Chapter 4 : Evaluating the Curriculum

Module 5 – Curriculum Evaluation and the Teacher

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.
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?

Lesson 1 – What, Why and How to Evaluate a Curriculum

Curriculum evaluation is 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. Refers to the overall aspects of a curriculum as a

subject, degree program, curriculum reform program and the like. Examples are The
curriculum dev’t as a subject, Bachelor of Education as a degree, K to 12 as a
curriculum reform.
- Program evaluation will be using program evaluation models like Bradley
Effectiveness Model, Tyler’s Objective Centered Model, etc.
2) Components of a Curricular Program. This will cover separate evaluation for a
curriculum components such as 1) Achieved Learning Outcomes 2) Teaching
Learning Process 3) Instruction Materials 4) Assessment of the Learning Outcomes.
Curricular program component evaluation refers directly to the assessment of
curriculum contents and processes as implemented everyday in view of the
learning outcomes as either formative or summative.

Curriculum Evaluation: A Process and a Tool

An 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 the desired
results. As a tool, it will help teachers and program implementors 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.

Curriculum evaluation is a process done in order to gather data that enables one to
decide whether to accept, change, eliminate the whole curriculum of a textbook. (Ornstein, A. &
Hunkins, F, 1998).

Evaluation answers two questions: 1. Do planned learning opportunities, programmes,

courses and activities as developed and organized actually produce desired results? 2. How
can a curriculum best be improved? (McNeil, J., 1977)
 Evaluation is to identify the weaknesses and strengths as well as problems encountered
in the implementation, to improve the curriculum development process. It is to determine the
effectiveness of and the returns on allocated finance. (Gay, L, 1985)

It is a progress of delineating, obtaining and providing useful information for judging

alternatives for purposes of modifying, or eliminating the curriculum. (Oliva, P., 1988)

Reasons for Curriculum Evaluation

Here are some of the specific reasons:

1) Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum

that will be the basis of the intended plan, design or implementation. (needs
assessment)
2) 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.
(monitoring)
3) Based on some standards, curriculum evaluation will guide whether the results have
equalled or exceeded the standards, thus can be labelled as success. (terminal
assessment)
4) Curriculum evaluation provides information necessary for teachers, school managers,
curriculum specialist for policy recommendations that will enhance achieved learning
outcomes. (decision making)

Curriculum Evaluation Models

Curriculum evaluation 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.

Curriculum specialists have proposed an array of models which are useful for classroom
teachers practitioners. Let us look at some of these.

1. Bradley Effectiveness Model

2. Tyler Objectives-Centered Model (Basic Principles of Curriculum and Instruction)

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 emphasized that the result of evaluation
should provide data for decision making. There four stages of program operation:

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

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 the following steps to the curriculum evaluator.

The curriculum evaluator follows the steps below.

1. Meets with stakeholders to identify their perspectives and intentions regarding

curriculum evaluation.
2. Draws from step documents to determine the scope of the evaluation.
3. Observes the curriculum closely to identify the unintended sense of implementation and
any deviations from announced intents.
4. Identifies the stated real purposes of the program and the various audiences.
5. Identifies the problems of the curriculum evaluation at hand and identifies an evaluation
design with needed data.
6. Selects the means needed to collect data or information.
7. Implements the data collection procedure.
8. Organizes the information into themes.
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. These products are used in
schools which require a purchasing decision. These products include textbooks, modules,
educational technology like softwares and other instructional materials.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or
summative evaluation purposes. An example of an Instructional Material Review Form by
Marvin Patterson of Florida State University is adapted for better understanding.
 Using the above checklist for IMs review or evaluation may help any curricularist make a
decision as to which textbook, modules or any instructional support material wil be used,
revised, modified or rejected.

A Simple Way of Curriculum Evaluation Process

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, elem, secondary,
tertiary levels)
4. Can the curriculum aspects be assessed as a) written b) taught c) supported d) tested
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 What to Consider

1. Identifying primary audiences - Curriculum program sponsors, managers

and administrators, school heads,
participants (teachers and students) content
specialist; other stakeholders.

2. Identifying critical issues / problems - Outcomes (expected, desired, intended)

Process (implementation) Resource (Inputs)

3. Identifying data source - People (teachers, students, parents,

curriculum developers) Existing documents;
Available records; Evaluation Studies.

4. Identifying techniques for collecting - Standardized test, informal tests, samples

data of students work; interviews; participant
observations, checklist, anecdotal records.

