Institute of Teacher Education

IQRA DEVELOPMENT ACADEMY

Tamparan, Lanao del Sur, BARMM

CURRICULUM DEVELOPMENT
CHAPTER 4: TEACHER AS A CURRICULUM EVALUATOR
MODULE 5
CURRICULUM EVALUATION AND THE TEACHER

OVERVIEW
This module is all about curriculum evaluation in the context of its definition and the role of the
teacher as an evaluator. It will present the ways of evaluating the curriculum as written, planned, or
implemented. It will reference popular curriculum models currently used in educational programs here and
abroad.

Curriculum evaluation is a component of curriculum development that responds to public

accountability. It looks into educational reforms or innovations that happen in the teacher’s classrooms, the
school, district, division or the whole educational system as well. It is establishing the merit and worth of a
curriculum. Merit refers to the value and worth of the curriculum. Test result will only be used as one of the
pieces of evidence of evaluation. For in the end, the purpose of evaluation is to improve and not to prove.

Curriculum evaluation is premised on the concept of alignment of planned, written and implemented
curriculum. It is an attempt to answer two big questions as:

1. Do planned courses, programs, activities as written and implemented produce desired outcomes?

2. How can these school curricula be improved?

OBJECTIVES
By the time you finish this chapter, you should be able to:

1. Acquired clear understanding of what is curriculum evaluation

2. Explained the need to evaluate the curriculum and how its being done
3. Expanded knowledge about different curriculum evaluation models
4. Explain the connection of planning to implementing in curriculum development
5. Explain the connection of implementing to evaluating in curriculum development
6. Explain the connection of evaluating to planning in curriculum development
7. Understand the connections between planning and implementing and evaluating in the curriculum
process.

CONTENT

Lesson 1
What, Why and How to Evaluate a Curriculum
Curriculum evaluation is a new idea for many teachers, not knowing that everyday, the teacher is
involved in several components of evaluation. There are two ways of looking at curriculum evaluation:

1. Curriculum Program Evaluation may focus on the overall aspects of a curriculum or the curriculum itself.
More often, it refers to a big curriculum program. Examples of these programs that may undergo a
curriculum program evaluation are the K to 12 Curriculum, the Integrated Science Program, the Teacher
Education Program, the Mother Tongue Curriculum, the Process Approach in Mathematics Curriculum, the
Outcomes-Based Curriculum in Teacher Education, or Experiential Teacher Education.

2. Curriculum Program Component Evaluation. A curriculum component may include separate evaluation
of (a) achieved learning outcomes, (b) curriculum process (teaching-learning methods/strategies), (c)
instructional materials (i.e books, modules, models)
 The first lesson will attempt to teach us how to look into curriculum evaluation from two examples
which are curriculum program evaluation using the curriculum evaluation models and curriculum evaluation
of the specific component of curriculum program as in instructional materials evaluation (books or modules).

Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about? Is it synonymous to
assessment of learning? Analysis of the various definitions reveals that evaluation is both a process and a
tool. As a process it follows a procedure based on models and frameworks to get to the desired results. As
a tool, it will help teachers and program implementers to judge the worth and merit of the program and
innovation or curricular change. For both process and a tool, the results of evaluation will be the basis to
IMPROVE curriculum.

Let’s look at how curricularists define curriculum evaluation.

Persons Definition
Curriculum evaluation is a process done in order to gather data that enables one
Ornstein, A. &
to decide whether to accept, change, and eliminate the whole curriculum of a
Hunkins, F, (1998)
textbook.
Evaluation answers two questions: 1. Do planned learning opportunities,
McNeil, J. (1977) programmes, courses and activities as developed and organized actually produce
desired results? 2. How can a curriculum best be improved?
Evaluation is to identify the weaknesses and strengths as well as problems
Gay, L. (1985) encountered in the implementation, to improve the curriculum development
process. It is to determine the effectiveness of and the returns on allocated finance.
It is a process of delineating, obtaining and providing useful information for judging
Oliva, P. (1988)
alternatives for purposes of modifying or eliminating the curriculum.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes presented by Tyler, Taba
and others at the end of the line or cycle undergo an evaluation. All of them agree that planning, designing,
and implementing are less useful unless there is evaluation. Here are some of the specific reasons.

 Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will
be the basis of the intended plan, design or implementation. This is referred to as the needs
assessment.
 When evaluation is done in the middle of the curriculum development, it will tell if the designed or
implemented curriculum can produce or is producing the desired results. This is related to
monitoring.
 Based on some standards, curriculum evaluation will guide whether the results have equaled or
exceeded the standards, thus can be labelled as success. This is sometimes called terminal
assessment.
 Curriculum evaluation provides information necessary for teachers, school managers, curriculum
specialist for policy recommendations that will enhance achieved learning outcomes. This is the
basis of decision making.

