Module 4: CURRICULUM EVALUATION

Introduction

Congratulations for completing the previous module! You’ve learned the

process of implementing the curriculum. What could be the next major undertaking
after curriculum implementation? What could be one of the most important
endeavors in curriculum implementation? Who are in a position to evaluate the
implementation of curriculum? You will find out in this module.

What is curriculum evaluation? Curriculum evaluation is an attempt to toss

two questions: Do planned courses, programs, activities, and learning opportunities
as developed and organized actually produce desired results?; and How can the
curriculum offerings be improved (SAGE Publication)? In reviewing the literature and
acquiring a broader understanding of purpose, two concepts described by Guba and
Lincoln (1981) seem especially useful: merit and worth. Curriculum evaluation has
two phases: Formative and Summative.

Learning Outcome

At the end of this module, you should be able to:

describe curriculum evaluation

4.1 CURRICULUM EVALUATION AND ITS IMPORTANCE

Learning Content

The implementation of any curriculum is not complete if evaluation is not put

in the picture. It is this process that provides feedback relative to the emergence of
misconceptions such as problems, favorable reports, underlying weaknesses, and the
extent of improvement (Gredler, 1996). It is also this component that provides
feedback whether objectives of the program were achieved. It is indeed one of the
hearts of the implementation of any curriculum.

The prime concern of any school is towards the delivery of quality education.
The teaching and learning process always ends with an assessment of the
achievement of students. Specifically, the proficiency level of the students is an
indicator of their achievement and it is the major aspect in evaluating whether goals
and objectives of the curriculum were met. In this way, targets for improvement can
be determined.

Thus, evaluation of existing projects and programs, particularly curricular

programs are both essential in the process in order to determine whether they are
excellent in responding to the needs of the society.

We can describe curriculum evaluation as a process in the following:

The process of delineating, obtaining, and providing useful information for

judging decisions alternatives (PDK, 1971)
 Refers to the formal determination of the quality, effectiveness, or judgment
of value of a curriculum (Stufflebeam, 1991)

It refers to the full range of information gathered in the school district to

evaluate (make judgments about) student learning and program effectiveness
in each content area.

Refers to an ongoing process of collecting, analyzing, synthesizing, and

interpreting information to aid in understanding what students know and can
do.

The process of measuring and judging the extent to which the planned
courses, programs, learning activities and opportunities as expressed in the
formal curriculum actually produce the expected results.

A process that can enable to draw decisions to be made about improvements

and future progress.

Consists of process and product assessment.

You will notice that there are key words in the above descriptions of
curriculum evaluation. Some of these are: is a process and on an going process,
gathering and analyzing information, judging the extent, and draw decisions for
improvement.

You may visit the link below for further understanding of the concept of
curriculum evaluation.

https://www.slideshare.net/valarpink/curriculum-evaluation-46065566

What you do mean when we say, curriculum evaluation is an on-going

process?

Curriculum evaluation is and on-going process, that is, it must be done on

and on. In other words, evaluation process never stops in order that the current
curriculum will be appropriate and relevant in the modern situation. Two decades
ago, there was a radical change in our lives brought to us by the advent of
technology. Curricular programs were re-designed in higher education with the
integration of computer education and gradually thereafter in basic education as
early as in elementary level with the goal to equip learners with technology. Also, in
our desire for our graduates to compete globally, another radical change was
considered in our basic education. This change was that of following the pattern of
other countries having our basic education curriculum to start from kindergarten and
increase the number of high school education to 2 years (or a shift to K to 12
program). Pre-sc-school education was made mandatory in this curriculum. The shift
to this new paradigm enables our graduates to practice their profession globally or in
other countries.

Recently, a world-wide state of public health emergency came into our lives.
With the declaration of pandemic, brought by the harmful and deadly Corona Virus
Disease 2019 (CoViD 2019) which abruptly and drastically changed our normal lives
into “new normal”, a shift in the mode of instruction to cope with the situation was
considered. A thorough evaluation and assessment of our existing mode of learning
has been done and new modalities of learning were introduced since face to face is
not applicable. A shift to home schooling was encouraged through flexible,
alternative, blended, etc. learning modes by means of on-line and modularized
approaches.

Thus, curriculum evaluation is dynamic.

ACTIVITY 1: Deep Thinking

1. Describe briefly curriculum evaluation.

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2. Discuss briefly why curriculum evaluation is an on-going process or a dynamic

process.
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4.2 Process of Curriculum Evaluation

Learning Outcome

At the end of this module, you should be able to:

explain the phases of curriculum evaluation; and

discuss the systematic procedures in curriculum evaluation.

Learning Content

The process of curriculum evaluation seeks to find out misinterpretations,

weak points, problems encountered and lacking elements during the implementation.
These concerns must be properly addressed in order to achieve the goals and
objectives of the curriculum. This undertaking must take place during the initial
implementation of curriculum so as to document at the earliest possible time what
went wrong in the process and proper remediation should be done for the success of
the implementation. Meanwhile, the most vital and exciting in curriculum evaluation
is whether the goals and objectives are met. What could be the proper time for this
undertaking to happen? Ideally, it should come during and after the implementation
of the program. It can also take place during the development process, particularly
on course programs and instructional materials.

The aforementioned insights about curriculum evaluation would imply that

this process comes during and after implementation. Just like a teacher when
planning a lesson, he/she always make sure that assessment tasks during and after
the lessons are in place so as to determine whether the learning objectives/outcomes
are achieved after the lesson. Thus, curriculum evaluation process comes during and
after the implementation and this is categorized into two phases, process evaluation
and product evaluation.
 We shall now introduce the concept of process evaluation and product
evaluation

Process Evaluation – is used to

1) provide information about the extent to which plans for curriculum
implementation are executed and the wise use of resources;
2) to provide assistance for changing or clarifying implementation plans, and,
3) asses the degree to which curriculum implementers carry out their roles.

Product evaluation- is used in gathering, interpreting and appraising curricular

attainments, as often as necessary, to determine how well
the curriculum meets the needs of the students it is
intended to serve.