5. Identifying established standards and - standards previously set by agency (DepEd,

criteria CHED, Professional Organization)

6. Identifying techniques in data analysis - Content analysis, process analysis,

statistics, comparison, evaluation process

7. Preparing evaluation report - Written, oral, progress, final, summary,

descriptive, graphic, evaluative and
judgmental, list of recommendations

8. Preparing modes of display - Case studies, test scores summary,

testimonies, multi media representation,
product display (exhibit), technical report
Task 1

Lesson 2 – Curriculum Evaluation Through Learning Assessment

Let’s find out that in this lesson, that assessment of learning is an evaluation process
that tells whether the intended learning outcomes, through the teaching-learning process, have
been converted in to achieved learning outcomes. We will also find out that learning outcomes
can be measured through the use of different assessment tools.
1. Philippines Qualification Framework (PDF)
PQF is a reference system of national standards of what qualifications one has earned
by education and training in the Philippines. It specifies what an individual has learned in
and out of formal schooling (lifelong learning) based on qualification, levels and degree
of competencies on knowledge, skills, applications, values and degree of independence.
A person is deemed qualified if he or she achieved the specific learning outcomes
necessary for the academic, work and community requirements for which an official
qualification shall be conferred. (RA 10968, s. 2018)
Assessment Tools for Each Level of Learning Outcomes
Knowledge, Process, Understanding (KPU) Learning Outcomes
Students who can show that they have gained knowledge, can apply such knowledge
and have achieved several meanings on the particular knowledge have achieved the learning
outcomes. The three types of learning outcomes and on the different levels can be assessed in
many ways with the use of appropriate tools.
Types of Tests to Measure Knowledge, Process and Understanding
1. Objective Tests. Tests that require only one correct answer, difficult to construct but
easy to check.
1.1 Pencil-and-paper test.
1.1.1 Simple recall. Most common tool to measure knowledge. Varieties are fill
in the blanks, enumeration, identification, simple recall
1.1.2 Alternative response test. Two options are provided. Items can be
stated in a question or a statement form.
 Examples: True or false example: The Philippine population
has reached one million.
Yes or No- Example: Has the Philippine population
reached one million?
1.1.3 Multiple Choice test. This is the type identified as the most versatile test
type because it can measure a variety of learning outcomes. It consists of a problem and
a list of suggested solutions.
The incomplete statement, or direct question is called the STEM. The list of suggested
solutions in words, numbers, symbols or phrases are called ALTERNATIVES,
OPTIONS, CHOICES. There should be three to five options in each item. The correct
alternative is called the ANSWER while the remaining options or choices are called
DISTRACTERS, DISTRACTORS, or DECOYS. Some multiple choice items are
presented with a STIMULUS MATERIAL.

 Correct Answer Type. Other alternatives are clearly wrong and only
one is the correct answer. This can be constructed in either direct
question or completion of the sentence.
Examples:
Direct Question:
What is NOT a member of ASEAN 2015 Economic Community?
A. Vietnam B. Korea C. Malaysia D. Philippines
Incomplete Sentence:
A country in Southeast Asia which is not a member of the ASEAN
2015 economic community is
A. Vietnam B. Korea C. Malaysia D. Philippines

 Best Answer Type. All the alternatives are correct but only one is the
best.
Direct Question:
What do progressive educators consider as the most important factor
in teaching-learning process?
A. Teacher B. Learner C. Books D. Principal
Incomplete Sentence-
According to progressive educators, the most important factor in the
teaching-learning process is
A. Teacher B. Learner C. Books D. Principal
1.1.4 Matching type test. The most common matching type test is made up of two
parallel columns, the first column (A) is the premise that presents the problem, and the
second column (B) provides the answer. There are many modified matching types as
well.
Matching type test is useful in measuring factual information as well as
relationships between two things, ideas, or concepts. It reduces guessing
to the minimum as compared to alternative response test. Some of the
relationships that can be matched are found in the matrix below:
 Relationships That Can Be Used in Matching Type Tests
Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes

1.2.4.1 Perfect Matching Type. The number of premises in Column A is less than the
number of responses in Column B. The response can only be used once.
Example:
In column A are popular descriptions of Presidents during their term of office. Match
them with names of Philippine Presidents in column B.
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of Masses
2. Carlos P. Garcia B. People power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land Reform Law

1.2.4.2 Imperfect Matching Type. The number of premises in Column A is not equal to
the number of the responses in Column B, or the other way around. The response or the
premise can be used more than once.

Example:

In column A are names of well-known curriculum evaluators. Match them with the
evaluation models they have been identified with in Column B. You can see the letter once or
more than once.

