and high school principals (or designees) are represented;
and school board members are apprised of and approve the course of
study.
● Long-range planning: Each program in the district is included in the 5-
year sequence and review cycle. Also, a philosophy of education and
theory of curriculum permeate the entire school district.
● Decision making clarity: Controversies that occur during the

development of a program center on the nature of the decision, and not
on who makes the decision.
● Positive human relations: Also, the initial thoughts about the curriculum
come from teachers, principals, and the curriculum leader. All
participating members are willing to risk disagreeing with anyone else;
however, communication lines are not allowed to break down.
● Theory-into practice approach: The district philosophy, vision, mission,
exit (graduation) outcomes, program philosophy, rationale statement,
program goals, program objectives, learning outcomes, and authentic
tasks are consistent and recognizable.
● Planned change: Tangible evidence shows that the internal and external
publics accept the developed program course of study for the school
district. The process of developing a course of study for each program or
discipline in a school district is no longer one of determining how to do
it, but one of determining how to do it better.
1. Begin with the behavioral objectives
2. Identify the situations that will give the student the opportunity to
express the behavior
3. Select, modify, or construct suitable evaluation instruments, and

check the instruments for objectivity, reliability, and validity.
4. Use the instruments to obtain summarized or appraised results.

5. Compare the results obtained from several instruments before and

after given periods in order to estimate the amount of change taking
place.
6. Analyze the results in order to determine strengths and weaknesses of

the curriculum and to identify possible explanations about the reason for
this particular pattern of strengths and weaknesses.
7. Use the results to make the necessary modifications in the curriculum.

● 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: continuously assesses needs and problems in
the context to help decision makers determine goals and objectives;
○ input evaluation: assesses alternative means for achieving those
goals to help decision makers choose optimal means;
○ process evaluation: monitors the processes both to ensure that the
means are actually being implemented and to make the necessary
modifications;
○ 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.

● Redirected the attention of evaluators and administrators to the

importance of unintended effects
○ If a mathematics program achieves its objectives of improving
computational skills but has the unintended effect of diminishing
interest in mathematics, then it cannot be judged completely
successful.
● Emphasis on qualitative methods when there was increasing
dissatisfaction in the research community with the dominance of
quantitative methodologies.
● Goal-free evaluation should be used to complement, not supplant, goal-
based assessments.
● Used alone, it cannot provide sufficient information for the decision
maker.
● Stake recommends an interactive and recursive evaluation process that

embodies these steps:
○ The evaluator meets with clients, staff, and audiences to gain a
sense of their perspectives on and intentions regarding the
evaluation.
○ The evaluator draws on such discussions and the analysis of any
documents to determine the scope of the evaluation project.
○ The evaluator observes the program closely to get a sense of its
operation and to note any unintended deviations from announced
intents.
○ The evaluator discovers the stated and real purposes of the project
and the concerns that various audiences have about it and the
evaluation.
○ The evaluator identifies the issues and problems with which the
evaluation should be concerned.
○ The evaluator selects the means needed to acquire the data
desired.
○ The evaluator implements the data-collection procedures.
○ The evaluator organizes the information into themes and prepares
“portrayals” that communicate in natural ways the thematic
reports. The portrayals may involve videotapes, artifacts, case
studies, or other “faithful representations.”
○ By again being sensitive to the concerns of the stakeholders, the
evaluator decides which audiences require which reports and
chooses formats most appropriate for given audiences.
● Connoisseurship
○ 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
○ 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.
● 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.
Which model of Curriculum
Evaluation is most useful to
your country? Why?
1
Define and discuss
2 3
Syllabus Curriculum
Evaluation
4 5 6
Understand the
Challenges and Issues
in Curriculum Evaluation
Awareness Leadership Technology Value- Student Effective

and Added Performance and
Measurable Assessment and Ineffective
Benefits Achievement Teaching
Challenges and Issues
in Curriculum Evaluation

● Unprecedented assessment of public schools is spurring an investment

of billions of dollars, but the lack of research and quality measurement
has led to unclear results.
● Establishment of more effective and accurate ways with which we can
measure the real benefits of education and measure the true associated
costs in money and time spent learning about curriculum and instruction.
● Sociological acceptance and adoption of new communications
technologies continue to represent a challenge as well.
● Quality leadership is a key component in the success of any evaluation

process.
● One of the most important aspects of that leadership role is for
educational planners to understand the process of evaluation and how it
should be administered.
● There is a special need for leadership and more understanding as to the
process of evaluation and how it relates to the development of effective
curriculum.
● There is lack of leadership in establishing strong evaluation and
assessment agendas and programs.
● Technology capabilities have continued to change faster than