Procedures in Curriculum Evaluation

Curriculum evaluation is a very sensitive undertaking. It is not just for the

sake of having the task but it should be taken seriously since it is one of the hearts
of curriculum implementation. It is at this point whether the attainment of goals and
objectives of curriculum are being met. As such this process follows systematic
procedures which include the following:

1) focusing;
2) preparing;
3) implementing;
4) analyzing, and,
5) reporting

The point persons behind the evaluation process should focus on what to
evaluate. What are the bases for evaluation or relevant aspects and logistics to be
considered in the process? In other words, there must be a direction in undertaking
the process. The foci of evaluation must be clear and explicitly described so as to
attain and arrived at the accurate and genuine information about how is the
implementation of the curriculum is carried on. Hence, focusing as a procedure
means that the direction of the evaluation process is clear as to know “what is the
purpose”, “what to evaluate”, “what accurate data and information will be gathered”
and “what is the limit of curriculum”.

Preparations for the evaluation include three major steps:

 Setting the curriculum parameters

 Selecting the evaluation tasks force
 Preparing the evaluation documents

Also, the preparation and documentation of evaluators or task force as to

how they will carry the evaluation process is significant. In setting curriculum
parameters, key officials and school board should be consulted as to the purpose,
focus and limits of the curriculum project. The main purpose of the review should be
clear because the purpose will affect both issues to be examined and methods to be
used. Once the foci of evaluation are in place, the evaluators may entertain
necessary questions. Some of these questions may be,
 “how long will the evaluation be completed”?
“what human, fiscal, and material resources will be provided”?
“what fields will be evaluated?
“to whom the data or information be gathered relative to different
foci?”,
“do I need to familiarize ourselves about the curriculum?”,
“to whom should we consult the purpose and limits of the project or
curriculum”?
“what evaluation model/s will be used?”
“what data will be gathered relative to a particular focus?”,
“how will we determine the data or information relative to this
particular focus?”,
“will we be using questionnaire, interview, observation and document
analysis?”
“where will the data be gathered relative to a particular focus?”,
“in the event that this strategy or method of gathering the data will
not be possible, “what alternative will be considered?”, etc.

With these questions, the evaluators will have clear picture on what to
prepare for the evaluation process. You can imagine a researcher without preparing
what to observe and how to document the relevant information to be gathered if
he/she intends to observe a classroom about the performance of students on a
lesson and teaching effectiveness. He/she just entered the room without any pre-
conceptualized thing to do during observation, and prepared notes to follow or
prepared observation checklist. Definitely he/she will be not able to gather accurate
information and his/her documentation will be topsy-turvy or unorganized. Chances
are that this researcher will not be able to achieve what he/she intends to. It’s really
difficult to invent on an undertaking you are not prepared on what to do because
you will be caught flat footed.

The following are some possible documents will typically be needed:

 A statement of the curriculum goals for the 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
 Enrollment figures
 A random selection of student schedules
 Syllabi or course guides for all courses offered
 Faculty schedules showing class enrollments
 inclusion of validated gathering instruments and identified sources of

Once the foci of evaluation are clear and preparation has been set up,
implementation of the assessment plan and “actually hands on” conduct of
evaluation can take place. What do you think would be the possible major
achievement in this stage? It is now evident that gathering of desired data will be in
place.

At this stage, what would evaluators opt to undertake with the readiness of
the desired data? Evaluators are now excited to analyze the data in order to
establish results of evaluation. Analysis of data will take a quiet time depending upon
the nature of the curriculum to be evaluated (in terms types of curriculum:
curriculum program as a whole including all different logistics or instructional
materials only, or on content only, or on pedagogy only, or plant and physical
facilities only or manpower resources only, etc.) and the focus of evaluation. The
wider the scope of curriculum in terms of content, beneficiaries (teachers and
students), number of schools, etc., the bulk of data will be collected.

Now, what do you think is relevant and important in curriculum evaluation

after analysis and interpretation of data has been thoroughly done? The manuscript
or the write up of the results of evaluation should not be placed neither in shelve nor
just filed in the cabinet. It should be disseminated or reported to stakeholders in
order that the results will be made known by concern individuals for their
cooperation in terms of improvement and sustainability of the curriculum logistics.

ACTIVITY 2: Deep Thinking

1. Discuss briefly the difference between process and product evaluation.

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2. Discuss briefly the systematic procedures in curriculum evaluation.
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We just have learned the systematic procedure in the conduct of curriculum

evaluation. This time, let’s look into the criteria to be observed in evaluating the
curriculum.

4.3 Criteria to be Observed for Curriculum Evaluation

Learning Outcomes

At the end of this module you should be able to

discuss the criteria for curriculum evaluation.

Learning Content
The following are the criteria to be observed in evaluating curriculum:

1) consistency with objectives;

2) comprehensive scope;
3) sufficient diagnostic value;
4) validity;
5) unity of evaluative judgment;
6) continuity

The backbone of any curriculum or program or project is its goals and

objectives. It is in this concept that guides the proponents toward development of
curriculum. The main purpose of curriculum evaluation is to determine whether goals
and objectives of the curriculum are met. Thus, the purpose of evaluation should be
consistent with the objectives of the curriculum.
 The scope of evaluation must be comprehensive enough to encompass the
elements of the curriculum and its implementation. If the main purpose of evaluation
is toward the implementation, the focus and scope may include different logistics.
These logistics should include the following: background of manpower resources,
student performance and attitude, content, pedagogy, instructional supervision,
plant and physical facilities (including laboratory, library, guidance, etc.)
management of financial resources, student services, etc. In other words, evaluation
should focus on the entirety not only the outer surface of the curriculum. In
evaluating the context, the evaluators may consider seeking answers to following
questions:

 What are the prevailing attitudes, values, and expectations of the

community?
 What significant aspects of the school imposed on the field of study: size,
leadership, organizational structure, financial resources?
 What are the special characteristics of school facilities imposed on or
constraint in this field of study?
 What are the special characteristics of the student body: scholastic aptitude,
achievement, home background, ethnic identity, social and physical
development?
 What are special characteristics of the faculty experience, educational
values, oral competence, educational background?
 What is special about the school organization nature of leadership,
organizational structure?