In curriculum evaluation, important processes were evolved such as (a) needs assessment, (b) monitoring,
(c) terminal assessment and (d) decision making.

Curriculum Evaluation Models

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 Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big idea that
collectively tells about the value or worth of something that was done.

How can a merit or worth of an aspect of a curriculum be determined? Curriculum specialists have
proposed an array of models which are useful for classroom teachers and practitioners.

1. Bradley Effectiveness Model

In 1985, L.H Bradley wrote a handbook on Curriculum Leadership and Development. This book
provides indicators that can help measure the effectiveness of a developed or written curriculum. For
purposes of the classroom teacher, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example: Elementary Science
Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study Curriculum. Then
find out if the curriculum you are evaluating answers Yes or No. Answering Yes to all the questions means,
good curriculum as described by Bradley.

Bradley’s Effectiveness Model for Curriculum Development Indicators

Indicators
Vertical Curriculum Continuity
Horizontal Curriculum Continuity
Instruction Based on Curriculum
Broad Involvement
Long Range Planning
Positive Human Relations
Theory into Practice
Planned Change
If any of the indicators is answered with a “No”, actions should be made to make it Yes.
Descriptive Questions Yes or No
Does the curriculum reflect the format (i.e K to 12,
OBE, Inquiry, etc.) that enables teachers quickly
access what is being taught in the grade/year levels
below or above the current level? (Example: If you
are looking at Science 5, below means Science 4
and above means, Science 6)
Does the curriculum provide content and objectives
that are common to all classes of the same grade
level? (Example: All English 101 for all 1st year
college students)
Are lesson plans/syllabi/course design derived from
the curriculum and strategies? Are materials used
correlated with the content, objectives and
activities?
Is there evidence of involvement of the different
curriculum stakeholders in the planning, designing
and implementation and review of the curriculum?
Is review cycle followed within the period of
planning and implementation of the curriculum?
Did the initial thoughts about the curriculum come
from teachers, principals, curriculum leaders and
other stakeholders?
Is there clarity of vision, mission, graduation
outcomes, program philosophy, learning outcomes
in the curriculum?
Are there tangible evidence to show that the
internal and external publics accept the developed
program?

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2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to influence
many curriculum assessment processes. His monograph was entitled Basic Principles of Curriculum and
Instruction.

In using the Tyler’s model, the following curriculum components and processes are identified in
curriculum evaluation.

Curriculum Elements
1. Objectives/Intended Learning
Outcomes
2. Situation or Context
3. Evaluation Instruments/Tools
4. Utilization of Tool
5. Analysis of Results
6. Utilization of Results
Action
Evaluation Process Taken:
Yes or No
1. Pre-determine intended learning outcomes or
objectives.
2. Identify the situation/context that gives opportunity
to develop behavior or achieve objectives
3. Select, modify and construct evaluation
instruments or tools. Check its objectivity, reliability
and validity.
4. Utilize the tools to obtain results.
5. Compare the results obtained from several
instruments before and after to determine the
change.
5. Analyze the results obtained to determine strength
and weaknesses. Identify possible explanation about
the reasons for the particular pattern.
6. Use the results to make the necessary
modifications.

Using all the steps to evaluate the curriculum and obtaining all YES answer would mean the
curriculum has PASSED the standards. Tyler’s model of evaluating the curriculum is relatively easy to
understand which many teachers can follow.

3. Daniel Stufflebeam’s Context, Input, Process Product Model (CIPP)

The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee chaired
by Daniel Stufflebeam. The model made emphasis that the result of evaluation should provide data for
decision making. There are four stages of program operation. These include (1) CONTEXT EVALUATION,
(2) INPUT EVALUATION, (3) PROCESS EVALUATION and (4) PRODUCT EVALUATION. However, any
evaluator can only take any of the four stages as the focus of evaluation.

 Context Evaluation- assesses needs and problems in the context for decision makers to determine
the goals and objectives of the program/curriculum.
 Input Evaluation- assesses alternative means based on the inputs for the achievement of objectives
to help decision makers to choose options for optimal means.
 Process Evaluation- monitors the processes both to ensure that the means are actually being
implemented and make necessary modifications.
 Product Evaluation- compares actual ends with intended ends and leads to a series of recycling
decisions.

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For all the four stages, the six steps are suggested.