educational researchers can sustain. As the demand for technology in
the classroom increases, the need for evaluation also increases.
● Administrators, teachers, and parents want to know and understand the
impact that technology has made on district goals relating to student
learning, staff development, and program content.
● Because electronic tests are customized on demand, each student is
engaged and the results are more accurate. Electronic results are also
instantaneous. Curriculum and instruction can then be modified to
address the results. Electronic adaptive tests can be given any time: fall,
winter, or spring. Tests can be tailored to meet federal, state, and
district mandates.
● Value-added assessment is a technique of using test data to determine

the value that teachers add to the learning of each student. It focuses on
how test data can help each child academically. This type of assessment
makes it possible to isolate the impact of the individual teacher and to
respond with appropriate rewards or corrective training.
● The increased involvement of the state and federal government in

education and curriculum has had a definite impact on the development
of curriculum. However, many teachers fail to take advantage of the
instructional benefits that properly constructed tests can bring to
teachers and students (Popham, 2001).
● Therefore, the written curriculum of schools needs to follow state
standards closely. With this in mind, the evaluation of the written
curriculum and its effectiveness is ever more dependent on the taught
curriculum. To be effective, the written curriculum needs to be the
“taught curriculum.”
● In a study by Pam Homan (2003), in the Sioux Falls, South Dakota, school
district, the importance of teaching and testing the “written curriculum”
was reinforced. Dr. Homan looked at all fifth-grade teachers in the
district. By studying 3 consecutive years of test results and by using a
multiple regression analysis, Dr. Homan was able to identify the fifth-
grade teachers whose children always scored higher on the standardized
tests administered by the school district. She also identified the teachers
whose students performed below expectations on the same tests.
Through a process of observations, Dr. Homan and other district
administrators were able to identify effective instruction as the major
contributing factor in student achievement.
1
Define and discuss
2 3
Syllabus Curriculum
Evaluation
4 5 6
Understand the
Strategies/Steps in Curriculum Evaluation
Evaluation Preparing Assessing Identifying Developing Implementing

Strategies for the the Context Evaluation an Evaluation the Evaluation
Evaluation Issues Design Design
Strategies/Steps in Curriculum Evaluation

● Setting Goals and Indicators
● Identifying Target Populations
● Formation of Evaluation Centers

● Preparations for the evaluation include three major steps: setting the
project parameters, selecting the project director and the evaluation task
force, and preparing the evaluation documents.
● Questions:
○ How much time will be allocated, and by what date should the
evaluation be completed?
○ What human, fiscal, and material resources will be provided?
○ Which fields will be evaluated?
○ What constituencies will be asked for input?
○ Will parents, community representatives, and students be involved?
● The following documents will typically be needed:

○ A statement of the curriculum goals for that field
○ A comprehensive description of the community and the student
body
○ A list of all required courses in that field, with time allocations and
brief descriptions of each course
○ A list of all elective courses in the field, including time allocations,
course descriptions, and most recent enrollment figures
○ A random selection of student schedules
○ Syllabi or course guides for all courses offered
○ Faculty schedules, showing class enrollments
● In assessing the context, the evaluators typically should seek answers to

the following questions:
1. What are the prevailing attitudes, values, and expectations of the

community?
2. What significant aspects of the school district impinge on the

field of study: size, leadership, organizational structure, fiscal
resources?
3. What are the special characteristics of school facilities that

impinge on or constrain this field of study?
4. What are the special characteristics of the student body:

scholastic aptitude, achievement, home background, ethnic identity,
social and physical development?
5. What are the special characteristics of the faculty: experience,

educational values, overall competence, educational background?
6. What is special about the school organization: nature of

leadership, organizational structure?
● One historical and yet useful framework for such a design was proposed
by Worthen (1981). For each evaluative question (or evaluation issue, to
use the terminology employed here), identify the information required,
the sources of information, and the methods for collecting that
information.
● Those decisions—about the issues, the information required, the sources
of information, and the methods for collecting information—should form
the basis of a detailed evaluation plan, which would also include the
specific tasks to be undertaken, the names of those responsible for each
task, and the deadline for accomplishing the task.
● The implementation process should be flexible. If new issues develop or