One of the most sensitive in curriculum evaluation is gathering of data. Thus,

preparation of data instruments should be given utmost consideration. Triangulation
of method and sources of information and data must be employed. These means
that the evaluators should not be contented on gathering data through
questionnaire, particular the non-test but they should include conduct of interview,
observation and using document analysis. This will ensure that the data gathered will
have sufficient diagnostic value. Further, the evaluators may also gather
information from different sources such as students, teachers, administrators and
parents in order to arrive at consistency of data or information. For instance, you
want to evaluate the teaching effectiveness. You should not only involve the teacher
in process but other stakeholders who can probably provide necessary information.
The head teachers, students and parents may also be included as sources of data.
This process will also ensure validity of the data or information gathered. It may
also reach the level of seeking and establishing validity not only on face validity but
content validity, criterion related validity and construct validity depending on what is
applicable.

The evaluators must see to it that they have common understanding and
agreement on what to do and expectations in order to arrive at evaluation results
toward a unanimous evaluative judgment. In this case, a well deliberated and
collaborative decision-making among evaluators should be in place. If in the event
that there are misconceptions or disagreement, a consultation with experts and
proponents of curriculum is necessary in order to arrive at reliable results and
decision.
 Curriculum evaluation should have a definite time frame or period of
undertaking without any disruption. In other words, there should be continuity in
accomplishing the scope of work and time should be properly observed. The period
of time should be agreed upon by evaluators and proponent of the curriculum. Why
do you think so? If there is a deviation from what have been agreed by both parties,
the evaluators may not be able to gather valid and reliable data and information. The
evaluators should capture the proper time and availability of sources of information.
It may happen that the school year is about to end and chances to complete the
data gathering does not warrant the evaluators to accomplish it because they are
constraint with time and the respondents, specially the learners may not be
reporting to class anymore. Evaluators should always grab the opportunity to gather
relevant data without sacrificing validity and reliability of data and information.
Proper coordination of schedule of gathering data should be well planned and
coordinated with proper individuals in order to avoid disturbance in the process.

ACTIVITY 3.

Graded recitation
Human Chain Activity to develop critical and creative thinking:

1. Assign every student a number.

2. Ask one to pose/ask a problem/question, then let the one next to him to answer
the problem (e.g., if the chosen one is number 5, number 6 will the question) .
3. After answering, let him/her connect to form a chain until everyone has finished
his/her turn

4.4 Questions to be Considered in Curriculum Evaluation

Learning Outcome

At the end of this module, you should be able to:

explain why evaluate curriculum;

discuss what to evaluate in curriculum; and
discuss how to evaluate curriculum.

Learning Content

The following are questions to be considered in curriculum evaluation:

a) What for?
b) What to evaluate?
c) How to evaluate

Why Evaluate?

How good is curriculum? The response to question comes from evaluating the
curriculum. Results of evaluation can help decide whether the existing courses
(academic program) or some specific elements such as instructional materials,
methods, assessment tools, etc. are effective so that changes may occur for
improvement and enhancement. It can also aid in identifying learners’ strengths
and weaknesses and judging how good the school system and individual teachers.
Curriculum evaluation also aims to examine the impact of implementation on
 student achievement. Thus, we have the following three (3) types of decisions for
which evaluation is utilized:

1. Course improvement
2. Decisions about individuals
3. Administrative regulations

Specifically, the following are the main reasons why evaluation is important in
the implementation of curriculum:

1) meet demands that current educational reforms have made;

2) provide direction, security, and feedbacks to all concerned (stakeholders);
3) determine appropriate and available resources, activities, content,
methods or whether curriculum has coherence, balance, articulation, etc.
4) in order to meet curriculum goals/objectives.

ACTIVITY 4
Make a list of all possible importance/significance of curriculum evaluation.
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What to Evaluate?

1. Goals and objectives

2. Content and methodology
3. Outcomes/ results

The attainment of goals and objectives of a curriculum depends primarily

on its implementation. The goals and objectives are what curriculum “ought to be” or
“hopes to achieve?” Specifically, the goals of curricular programs are statements that
describe in general what learners should be able to DO forever after experiencing a
distinct unit of instruction. It is broad in nature as an instructional intervention. It is
also often as a direct solution to an instructional need. On the other hand, objectives
are statements of what students will LEARN in a class or in a class session. These
statements are focused on student learning (What will students learn today?) rather
than instructor teaching (What am I going to teach today?).

What are aspects of curriculum should be considered in evaluation to achieve

its goals and objectives? Thus, curriculum evaluation is bent on finding out whether
the content and methodology as planned are properly delivered by the teachers
with the strong supervision and guidance of administrators in the process.
Specifically, the attainment of prescribed content and proper use of teaching
modalities and methodologies and integrating state-of-the-art resources could be
measured from the performance of students. This will manifest during the delivery of
instruction process. As mentioned earlier, the proficiency level of the students is an
indicator of their achievement and it is the major aspect in evaluating whether goals
and objectives of the curriculum were met. In this way, targets for improvement can
be determined. It is at this level of implementation of curriculum where outcomes
and results can be drawn. Other outcomes and results may also be in the form of
how did the students, teachers and administrators interplay in the implementation
such as: problems encountered perceptions, notions and experiences about their
journey in the curriculum. Judgment and decisions can now be drawn from outcomes
and results of implementation.

Thus, in this stage, you can now respond to the two questions posed by
SAGE Publication: Do planned courses, programs, activities, and learning
opportunities as developed and organized actually produce desired results?; and How
can the curriculum offerings be improved? Also, the two concepts described by Guba
and Lincoln about the merit and worth of curriculum after having been evaluated can
now be determined.

