Republic of the Philippines

UNIVERSITY OF NORTHERN PHILLIPPINES

Tamag, Vigan City

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES

PED 267 – Advanced Curriculum Development

DANIEL GABRIEL C. PRADES DR. NECY CESARIA ROMO

MAEd Student Professor

I. Title: Techniques and Tools of Evaluation

7 Rs of Quality Curriculum Materials
New Trends in Curriculum Evaluation

Tools and techniques are required to gather information. These should be valid, reliable and usable.
Interpretation of gathered information needs to be given in numerical scores, grades as well as in
qualitative terms. Judgement should be made not just on scholastic aspects but also on co-scholastic
aspects
As far as interpretation is concerned, attainment can be measured in terms of three levels.
*First Level the learner current status of progress. The learning gaps need to be identified and marked
upon.
*Second Level status of the learner with reference to peer group. (Percentile Rank)
* Third Level reference to the criteria. the expected level of learning keeping in view the required skills.

Tool
physical item that can be used to achieve a goal, used in particular fields or activities may have different
designations such as "instrument", "machine", "device," or "apparatus". The knowledge of constructing,
obtaining and using tools is technology.

Technique:
The basic method for making or doing something, such as an artistic work or scientific procedure skill or
command in a particular activity.

II. Expected Outcome:

At the end of the lesson learners should be able to
1. Formulate Techniques in Evaluation
2. Discuss the Techniques in Evaluation
3. Develop Tools of Evaluation
4. Apply what they have learned into teaching
5. Demonstrate their learning in the class

III. Essential Questions

1. Why is Techniques and Tools in Evaluation so important?
2. How can we apply these techniques in tools in diverse learners?
3. What are the common problems that we are facing in this lesson? Name some possible in basket
problems and possible solutions.
 IV. Exploring Content

Criteria
Certain standard on which the achievements of a
learner is measured

Types of Evaluation
As per Quality of Evaluation
Quantitative
Qualitative

As per Time of Evaluation

Formative
Summative
Pre – Post Evaluation

Levels
of

Evaluation

Techniques of Evaluation
1) Teaching Records (files, records, reports, databases)
2) Student Ratings
3) Peer Observations
4) Interviews
5) Portfolios
6) Classroom Assessment
7) Projects
8) Practical

Evaluation should use a combination of techniques to take advantage of their inherent strengths as well as their
individual limitations.

Observation:
View with an intention
*Information can be best collected about students in 'natural' settings.
*observations about learners in the course of teaching.
*Other information is based on planned and purposeful observation of students on activities/tasks
TYPES
Participatory and non-participatory
Advantages of Observation
*personality development can be assessed through observations.
*Can be used to assess individuals as well as groups.
*Assessments can be made during varying time periods.
*Evidence of student's performance/knowledge is based on an 'on-the-spot record’.
*Over time, interests, challenges,-patterns/trends emerge which allow teachers to create a comprehensive
picture/view of the student.

Interview
is a two-way method which permits an exchange of ideas and information. As a technique, the interview is
a conversation carried out with the definite purpose of obtaining certain information by means of the
spoken word.
Interview is a process of communication or interaction in which the subject or interviewee provides
information verbally in a face to face situation.
Types of Interview
Structured interview:
-The procedure is standardized and determined in advance, follows certain degree of formality
-The interviewer asks questions in the given order, no freedom to rephrase or add questions or change
order of questions
Unstructured interview:
- Questions and procedure may be decided in advance
- Provides flexibility in order of questioning, modifying or adding questions instantly, if needed. Can take
different forms
Focused interview
– aims at some particular event or experience rather than general lines of inquiry.
In-depth interview
– searching or giving emphasis on psychological or social factors.
Non-directive interview
– provides utmost freedom to the interviewees to talk about the problem under investigation
ADVANTAGES OF INTERVIEW :
Depth Information: particularly good at producing data which deal with topics in depth and in detail.
Insights : likely to gain valuable insights based on the depth of the information gathered
Equipment : require only simple equipment and build on conversation skills which researchers already
have.
Information Priorities : a good method for producing data based on informant’s priorities, opinions and
ideas.
Flexibility : Interviews are more flexible as a method of data collection.
Validity : data can be checked for accuracy and relevance as they are collected.
High response rate : generally pre-arranged and scheduled for a convenient time and location.
Therapeutic: Interviews can be a rewarding experience for the informant, compared with questionnaires,
observation and experiments, there is a more personal element to the method.

Project
 These are undertaken over a period of time and generally involve collection and analysis of data.
 Projects are useful in theme-based tasks to be completed as assignments in groups.
 They can be open ended or structured and can be both individual or group projects.
 They should be based on contexts outside the textbooks and related to the student’s environment/culture/
lifestyle/ community based social programs.
Advantages of Projects
 Provide opportunities to explore and work with one's hands.
 Observe, collect data, analyze, organize and interpret data and draw generalizations.
 Provides an opportunity to work in groups and in real life situations.
 Helps develop a positive attitude towards group work, sharing and learning from each other

Portfolio:
Meaning:
 Collection of evidences of students' work over a period of time.
 It could be day-to-day work or selection of the learner's best piece of work.
Advantages:
 Provide a cumulative record. In the process, a picture of how a skill or knowledge area develops emerges.
 Enables the student to demonstrate to others, his/her learning and progress.
 The learner becomes an active participant in learning and assessment.