if additional data sources become apparent, they should be built into a
revised design and incorporated into the implementation process.
● Second, the results should be reported in ways that will accommodate
the special needs of the several audiences. Thus, several reports might be
envisioned: a summary written in plain language for the public, an action
plan presented to the board and school administrators, and a detailed
technical report for the broader educational community.
● Once people know, firsthand, and are able to measure the benefits of
effective curriculum planning and evaluation, the public support for
funding will become viable. Indicators of success used to measure the
impact of student achievement in schools will be a determining factor.
Do you think you can be a
curriculum evaluator in the
future? Give 1 reason
why/why not.
References
● Ornstein, A. & Hunkins, F. (2018).Curriculum, Foundations, and Issues. 7th Edition. Pearson.
● Button, Linda. (2021).Curriculum Essentials: A Journey. Licensed under a Creative Commons Attribution-
ShareAlike 4.0 International License.
● Alvior, M. (2015).Four Major Foundations of Curriculum and their Importance in Education.
● Advance Consulting for Education. (2012).A Basic Curriculum Design Framework.
● Vestal’s 21st Century Classroom. (2021).12 Things You Need to Know to Be a Curriculum Developer.
● UNESCO. (2018). Training Tools for Curriculum Development. A Resource Pack. Module. 8. Curriculum
Evaluation and Student Assessment.
● Glatthorn, A., Boschee, F., Whitehead, B. & Boschee, B. (2020). Curriculum Leadership. Chapter 12. Curriculum
Evaluation.L5th Edition. Sage Publications.
● Juaban, Jezsa. (2021).Models of Curriculum Evaluation.
● Saliring, Jaser. (2017).Curriculum Development, Curriculum Evaluation (What, Why and How?)
● Petrová, Gabriela & Kozárová, Nina. (2016). Structuring the Curriculum. Acta Technologica Dubnicae. 6.
Do You Have Questions About Today’s Lesson?
Here are the tasks you need to accomplish after this
lesson:
Activity Mode
● Answer the Open Class Questions

Deadline: Wednesday, November 23, 2022 at 23:59 hrs Manila time.
● Participate in Forum 2, Stage 1 (Week 3)

● Choose an Assessment Mode
● Check the Contents of Week 5
● Post Comments and Queries (About Unit 1, 2 or 3)

Exam Mode

● Answer the Exam located in the contents of the Exam Mode (Week
3)

Final Project Mode

○ Deadline: Wednesday, November 23, 2022 at 23:59 hrs Manila
time.
● Submit Partial Project

○ Deadline: Wednesday, November 23, 2022 at 23:59 hrs Manila
time.

Here are some Class Rules you need to follow:
Things to do:
BEFORE:
Read the contents.
Watch all videos
Write down questions.
Check messenger for reminders and requirements.
DURING
Listen attentively.
Write down and ask questions and clarification.
Answer open class questions.
AFTER
Submit requirements on time.
This is the end of today’s lesson
Thank You for Listening!
Arthea
Sunico Quesada
Arese

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Curriculum Evaluation

To set up the curricular structure of an

Curriculum Factors in Features Types of Syllabus,

Curriculum Factors in Features Types of Syllabus,

● Creative and innovative ways to package content that is

● These 3 terms are highly interlinked and interdependent.

● Three differences between syllabus and curriculum would be,

What are What are What are How How do How do

What are What are What are How How do How do

● Age specifics and competencies of students which influence

● individual psychodidactic aspects of curricular content selection

Theory of basic knowledge

Theory of exemplary education

● the aim of which is the selection of the so called core

Švec, Filová and Šimoník (2002).

● According to them, the elements of every subject must form a

● try to eliminate a subjects’ isolation and to support using cross-

● a textbook should: correspond to the curriculum, be aesthetically pleasing,

***The educational content given in curricular documents must correspond with

● Topic presentation: Shift from deductive to inductive approach

What are What are What are How How do How do

● External aspect: public space in which a textbook can be found

● Textbook Evaluation Criteria:

● including the graphic organization of textbooks, aesthetic use

● Levels of organization: 1) linear organization: curricular content is

● Structured networks can be worked out on the basis of linear

What is What are What are the Why is What is What is

What is What are What are the Why is What is What is

● The assessment of the merit and worth of a program of studies, a field

● a necessary and important aspect of any national education system.

● provides the basis for curriculum policy decisions, for feedback on

● Curriculum evaluation aims to examine the impact of implemented

● Effectiveness and efficiency of translating government education policy

● Administrators need feedback on the effectiveness of their curricular

● External or Commissioned Review Processes: undertaken regularly by

● The fundamental measure of the success of any curriculum is if it is

Bradley Tyler Stufflebeam Scriven Steak Eisner

Bradley Tyler Stufflebeam Scriven Steak Eisner

● Vertical curriculum continuity: Reflects a K-12 format that enables

● Curriculum priority: Philosophical and financial commitments are evident.

● Decision making clarity: Controversies that occur during the

1. Begin with the behavioral objectives

3. Select, modify, or construct suitable evaluation instruments, and

4. Use the instruments to obtain summarized or appraised results.

5. Compare the results obtained from several instruments before and

6. Analyze the results in order to determine strengths and weaknesses of

7. Use the results to make the necessary modifications in the curriculum.

● To service the needs of decision makers, the Stufflebeam model provides

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.

● Redirected the attention of evaluators and administrators to the

● Stake recommends an interactive and recursive evaluation process that

● Educational criticism, in Eisner’s formulation, has three aspects.

Awareness Leadership Technology Value- Student Effective

Awareness Leadership Technology Value- Student Effective

● Unprecedented assessment of public schools is spurring an investment

● Quality leadership is a key component in the success of any evaluation

● Technology capabilities have continued to change faster than