What curriculum qualities to evaluate:

1) mission statement (philosophy);

2) sequence (order);
3) continuity (without disruptions);
4) scope (depth / variety of content)
5) articulation (how parts fit);
6) balance (quantitative and qualitative aspects of content);
7) coherence (relationships among different components)

In particular, curriculum evaluation establishes the following:

 Specific strengths and weaknesses of a curriculum and its implementation;

 Critical information for strategic changes and policy decisions;
 Inputs needed for improvement of learning and teaching; and
 Indicators for monitoring.

ACTIVITY 5. Graded Recitation (On-line Class)

Discuss the bases for curriculum evaluation.
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How to Evaluate?

You have learned in assessment of learning that evaluation of students’

performance can take place before, during and after the execution of the lesson.
This pattern is also true in evaluating the effectiveness of the implementation of
curriculum.
There also two main functions of curriculum evaluation, formative and summative.
 Forms of Evaluation

1. Formative Evaluation - the process of looking for evidence of success or failure of

a curriculum program, a syllabus or a subject taught during implementation intended
to improve a program (Glickman, Gordon, Gordon, 2004). This phase of evaluation
takes place during the process of curriculum development and
implementation to identify the weak points, problems encountered and lacking
elements components in this stage. The results may be utilized for the modification
or formulation of curriculum such as in the

selection of curriculum elements and

modification of curriculum elements

Why do you think evaluation process can take place during the development
of curriculum? Also, a built-in process in curriculum development is pilot testing or
try out stage wherein, it will be conducted or utilized by a representative sample.
This undertaking will provide opportunities for improvement of curriculum prior to
final implementation at the national level. You have also learned in previous chapter,
particularly on curriculum development that try out or pilot testing of instructional
materials is fundamental prior to final implementation. Meanwhile, why do you think,
evaluation will also take place during implementation? Just like in assessment of
learning, you had experienced taking a quiz in a class session. The teacher wanted
to find out how well you progress in the lesson and what are your strengths and
weakness. Similarly, this evaluation phase is meant to find out the weakness of the
curriculum.

2. Summative Evaluation -is the form of evaluation used at the end of the
implementation of a program. It takes place after the
implementation of the curriculum to document the
worth/merit and demerit. If the curriculum is a four (4)
year offering/program, then summative evaluation can be
carried out after 4 years.

However, there is a need to have a permanent follow-up evaluation and

quality control of the program to allow the curriculum to become responsive to the
current situation. This should be a built-in in the process of curriculum
implementation so as to prevent from becoming obsolete.

Use this link to enhance your learning about formative and summative
evaluation of curriculum or program

http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html

ACTIVITY 6: (Open Forum or a Quiz)

B. Discuss briefly the difference between functions of formative and
summative
evaluation.

A module as specific component of a curriculum can be evaluated using

quantitative, qualitative or both. Quantitative evaluation yields numbers like scores
and ratings while qualitative is expressed in words. The trend in curriculum
evaluation is to have both quantitative and qualitative. For curriculum materials like
module, favorable
quantitative evaluation may lift the spirit of the author. However, qualitative
evaluation in the form of specific suggestions is more useful to the author in revising
the curriculum material.

Evaluation Criteria for a Module

1. Attainment of Objectives
2. Content Analysis
3. Accuracy of Concepts and Skills
4. Originality
5. Clarity and Appeal

An essential evaluation for a curriculum material is the attainment of its

objectives. How will you know that the objectives of your module have been
attained? If one objective or outcome is for the learner to be able to explain the
concept for example, area of a region, will a correct answer on appropriate test item
be your indicator for the attainment of this objective? Your indicator may be a class
mean score on a test addressing the objective of your module. This test may be the
mastery test, if you made one for your module. It may be an achievement test.

You may use other measure such as interview questions to probe learner’s
understanding of a concept. A class or project can be another measure of the
attainment of instructional objective or outcome. For instance, a prototype figure or
device showing an area of regions made by learners can be an evidence of a group’s
application of principle of the area of a region.

Curriculum development requires a complete set of skills. As a future teacher,

you need skills in teaching, writing, editing, art layout and evaluation aside from
mastery of subject matter. Content analysis by an expert in the field or a colleague
of the learning opportunities provided in your module is another way of determining
or not the module as written enables the learner to attain its objectives. It is possible
that your module expected students to apply a concept and yet you did not have
activities or examples of applications of that concept in your module.

Another equally important criterion for curriculum material is accuracy of

concepts and skills presented in the module. For science and mathematics
curriculum materials, accuracy of content is best evaluated by a scientist or
mathematician while for language curriculum should be evaluated by an expert in
language.

Another criterion is originality of the curriculum material, measured mainly

in terms of innovations in presenting concepts and developing skills. Those experts in
the field are in a position to evaluate this criterion (i.e., science/mathematics
educator or teacher for science/mathematics area, language educator or teacher for
language, etc.)

How about the clarity and appeal of your module? Can a

science/mathematics educator or teacher evaluate your module on these criteria? In
this aspect, aside from the expert in field, other technical expertise such as
information technology, language and one who is expert in art education may be
involved.

After one year of using a curriculum material, summative evaluation may be

done to immediately solve implementation problems. The first year of
implementation of a curriculum material may have transition or adjustment period
problems. In a national curriculum project, these problems may include book
distribution delay and lack of needed equipment.

Summative evaluation can be done at the end of a process or a program

often aims to determine the effectiveness of the program or process and compare it
with other programs/processes. In the second year or the year when the
implementation of curriculum materials has been stabilized is an opportune time for
evaluation of its effectiveness (Talisayon and Yu, 1997). They also mentioned that
comparative evaluation study may be conducted in the first-year use of the material
if little or no implementation problems are anticipated. In this study, you may
consider two classes, Section A (experimental group) using your newly developed
material. On the other hand, the other Section B (control group) will make use of an
existing module or one that you have written and have been used. So, you’re doing
an experimental study of the effectiveness of your newly developed one.