Stages of the CIPP Steps Taken in All the Stages

Step 1: Identify the kind of decision to be made.
1. Context Evaluation Step 2: Identify the kinds of data to make that
decision
2. Input Evaluation Step 3: Collect the data needed.
Step 4: Establish the criteria to determine quality
3. Process Evaluation of data.
Step 5: Analyze data based on the criteria.
4. Product Evaluation Step 6: Organize needed information needed for
decision makers.

4. Stake Responsive Model. Responsive model is oriented more directly to program activities than
program intents. Evaluation focuses more on the activities rather than intent or purposes.

Robert Stake (1975) recommends to the curriculum evaluator the following steps.

The curriculum evaluator follows the steps below

Meets with stakeholders to identify their perspectives and intentions regarding curriculum
Step 1
evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the evaluation.
Observes the curriculum closely to identify the unintended sense of implementation and
Step 3
any deviations from announced intents.
Step 4 Identifies the stated real purposes of the program and the various audiences.
Identifies the problems of the curriculum evaluation at hand and identifies an evaluation
Step 5
design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats for the report.

5. Scriven Consumer Oriented Evaluation. Michael Scriven, in 1967 introduced this evaluation among
many others when education products flooded the market. Consumers of educational products
which are needed to support an implemented curriculum often use consumer-oriented
evaluation. These products are used in schools which require a purchasing decision. These
products include textbooks, modules, educational technology like softwares and other
instructional materials. Even teachers and schools themselves nowadays write and produce
these materials for their own purposes.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or summative
evaluation purposes. The use of criteria and checklist was proposed by Scriven for adoption by educational
evaluators.

An example of an Instructional Material Review Form by Marvin Patterson of Florida State

University is adapted for better understanding.

Preliminary Information Recommendation

Title: ____ Retain for further review
Author(s) ____ Reject (Comments)
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 Publisher:
Copyright date:
Material Evaluator:

Use the following codes to rate the material

+ means yes or good quality - means no or poor quality

O means all right but not of good quality NA means not applicable

Criteria + yes or 0 all right - no or NA not

good but not poor applicable
so good
1. Content covers a significant portion of the
course competencies.
2. Contents are up to date.
3. Reading level is appropriate for most
students who will use the material.
4. Intended Learning Outcomes, competencies
are stated.
5. Formative and Summative assessments are
included.
6. Activities are varied to meet the needs of
students.
7. Teacher’s guide is included with
management suggestions.
8. Materials are presented in logical order.
9. Learning outcomes, competencies and/or
tasks.
10. Degree of match between learning activities
and intended learning outcomes.
11. Quality of test items and degree of match
with intended learning outcomes.
12. Quality of direction on how students will
process through the materials.
13. Quality of drawings, photographs, and/or
other materials.
14. Overall design of the learning activities for
individual instruction.
15. Quality of management procedures for
teachers (TGs)
16. Optional (List course map competencies
covered by the instructional material)

Using the checklist for instructional material review or evaluation may help any curricularist make
a decision as to which textbook, modules or any instructional support material will be used, revised,
modified or rejected.

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A Simple Way of Curriculum Evaluation Process

For a very simple and practical way of curriculum evaluation, responding to the following questions
will provide an evaluation data for curriculum decision. Just ask the following questions and any NO answer
to an item will indicate a need for a serious curriculum evaluation process.

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculum require less demands?

3. Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary, tertiary
levels)

4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d) testes and (e) learned?

5. Does the curriculum include formative assessment?

6. Does the curriculum include summative assessment?

7. Does the curriculum provide quantitative methods of assessment?

8. Does the curriculum provide for qualitative methods of assessment?

9. Can the curriculum provide the data needed for decision making?

10. Are the findings of evaluation available to stakeholders?

In summary, whatever models of curriculum evaluation to be used, ASCD, 1983 suggests

the following steps:

Steps in Conducting a Curriculum Evaluation

Steps What to Consider

 Curriculum Program Sponsors, Managers and
1. Identifying primary audiences Administrators, School Heads, Participants (Teachers and
Students) Content Specialist; other stakeholders.
2. identifying critical  Outcomes (expected, desired, intended) Process
issues/problems (Implementation) Resources (Inputs)
 People (teachers, students, parents, curriculum
3. Identifying data source developers) Existing documents; Available records;
Evaluation Studies.
 Standardized Test, informal tests, Samples of students
4. Identifying techniques for
work, interviews; participant observations, checklist,
collecting data
anecdotal records.
5. Identifying established  Standards previously set by agency (DepEd, CHED,
standards and criteria Professional Organization)
6. Identifying techniques in data  Content analysis, process analysis, statistics, comparison,
analysis evaluation process
 Written; oral; progress; Final; summary; descriptive;
7. Preparing evaluation report graphic; evaluative and judgmental; list of
recommendations
 Case studies; tests scores summary’ testimonies;
8. Preparing modes of display multimedia representation; product display (exhibits);
Technical report.
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 The steps are easy to follow. Begin thinking of how curriculum evaluators will proceed in finding
out if there is a need to modify, enhance or continue with the implementation of the curriculum. After all, the
main purpose of evaluation is to improve the existing condition, so that it would benefit the students.