The Seven R’s of a Quality Curriculum

• Rigorous – embody and afford the demonstration of a high level of understanding.
• Rewarding – intrinsically motivating to the student and not just “work.”
• Requires Independence – students make choices that shape the performance and are largely self-directed.
• Real – have an authentic quality in that they mirror work of adults working in the discipline.
• Rich in Thinking – require more than memorization and replication. The types of thinking required can be
identified.
• Revealing – uncover students’ level of understanding as well as any misconceptions.
• Reflective – written reflections on the process and learning often enhances the performance

In Conclusion
Curriculum work generally focuses on the topics to be covered, skills to be mastered, and facts to be learned in a
particular grade level in a given subject. These aspects of the written curriculum are certainly important as they
guide teachers’ planning, ensure some uniformity across schools, and provide a template for formal assessments.
However, as teachers know, the written curriculum is just a shadow of the enacted curriculum. It is the enacted
curriculum, what students actually experience and how they experience it, which ultimately shapes students’
learning. In using curriculum as a tool to improve education, we need to think beyond the traditional division of
curriculum and instruction and focus on the enacted curriculum. The seven criteria outlined here can be a useful tool
for that discussion and in the creation of a curriculum of understanding.

Trends in Curriculum Evaluation

Process or transactional evaluation can aid ongoing innovative programs. It focuses on the individuals in a changed
situation by analyzing the organizational disruption that results from innovations. Likewise, the politics of the
curricular setting are a crucial consideration.
While an evaluator should stay away from involvement in political causes, he should be sensitive to such realities as
the use of evaluation as tactical weapon, unacknowledged political goals, and effects on participants.
Worner (1972) argues that many principals have failed to convince parents and boards of the potential of an
instructional program because of vague and imprecise evaluation data.
 This approach enhances the knowledge of key school administrators about the effectiveness of instructional
programs by identifying program strengths, flaws, and alternatives.
Planning-Programming-Budgeting Systems
 provide the type of data that help principals in making difficult decisions on program expansion, program
elimination, and program maintenance.
 This approach enhances the knowledge of key school administrators about the effectiveness of instructional
programs by identifying program strengths, flaws, and alternatives.

A speech prepared by:

Rush and other (1972)
reports a systematic attempt to train and use classroom teachers and administrators in the operation of a curriculum
evaluation model.
 The data indicate that competent professionals can indeed be trained to play an effective role. In turn, their
training can be used as an in service component of an overall evaluation. This professional group can then
deal with final evaluation reports.

An “expected opportunity loss”

model is advanced by Tanner (1970) as a decision-making technique. The model formulates alternatives for decision-
making under uncertainty and weighs the probable or possible opportunity loss. It subjectively ranks coursed
according to their expected contributions to the primary objective of the total program.
Objective data are gained from component costs, but less emphasis is placed on these components than in
traditional cost-effectiveness models. The minimum loss is evaluated as the optimum decision.

1.) Context, Input, Process, Product Model (CIPP Model) Daniel L.

Stufflebeam (1971)
who chaired the Phi Delta Kappa National Study Committee on Evaluation, introduced a widely cited model of
evaluation known as the CIPP (context, input, process and product) model.
 A major aspect of the Stufflebeam’s model is centred on decision making or an act of making up one’s mind
about the programme introduced.

2. Stake’s Countenance Model The model proposed by Robert Stake (1967) suggests three phases of curriculum
evaluation: the antecedent phase, the transaction phase and the outcome phase. The antecedent phase includes
conditions existing prior to instruction that may relate to outcomes.
 The transaction phase constitutes the process of instruction while the outcome phase relates to the effects
of the programme.
 Stake emphasises two operations; descriptions and judgements. Descriptions are divided according to
whether they refer to what was intended or what actually was observed.
 Judgements are separated according to whether they refer to standards used in arriving at the judgements
or to the actual judgements.
3. Eisner’s Connoisseurship Model Elliot Eisner, a well known art educator argued that learning was too
complex to be broken down to a list of objectives and measured quantitatively to determine whether it has taken
place. He argued that the teaching of small manageable pieces of information prohibits students from putting the
pieces back together and applying them to new situations.
  He proposed the Connoisseurship Model in which he claimed that a knowledgeable evaluator can determine
whether a curriculum programme has been successful, using a combination of skills and experience. The
word ‘connoisseurship’ comes from the Latin word cognoscere, meaning to know.

V. Expanding Skills

1. Formulate at least 2 Techniques in Evaluation using the subject matter that you are teaching.
2. Demonstrate how you will perform different types of Evaluation. Ask your classmates to help you in the
role play.

VI. Enriching Learnings

Submit one example each of the techniques and tools that you have learned.

VI. References

https://www.adda247.com/jobs/wp-content/uploads/sites/13/2021/02/20161000/Tools-n-Technique-of-
Evaluation-EVS-study-notes.pdf

https://egyankosh.ac.in/bitstream/123456789/8930/1/Unit-12.pdf

https://aelrc.georgetown.edu/resources/evaluation/methods-tools/

https://static1.squarespace.com/static/5e7977706f259a3ea1d94af0/t/5e83767738e916725a4c440c/
1585673848118/The+Seven+Rs+reprint+V3.pdf

https://prezi.com/c_7qrlbfnuih/curriculum-development/

https://www.slideshare.net/GhulamMujtaba7/trends-in-curriculum-development

https://lms.su.edu.pk/lesson/1899/week-14-modern-trends-and-issues-in-curriculum-development