Suppose that you have written, tried out and revised not only one module but
a set of related modules that classes can use in one quarter. It is estimated that at
least one quarter (of a school year) exposure to a set of materials may have an
effect on the users. Design an evaluation study for your set of modules using the
following guide:

Title of Evaluation Study

A. Introduction
1. Description of the Curriculum Material
2. Evaluation Objectives

B. Methodology
1. Evaluation Framework
2. The Samples
3. The Instruments
4. Data Collection Procedure
5. Data Analysis Procedure

At the end of the quarter, you now conduct a test to both groups. Use test
results to determine whose group performed better. Your knowledge on hypothesis
testing will be utilized in the process.

ACTIVITY 7:

A. (Group Work) Gather curriculum (e.g. course program/academic program,

instructional material, module, etc.). Conduct interviews with deans or supervisors or
principals or teachers as regards how existing curriculum and instructional materials
in their schools are evaluated.
B. Graded recitation
Human Chain Activity to develop critical and creative thinking:
 1. Assign every student a number.
2. Ask one to pose/ask a problem/question, then let the one next to him to answer
the problem (e.g., if the chosen one is number 5, number 6 will the question) .
3. After answering, let him/her connect to form a chain until everyone has finished
his/her turn

Evaluation Task Force/Evaluators

Who do you think are in a position to evaluate a curriculum?

The task force/evaluators who are commissioned to conduct curriculum

evaluation are normally not members of the school or organization to be evaluated.
They are members of outside body, in other words they are not insider in the
organization. It is expected that they possessed the necessary qualifications and
expertise in the field.

4.5 CURRICULUM EVALUATION MODELS

Learning Outcome

At the end of the lesson the students should be able to:

discuss some models of curriculum evaluation.

Learning Content

A model explains and describes the process of evaluation. These models are
more likely to be used in evaluating the development and implementation of
programs or project such as the curricular or course/degree programs, school
projects and programs, extension projects, etc. Although, it can also be used in
evaluating effectiveness of module, book or other instructional materials. There are
three (3) types of models: conceptual, procedural and mathematical.

Conceptual Model - describes the concept of the curriculum

Procedural Model – describes how to perform the task
Mathematical Model – describes the relationship between the various
elements of a situation or process

Two Popular Models of Curriculum Evaluation

I. Tyler’s Objectives-Centered Model

Tyler’s objectives-centered model was developed by Ralph Tyler who is the

Father of Evaluation. This model commences with defining what the teacher ought to
achieve or his philosophy and desired outcomes are spelled out in the forms of goals,
purposes and objectives. It is based on pre-determined goals.

The strengths of this model include the following:

  Evaluation process commence with objectives
 Involves student’s participation (Prideaux, 2003).
 Involves linear approach to development of behavioral objectives
(Billings and Halstead (2009).

This model is linear (see diagram below). Linear model follows a straight line.
It is relatively easy to understand and apply. It also focuses on curricular strengths
and weaknesses. One of its disadvantages is focus more on knowledge and skills. It
also ignores the need for formative assessment.

Stating Objectives

Collecting/Stating Learning Experiences

Organizing Learning Experiences

Evaluation of Students Performance

Diagram 1: Linear Model

Evaluation procedures or steps:

1. Begin with the behavioral objectives that have been previously determined.
2. Identify the situations that will give the student the opportunity to express the
behavior as outcomes of objectives.
3. Select, modify or construct suitable evaluation instruments and check the
instruments for objectivity, reliability and validity.
4. Use the instruments to gather and 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.
7. Use the results to make the necessary modifications in the curriculum.

Step #2 emphasizes the ways and means by which the evaluators can draw
outcomes as a manifestation of what students or learners are capable of doing in
terms of knowledge and skills. Also, in terms of what attitude and interests students
developed as well as the experiences gained from the implementation of curriculum.
It can also be measured from their views and perceptions about the implementation
of the curriculum. These are some possible contexts by which the evaluators can
document how objectives of the curriculum can be attained. How can these
attributes be measured? A conduct of achievement tests and non-tests or inventory
tests like, attitudinal test, conduct of interview, and observation may be considered
to gather relevant data. Using variety of data gathering instruments such as
questionnaire, interview guide, and observation checklist will necessitate this
undertaking. If variety of instruments is utilized, it is important to observed
documenting data at different situations and schedules so as to gather data that will
address the challenges and gaps in the implementation of curriculum.

What do you think the main emphasis and purpose of Tyler’ Model?
How about the methods of evaluation?

Let us ponder about what we’ve learned about this model!

Hence, this model focuses on the achievement or attainment of goal and

objectives toward students’ learning experiences. There are three (3) important
undertakings in this model and this includes: setting the objectives, gathering data
concerning students’ performance and comparing performance data with the
identified goals and objectives/standards.

Visit the link below for further understanding of Tyler’s Model.

https://www.google.com/search?q=tyler
%27s+model+of+curriculum+evaluation&tbm=isch&source=iu&ictx=1&fir=WXaTsQ
Rlmh9VvM%252C1ILSOxKdvbSokM%252C_&vet=1&usg=AI4_-kTAuKyy-
44ZtUrONS7SiIE8s9OpvQ&sa=X&ved=2ahUKEwjDosas_Y7sAhUrGaYKHR2vBy8Q_h16
BAgUEAU#imgrc=WXaTsQRlmh9VvM

ACTIVITY 8. (Open Forum/Graded Recitation)

Discuss briefly the process of Tyler’s Model. What is the main focus of this
model.

We will now introduce the concept of Stufflebeam’s Model.

II. Stufflebeam’s Context, Input, Process and product (CIPP)Model

This evaluation model was develop by Phi Delta Kappa chaired by Daniel
Stuffebeam ( 1971). It is a comprehensive framework for guiding evaluation of
programs, projects, personnel, products, institutions and systems. The emphasis of
this model is toward the importance of producing evaluative data that can be used
for decision-making, particularly those aimed at long-term for sustainable
improvements. This model can be used to evaluation of the effectiveness of the
implementation of a curricular/course program (e. g., Bachelor of Elementary
Education, Bachelor of Hotel Management, etc.). It has four (4) phases which
include, content evaluation, input evaluation, process evaluation and
product evaluation.