Lesson 2
Planning, Implementing and Evaluating: Understanding the Connections

The Evaluation Cycle: The Connections

Evaluation Cycle

Evaluating Planning

Implementing

Planning, Implementing and Assessing are three processes in curriculum development that are
taken separately but are connected to each other. The cycle continues as each is embedded in a dynamic
change that happens in curriculum development.

Key Idea: Planning is an initial step in curriculum development.

Evaluation Cycle

Planning

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 Planning is an initial process in curriculum development. It includes determining the needs through
as assessment. Needs would include those of the learners, the teachers, the community and the society
as these relate to curriculum. After the needs have been identified, the intended outcomes are set. Intended
outcomes should be smart, specific, measurable, attainable, with result, and with in the frame of time.
Intended outcomes should be doable, achievable and desired. After establishing these, then a curricularist
should find out in planning the ways of achieving the desired outcomes. These are ways and means, and
the strategies to achieve outcomes. Together with the methods and strategies are the identification of
support materials. All of these should be written, and should include the means of evaluation.

An example of a curriculum plan is a lesson plan. It is a written document. Many planners would
say: “A good plan is half of the work done.” So, in curriculum development a well-written plan ensures a
successful implementation.

The end product of planning is a written document. Some outputs of curriculum planning are lesson
plans, unit plan, syllabus, course design, modules, books, instructional guides, or even a new science
curriculum plan.

Key Idea: Implementation continues after planning.

Evaluation Cycle

Implementing
What should be implemented? The planned curriculum which was written should be implemented.
It has to be put into action or used by a curriculum implementor who is the teacher. Curriculum plans should
not remain as a written document. It will become useless.

A curriculum planner can also be a curriculum implementor. In fact, a curriculum planner who
implements the curriculum must have a full grasp of what is to be done. This is an important role of the
teacher.

With a well-written curriculum plan, a teacher can execute this with the help of instructional
materials, equipment, resource materials and enough time. The curriculum implementor must also see to
it that the plan which serves as a guide is executed correctly. The skill and the ebility of the teacher to
impart guide learning are necessary in the curriculum implementation. It is necessary that the end in view
or the intended outcomes will be achieved in the implementation.

Key Idea: Evaluation follows implementation

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 Evaluation Cycle

Evaluating

The focus of this chapter is evaluation after planning, and implementation was done. It is very
necessary to find out at this point if the planned or written curriculum was implemented successfully and
the desired learning outcomes were achieved.

Curriculum evaluation as a big idea may follow evaluation models which can be used for programs
and projects. These models discussed in the previous lesson guide the process and the corresponding
tools that will be used to measure outcomes.

However, when used for assessment of learning, which is also evaluation, more attention is given
to levels of assessment for the levels of learning outcomes as defined by the Department of Education,.
The use of the description for the proficiency the learner is described by the qualified values of the weighted
test scores in an interval scale.

Key Idea: What has been planned, should be implemented and what has been implemented should be
evaluated.

Finally, the PIE. The cyclical flow of the three processes in curriculum development is very easy to
remember and follow. As a curriculuarist, these guiding ideas clarify our understanding that one cannot
assess what was not taught, nor implemented what was not planned. PLAN then IMPLEMENT then
EVALUATE and the next cycle begins.

REFERENCES:

 Bilbao, Purita P., EdD, Dayagbil, Filomena T., Ed.D, Corpuz, Brenda B., PhD, (2015) Curriculum
Development For Teachers. Lorimar Publishing Inc., Quezon City, Metro Manila.
 Bilbao, Purita P., EdD, Dayagbil, Filomena T., Ed.D, Corpuz, Brenda B., PhD, (2014) Curriculum
Development For Teachers. Lorimar Publishing Inc., Quezon City, Metro Manila.
 Pawilen, Greg T. (2015) Curriculum Development: A Guide For Teachers and Students. Rex Book
Store, Inc., Nicanor Reyes, Sr. St., Sampaloc, Manila.

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