Column A (Premise) Column B (Responses)

1. Consumer Oriented Model A. Michael Scriven
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model

1.2 Subjective Test. Learning outcomes which indicate learner’s ability to originate and express
ideas is difficult to test through objective type test. Hence, in subjective type test, answers
through reflections, insights, and opinion can be given through essay.
1.2.1 Essay test items allow students freedom of response. Students are free to select,
relate and present ideas in their own words. The type of answers would reflect the extent of the
learner’s knowledge of the subject matter, ability to use higher order thinking skills and express
ideas in an accurate creative and appropriate language.
1.2.1.1 Restricted Response Item. This is like an expanded form of short answer type
objective test. There is a limit on both the content scope and the form of student response. It is
most useful in measuring learning outcomes that require the interpretation and application of
data in a specific area.
Examples:
1. What are the main body parts of plant? Describe each part.
2. Why is the barometer one of the most useful instruments to forecast the weather?
Explain in one paragraph.

1.2.1.2 Extended Response Item. The student is generally free to select any factual
information that can help in organizing the response. The contents of an extended essay
will depend on the analysis, synthesis, evaluation and other higher order thinking skills of
the test takers.

Examples:
1. Evaluate the significance of the result of national referendum of Scotland to the
global peace condition.
2. What can you say about NATO’s position on the Ukraine-Russian war?
3. Comment on the term “new normal” that refers to the environmental condition and
climate change.

Types of Essay that Measure Complex Learning Outcomes

Type of Essay Test Item Examples of Complex Learning Outcomes

that can be Measured
Restricted Response Essay Items Ability to:
- Explain cause-effect relationships
- Describe application of principles
- Formulate valid conclusion
- Enumerate and explain
- Explain methods and procedure
Extended Response Essay Items Ability to:
- Organize ideas
- Integrate learning
- Design an experiment
- Evaluate the worth of ideas

Assessment Tools to Measure Authentic Learning Performance and Products (KPUP)

Level IV of the learning outcomes in KPUP can be assessed through Performance or product.
These learning outcomes can be best done through the use of authentic evaluation. Authentic
evaluation is a test that measures real life tasks, performances and actual products. The most
common of the authentic assessments are the performance assessment and the use of
portfolio.

Performance Assessment Tools

1. Checklist is a tool that consists of a list of qualities that are expected to be observed as
present or absent. The presence is to be marked ✓ and the absence is marked X.

Example: Checklist on the use of microscope (10 pts)

Instruction: Observe the student in a laboratory activity with the use of microscope.
Check (✓) the items which you have seen, which were done approximately and mark
(X) items which were not appropriately done.
_____ 1. Wipes the slide with lens paper.
_____ 2. Places drop or two of culture on the slide.
_____3. Adds few drops of water.
_____4. Places slides on the stage.
_____5. Turns to low power lens.
_____6. Looks through eyepiece with one eye.
_____7. Adjusts mirror.
_____8. Turns high power lens.
_____9. Adjusts for maximum enlargement and resolution.
_____10. Records results.

2. Rating Scale is a tool that uses a scale in a number line as a basis to estimate the numerical
value of a performance or a product. The value is easier to score if the points are in whole
numbers. The most popular rating scale is called Likert Scale.

Example: Rating Scale for a Science Project (name/title)

Instruction: On a scale of a to 10, with 1 as the lowest, and 10 as the highest score, rate the
projects on the following elements. Circle the choice of your answer.

1. Have clear purpose/s 1 2 3 4 5 6 7 8 9 10

2. Are relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3. Use local materials 1 2 3 4 5 6 7 8 9 10
4. Show collaborative work 1 2 3 4 5 6 7 8 9 10
5. Create an overall impact to humanity 1 2 3 4 5 6 7 8 9 10

3. Rubrics for Portfolio. A portfolio is a compilation of the experiences as authentic learning

outcomes presented with evidence and reflections. To assess, the total learning experiences as
presented in a wholistic package, an assessment tool called a RUBRIC is utilized.

Levels of Assessment for the Levels of Learning Outcomes

 Levels of assessment describe levels of the learning outcomes which are 1) Knowledge, 2)
Process or skills, 3) Understanding, 4) Products or Performance. The levels of learning
outcomes are also used to describe the levels of assessment. Through the DepEd Order 73,
s.2012 levels of learning outcomes are also the levels of assessment. In other words, the levels
of assessment follow also the levels of thinking skills from lower level to higher level.