1. Context Evaluation- is intended to continuously assess needs. It is concerned

with the intended desired ends on the framework/setting of
environment and needs of curriculum.

The objectives are as follows:

To determine the operating context.

 To identify and assess needs and opportunities.
To diagnose problems underlying the needs and opportunities.

Method:

The objectives are attained by comparing the actual and intended inputs (desired
ends or outcomes) and outputs (actual ends or outcomes).

Decision Making:

For decision on settings (situations, backgrounds, sites) to be served

For changes needed in planning

Examples: Needs of the curricular program, society

Future technological developments

Students’ mobility

2. Input Evaluation- is used in assessing alternative means for achieving those goals
and objectives to help decision maker choose optimal means. It is
concerned with the evaluation of intended desired means such
procedural designs, strategies and resources of the curriculum.

Objective:

To identify and assess system capabilities, available inputs strategies

and designs for implementing strategies.

Method:

Analyzing resources, solution strategies, procedural designs for

relevance, feasibility and economy.

Decision Making

For selecting sources of support solution strategies and procedural

designs for structure changing activities. Decision of the following
inputs:

Entry behavior of students

Curriculum objectives
Detailed contents
Methods and media
Faculty teaching competencies
Appropriateness of teaching/learning resources

3. Process Evaluation - to monitor the processes, both to ensure that the

means are actually implemented and make the necessary
modifications. It is the main task of CIPP model. This
phase is concerned with the procedure used in
 monitoring and implementing the curriculum in order to
document the actual implementation of means.
Objective:

To identify process defects in the procedural design or its

implementation.

Method:

Monitoring the procedural barriers and remaining alert unanticipated

ones and describing the actual process.

Decision making:

Establishing and refining the program design and procedure process

control. Decision on the following procedures:

The effectiveness of teaching –learning methods

Utilization of physical facilities
Utilization of teaching learning process
Effectiveness of system of evaluation of student performance

4. Product evaluation- this is used to compare actual ends or outcomes with

intended or desired ends or outcomes, eventually leading to
a series of modifying, improving or sustaining a decision. In
other words, this phase of evaluation is concerned with
attainment of actual ends or outcomes both quality and
impact.

Objective

To relate outcome in formation to objectives and context, input,

process information

Method
Measurement against standards in interpreting the outcome.

Decision Making

The decision to continue, terminate, modify, build or refocus of a

change of activity

Here are some outcomes of evaluation:

Employability of graduates
Social status of graduates
Comparability of wage and salary structures
Job adaptability and mobility
 Steps to be undertaken:

1. Identify the kinds of decisions.

2. Identify the kinds of data needed to make those decisions.
3. Collect those data needed.
4. Establish criteria for determining quality.
5. Analyze data collected on the bases of established criteria.
6. Provide needed information to decision maker’s explicitly.

This model can also be used in two different ways depending upon the
purpose. It can be in formative evaluation or summative evaluation. If it involves
only the first three (3) phases, that is, the focus is toward evaluation of curriculum in
terms of context, input and process and excluding the last phase (product) is
formative (CIP model)while taking the four (4) phases is summative (CIPP model) in
sense. Hence, CIP model as an evaluation procedure can be applied during the
development process and the initial implementation while CIPP model is used upon
completion of the period of implementation. This is the most commonly used model
for evaluation not only in curriculum but also in non-curricular projects and programs
of organization. Here are some examples of Stufflebeam CIPP model for evaluating
the effectiveness of instructional materials:

Example 1.

Context Input Process Product

School Module vs Teaching Strategies Student

Skills
Philosophy Existing & School Climate
Development
Instructional
Materials
Example 2.

Context Input Process Product

School Laboratory Student-Teacher Student

Skills
Philosophy Equipment Interaction
Development

This model possesses the following questions: What needs to be done? How
should it be done? Is it being done? Did it succeed? The first question points out to
philosophy, vision and mission of the school as well as goals and objectives of the
curriculum. These are the intended ends or outcomes of curriculum. The second
question caters to how the curriculum should be delivered while the third emphasizes
whether the means to deliver the curriculum are being followed. The last question
seeks to determine whether the intended ends are actually achieved.
 CIPP Model emphasizes decision making, particularly on continuing decision-
making and focuses on the holistic evaluation of the curriculum unlike Tyler’s model
emphasizes the attainment of goals and objectives toward students’ learning
experiences. This model does not only look into students’ learning experiences but
also the means and processes of implementation and other elements of the
curriculum such as content, pedagogy (teaching-learning approaches, assessment
procedures, etc.), human resources (students, teachers and administrators), etc. The
evaluation process generates evaluative data (adequate/sufficient and quality data)
which can be utilized to identify potential alternatives and set up quality control
which are vital for decision-making as regards curriculum improvement/change.

Please visit the following links below to supplement your learning.

1. https://amberhartwell.wordpress.com/2013/06/10/the-cipp-evaluation-model-a-
summary/

2.
http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ash
x

3. https://www.sagepub.com/sites/default/files/upm-binaries/44333_12.pdf

4. https://www.google.com/search?
q=curriculum+evaluation&tbm=isch&source=iu&ictx=1&fir=SINtytcZbxqcSM
%252CM7Pb8hdJBaT7rM%252C_&vet=1&usg=AI4_-
kT5sNvXBhxCIlmVUSbpbleLvnTekw&sa=X&ved=2ahUKEwiUgYzEp5rsAhVDBKYKHTD
UDDEQ_h16BAgREAc#imgrc=xOrTWYvvOEGlHM

ACTIVITY 9

A. Graded recitation
Human Chain Activity to develop critical and creative thinking:

1. Assign every student a number.

2. Ask one to pose/ask a problem/question, then let the one next to him to answer
the problem (e.g., if the chosen one is number 5, number 6 will the question) .
3. After answering, let him/her connect to form a chain until everyone has finished
his/her turn

B. The Bachelor of Elementary Education Curriculum is in its 3 rd year of

implementation. Suppose you are tasked or commissioned to evaluate the
implementation of the curriculum. What form of evaluation will you be using?
Explain why?

