EXPLANATION

Slide 11
Evaluation essentially is the provision of information for the sake of facilitating decision making at
various stages of curriculum development. This information may pertain to the program as a complete
entity or only to some of its components. Evaluation also implies the selection of criteria, collection and
analysis of data. It includes obtaining information for use in judging the worth of a programme and
procedure. It is a comprehensive term and transcends standardized tests covering all means of
ascertaining the results of construction.
Evaluation of curriculum is an integral and essential part of the whole process of curriculum
development. It is a continuous activity and not a “tail-end-process”. Evaluation and planning are
complementary processes which occur almost simultaneously and continuously. Planning is made on the
basis of evaluation and vice versa. However, as a separate state evaluation has its own entity.

SLIDE 12
The teacher is qualified to judge if a curriculum provides appropriate instruction at three levels of
differentiation: remedial, instructional and advanced

Slide 13
According to the Alberta Teachers' Association, teachers are ethically and legally bound to routinely
assess students and report their progress. A curriculum should help teachers do this by providing a
realistic set of goals and suggested techniques to assist students at all ability levels. When decisions are
made about changes in content, teachers can provide feedback based on their direct interaction with
students.

Slide 14
Informal assessments, as well as standardized tests given at the end of the academic year, yield valuable
information about students' understanding of the concepts they have been taught. It is important to
look at each student's progress in comparison to the entire class. If a majority of pupils achieves a
proficient score, this usually indicates an appropriate alignment of curriculum standards and assessment

Slide 15
Classroom instructors examine the curriculum's objectives to determine the relevance of the materials.
If a great disparity exists, school officials must reassess their programs or consider editing or remapping
the curriculum to best meet the students' needs. Utah State University's education department advises
teachers to assess their curriculum if students do not achieve 80- to 90-percent mastery on specific
skills. In such a case, the curriculum may lack instructional guidance necessary for teaching prerequisite
skills. Conversely, if students continually meet or exceed these percentages, teachers can propose
advanced instruction

Slide 16
This type of instruction begins as early as kindergarten. Certainly, there will be a greater degree of
hands-on teaching at this level, but even students ages 4 and 5 are capable of applying strategies like
questioning and monitoring as the teacher reads a story to them. After they learn to read, these
techniques continue to guide their instruction.

Teachers are uniquely qualified to determine if student outcomes and curriculum objectives are
properly aligned and implemented

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