Levels of Learning What to Test / Assess? Type of Percentage

Outcomes / Assessment Value in
Assessment Assessment
Level 1 – Knowledge Who, What, When, How, Pencil & paper / non- 15%
Why paper-and-pencil
Level 2 – Process Constructed meaning from Pencil & paper / non- 25%
Skills Knowledge paper-and pencil
Level 3 - Explanations, Pencil & paper 30%
Understanding Interpretations, Applications,
Empathy, Perspective and
Self Knowledge. Big ideas,
principles and generalization

Placing Value to Assessment Results from KPUP (D.O. 73 2012) to Written Work,
Performance Task, Quarterly Exam (WW-PT-QE) D.O. 8, s. 2015

While the KPUP is still utilized in the grading system, however it has been slightly
modified by WW-PT-QE.
A summative assessment is composed of Written Work (WW) Performance Tasks (PT)
and Quarterly Assessment (QA). This will be explained in the table below.

Table 4 – Components of Summative Assessment

Components Purposes When Given

Written Work (WW)
Performance Task (PT)
Quarterly Assessment (QA)
1. Assess learners’ understanding of At the end of the topic
concepts and application of skills in or unit.
written form.
1. Involve students in the learning At the end of the
process individually or in lesson focusing on a
collaboration with team mates over a topic/skill lesson
period of time.
2. Give students opportunities to
demonstrate and integrate their
knowledge, understanding and skills
about topics or lessons learned in a
specific real-life situation by
performing and / or producing
evidence of their learning.
3. Give students the freedom to
express their learning in appropriate
and diverse ways.
4. Encourage student inquiry,
integration of knowledge,
understanding, and skills in various
contexts beyond the assessment
period.
Synthesize all the learning skills, Once, at the end of
 concepts and values learned in an the quarter.
entire quarter.
Grades at the End of the School Year and How These are Computed

- Kindergarten: Use of checklist, anecdotal records and portfolios are used instead of numerical
grades which are based on Kindergarten Curriculum Guide.
- Grade 1 to 10 (Junior High)
1. The average of the quarter grades produce the end of the year grade.
2. The general average is computed by dividing the sum of all final grades by the total
numbers of learning areas. Each learning areas has equal weight.

Components Languages, AP, Science, Math MAPEH, EPP/TLE

ESP
Written Work 30% 40% 20%
Performance Task 50% 40% 60%
Quarterly
20% 20% 20%
Assessment

- Grade 11 and Grade 12 (Senior High)

1. The average of the Quarterly Grade produces the semester grade.
2. The general average is computed by dividing the sum of all semestral Final Grades by
the Total Number of Learning Areas.
3. The Senior High School Grading Components

Components Core Academic Track Tech Voc/TVL Sports/ Arts/

Subject Design
All other Work All other Work
subject Immersion / subjects Immersion /
Research Research
Written Work 25% 25% 35% 20% 20%
Performance
50% 45% 40% 60% 60%
Task
Quarterly
25% 30% 25% 20% 20%
Assessment

Reporting Summative Grades by Quarter / Semester or End of the Year

Interpretation of the numerical values for all subject areas is based on the minimum
grade of 60, transmuted into an equivalent of 75 in the report card. The numerical grades are
described in the different levels of proficiency in the different competencies set in the subject
areas.

Level of Proficiency Descriptors Grading scale based on Transmuted

values
Advanced 90% and above
Proficient 85% - 89%
Approaching Proficiency 80% - 84%
Developing 75% - 79%
Beginning Below up to 74%

Task 1
 1. Give two test items that are appropriate for each level of learning outcomes. You can
choose the type of test.
A. Knowledge
B. Process
C. Understanding

2. Ask a teacher (in groups)

a. Interview a teacher in basic education about how they assess learning.
b. Request some items for their assessment tools.
3. Reflect on the question:
a. “Does the result of a periodical test reflect evaluation of a curriculum? Why?”

Lesson 3 – Planning, Implementing and Evaluating: Understanding the Connection

The Evaluation Cycle: The Connections

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.

Planning is an initial process in curriculum development. It includes determining the

needs through an 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 ensure 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.

The planned curriculum which was written should be implemented. It has to 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 ability of the teacher to impart and 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.

Our focus here 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 curricularist, these guiding ideas clarify our
understanding that one cannot assess what was not taught, nor implement what was not
planned. PLAN then IMPLEMENT then EVALUATE and the next cycle begins.

Task 1

A Day in a Life of a Teacher in the Classroom

1. Look for a teacher, whom you know personally.

2. Ask her / him to answer the following:
a. What are the teaching plans that you do everyday? Give at least three.
b. Do you implement these plans? How?
c. If you implement these plans, how do you evaluate these?
3. After you have asked and recorded the information, write these in a paragraph form.