4.6 TOOLS, METHODS AND TECHNIQUES FOR EVALUATION

Learning Outcomes

At the end of this module the students should be able to:

 discuss the different types of curriculum evaluation tools, methods
and techniques

Learning Content

A. Questionnaires and Checklist

This method is used when you want to easily or quickly get as much data and
information from your respondent or participants in the selection. It can be for
cognitive appraisal in the form of formative (quizzes) or summative tests
(achievement tests, periodic tests, aptitude tests, etc.). On other hand, for affective
appraisal, Likert-Scale or Semantic Differential Scale can be used.

Likert Scale – a method for measuring attitude by listing clearly favorable and
unfavorable attitude statements and ask the subjects or respondents to
respond to each statement using the following five-point scale: strongly
agree (SA), agree (A), undecided (U), disagree (D) and strongly
disagree (SD).

Sample Likert-type Attitude Scale for measuring attitude toward a science course

Directions. Indicate how much you agree or disagree with each statement
by putting a check (√) on the appropriate letter (s) that corresponds to
your option using the key below.

Key SA- Strongly Agree

A – Agree
U – Undecided
D – Disagree
SD – Strongly Disagree

SA A U D SD
1. Sciences classes are interesting
2. Science laboratory are boring and dull.
3. It is fund working on science problems
4. Class activities are good
5. Reading the textbook is a waste of time
6. Laboratory experiments are interesting
7. Most Class Activities are monotonous
8. I enjoy reading the textbook
9. Problems we are studying are unimportant
10. I am not very enthusiastic about science

Semantic Differential Scale – a scale requiring the subjects to express their feelings
about the concept through bipolar statements.

Examples:

1. In evaluating the strength of the pool of experts teaching a particular field in

a school/university. This scale can be used.
 Strength
Strong __ __ __ __ __ __ __ Weak
7 1
The strength of a person in making decision can be evaluated using the scale
below:
Strength

Decisive __ __ __ __ __ __ __ Indecisive
7 1
2. Suppose you consider “how do you assess the values of a person?” or the
value of an object, you can use the scale below, respectively.

Value
Good __ __ __ __ __ __ __ Bad
7 1
Cheap __ __ __ __ __ __ __ Expensive

3. If a teacher wants to evaluate the participation of his/her students in class

activity, he/she may use the following scale.

Activity
Active __ __ __ __ __ __ __ Passive
7 1
Lazy __ __ __ __ __ __ __ Industrious
1 2
B. Interviews

 very good way of accessing people’s perceptions, meanings,

definitions of situations and constructions of reality (Punch, 2005).
 method of gathering data through conversation between two or more
persons where questions are asked orally and answers are given and
noted through field notes or recording device .

Conduct of interview will utilize interview guide either unstructured, semi-

structured or structured

Sample Interview Guide (Structured)

Interview on Student Projects

Student Name ____________________________ Date ________ Contact #

_________
Subject Area
_____________________________________________________________

1. Describe your project.

_______________________________________________________________
_______________________________________________________________
____
2. Why did you select this project?
 _______________________________________________________________
_______________________________________________________________
____
3. What do you like best about your project?
_______________________________________________________________
_______________________________________________________________
____
4. If you could do anything differently, what would it be?
_______________________________________________________________
_______________________________________________________________
____
5. What skills or knowledge from other subject areas did you see to complete
this project?
_______________________________________________________________
_____________________________________________________________
6. What have you learned about yourself by completing this project?
_______________________________________________________________
__
_______________________________________________________________
__
7. What skill, concepts or insights have you learned from completing this
project?
_______________________________________________________________
_______________________________________________________________
____

Teacher’s/Researcher’s signature
_______________________________________________________________

C. Observations

Observation technique uses actually viewing of events, episodes, phenomena

involved in the program as they are actually occurring. The following are some of its
features:
A great supplement to paper- and-pencil testing.
Learning outcomes in skill areas and behavioral changes in personal-social
development are difficult to evaluate/gather with the use of paper- and-pencil
test
Provides various and adequate information

Three Techniques of Observation

Anecdotal records
Rating scales
Checklists

Anecdotal records - are factual descriptions of meaningful incidents and events that
can
be observed.
Rating Scales - provide a systematic procedure for reporting observer’s judgments. It
consists of a set of characteristics or qualities to be observed and
some type of scale for indicating the degree to which each attribute
is present.
Check Lists – is basically a method of recording whether a characteristic is present or
absent or whether action was or was not taken and it calls for simple
yes-no judgment.

Examples

Anecdotal Records
Class 4th Grade Pupil Bill Johnson

Date 02/25/2017 Place Classroom Observer M. G.

INCIDENT

As class was about to start, Bill asked if he could read a poem to

class-one he had written himself-about- “spring.” He read the poem in a
low voice, constantly looked down at the paper, moved his right foot back
and forth, and pulled on his shirt collar. When he finished, Jack in the
back row) said “I couldn’t hear it.” Will you read it again-louder?” Bill said
“no” and sat down.

INTERPRETATION

Bill enjoys writing stories and poems and they reflect considerable
creative ability. However, he seems very shy and nervous performing
before a group. His refusal to read the poem again seemed to be due to
his nervousness.

Rating Scale
A. Directions: Indicate the degree to which this student contributes to class
discussions by circling the appropriate number. The numbers represent
the following values:

5 – outstanding , 4 – above average, 3 – average, 2 – below average

and 1 – unsatisfactory

1. To what extent does the pupil participate in discussions?

1 2 3 4 5

2. To what extent are comments related to the topic under discussion?

1 2 3 4 5

B. Directions. Indicate the degree to which this student contributes to class

discussions by placing an x anywhere along the horizontal line under each
item.

1. To what extent does the pupil participate in discussions?

never seldom occasionally frequently

always
 2. To what extent are comments related the topic under discussions?

never seldom occasionally frequently

always

Checklist
Example 1. Checklist for Evaluating Pupil’s Mastery of Beginning Skills in Mathematics

MATHEMTICS SKILLS CHECKLIST

Primary Level

Directions: Circle YES or NO to indicate whether skill has been

demonstrated.

YES NO 1. Identifies numbers 1 to 10.

YES NO 2. Counts 1 to 10.
YES NO 3. Groups objects into sets of 1 to 10.
YES NO 4. Identifies basic geometric shapes (circle, square, rectangle,
triangle)
YES NO 5. Identifies coins (penny, nickels, dimes)
YES NO 6. Compares objects identifies bigger-smaller, longer-shorter,
heavier-lighter.
YES NO 7. States ordinals for a series of 10 objects (1st, 2nd, 3rd,
etc.)
YES NO 8. Copies numerals 1 to 10.
YES NO 9. Tells time to the half hour.
YES NO 10. Identifies one-half of an area.

Example 2. Checklist for Evaluating Pupil’s Work Habits

A teacher or an observer might list the following behaviors and to be marked yes or
no on the space before each item.

_____ Follows directions.

_____ Seeks help when needed.
_____ Works cooperatively with others.
_____ Waits turn in using materials.
_____ Shares materials with others.
_____ Tries new activities.
_____ Completes started tasks.
_____ Returns equipment to proper place
_____ Cleans work space

D. Documentary Reviews and Analysis

This is a form of qualitative research in which existing documents are
obtained and interpreted by researcher to give power and meaning about the data to
be gathered. It is meant to gather impressions of how a particular program of
curriculum operates without necessarily interrupting the program, an evaluator can
 employ the technique of documentary review and analysis. This technique utilizes
the existing data.

Features of Document Analysis

A social science method

It may be for a study that utilizes only this technique or as part of a study
that includes observation, interviews and other techniques.
It provides familiarity of the setting/structure of the subject to which initial
steps can be identified necessary in designing the research or evaluation
process.
It includes primary or secondary sources
A helpful scheme in triangulating data so as to establish credibility and
validity of research results.

Primary Types of Documents

1. Public Records – the official, ongoing records of an organization’s activities

Examples: student transcript of records, mission statements, annual reports,
policy manuals, student handbooks, strategic plans, syllabi,
minutes of meetings, etc.

2. Personal Documents – first-person accounts of an individual’s actions,

experiences and beliefs.
Examples: calendars, e-mails, scrapbooks, blogs, facebook posts, duty logs,
incident reports, reflections/journals, and newspapers

3. Physical Evidence- are artifacts or physical objects found within the study
setting.
Examples: flyers, posters, agenda, manuals/handbooks, and training
materials

ACTIVITY 10
A. Graded recitation
Human Chain Activity to develop critical and creative thinking:

1. Assign every student a number.

2. Ask one to pose/ask a problem/question, then let the one next to him to answer
the problem (e.g., if the chosen one is number 5, number 6 will the question) .
3. After answering, let him/her connect to form a chain until everyone has finished
his/her turn

B. Suppose you are requested to evaluate the performance of students on a

particular topic.
a. Construct an evaluation instrument using either (questionnaire or interview
or observation)
b. If you opt to use documentary analysis, what data or information will you
gather?

You may visit this link for reference.

https://www.google.com/search?
q=Sample+activities+for+curriculum+evaluation&tbm=isch&chips=q:sa
mple+activities+for+curriculum+evaluation,online_chips:questionnaire&
usg=AI4_-
kQz43s19vaY3LYqL7B3l70MJAmjxg&sa=X&ved=2ahUKEwiBxpmZt5rsAhX
CDaYKHaEUA78QgIoDKAB6BAgSEAc&biw=1366&bih=657#imgrc=r2x4oT
SxL1z
NIM

4.7 CURRICULUM IMPROVEMENT/CHANGE

Learning Outcome

At the end of this module, the students should be able to:

discuss curriculum change and improvement;

appreciate the importance of curriculum evaluation in introducing and
implementing change and improvement in teaching-learning process.

Learning Content

What do you think is the most significant undertaking after documenting the
evaluation outcomes and results? Assuming at this point outcomes and results have
been disseminated to concerned individuals and publication of it was undertaken.
The judgment, conclusions and recommendations derived from evaluation are now
essential for revision, innovation and improvement or enhancement of curriculum.
What is surprising at this stage is whether major revisions or sustain the curriculum
with minor changes in certain aspects? What is worst is that the curriculum may be
recommended for total closure or termination? The later result of evaluation may
likely to happen depending upon the development of the curriculum or old it has
been utilized as you have learned in the previous chapter.
The outcomes and results of evaluation may either be for
improvement/innovation of some features or aspects or changes/alteration in
structural elements and design of the curriculum. We now introduce the concept of
curriculum improvement and curriculum change.

Curriculum Improvement - refers to alteration of certain aspects of curriculum

without changing the fundamental curriculum
elements/structure/conception. It may be in form of

change in strategies and/or activities

time allotment, etc.

Curriculum Change - refers to the basic alteration in the structure elements,

conception and design of learning experiences based on new
conceptions such as change in

subject areas and content/s,

in conception
philosophy
mission
goals
competencies and objectives
sequence of content for the whole level/ etc.
ACTIVITY 11: (Group Work)

Interview a program Chair in college about the following concerns:

1. Highlights of improvement/change/innovation of the New Teacher Education

Curriculum which was implemented in 2018 as an off shoot from K to 12 basic
education program.
2. Reasons /Justifications for these improvement/change/innovation.

References:

Gredler (1996). Program Evaluation

Guba, E. and Lincoln, Y. (1981). Effective Evaluation. San Fransisco, Jossey-Bass

Stake, R. E. (Ed.). (1975) Evaluating the arts in education: A responsive approach .

Columbus, OH: Bobs-Merrill.
https://www.youtube.com/watch?v=YFK5ujIHZCo