UNIT III

Curriculum
EVALUATION
KRISTINE HABOC
Reporter
 OBJECTIVES
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
 LET’S DEFINE

CURRICULUM

EVALUATION
 CURRICULUM
A curriculum includes the content and lessons
taught for each subject, including the lesson
framing, implementation goals, and assessments.
 EVALUATION
Evaluation is the process of collecting data on the
programme to determine its value or worth with the
aim of deciding whether to adopt, reject,or revise
the programme.
CURRICULUM EVALUATION
Curriculum evaluation is a systematic and
comprehensive process that involves assessing the
design, implementation, and outcomes of an
educational curriculum.
Curriculum Evaluation
A PROCESS AND A TOOL
Evaluation is both a process and a tool.
Curriculum Evaluation as a Process
Curriculum Evaluation as a Tool

As a process and a tool, the results of evaluation will

be the basis to IMPROVE curriculum.
 Curricularists
DEFINED CURRICULUM EVALUATION
Ornstein, A. & Hunkins F, (1998)
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
McNeil, J.(1977)
Evaluation answers two questions:
Do planned learning opportunities,
programmes, courses and activities as
developed and organized actually
produce desired results?
How can a curriculum best be
improved?
 Curricularists
DEFINED CURRICULUM EVALUATION
Gay, L. (1985) Oliva, P. (1988)
Evaluation is to identify the It is a process of delineating, obtaining and
weaknesses and strengths as well as providing useful information for judging
problems encountered in the alternatives for purposes of modifying, or
implementation, to improve the eliminating the curriculum.
curriculum development process. It is
to determine the effectiveness of and
the returns on allowed finance
 People Interested
IN THE RESULTS OF CURRICULUM EVALUATION

Parents/Guardians
Teachers
Public
School Administrators
Educational Researchers/ Educational Specialists
Curriculum developers and publishers
REASONS FOR
EVALUATION
REASONS FOR EVALUATION
Here are the specific reasons and the important processes
evolved in curriculum evaluation.

A. Needs Assessment,
B. Monitoring,
C. Terminal Assessment and;
D. Decision Making
REASONS FOR CURRICULUM
EVALUATION
1 Ensuring Alignment in Educational Goals
To ensure that the curriculum aligns with the overall educational goals
and objectives.

2 Adaptation to Changing Needs

To adapt the curriculum to changing educational needs and societal

demands.

3 Improving Teaching and Learning

To identify areas for improvement in teaching methods and learning

resources
REASONS FOR EVALUATION
4 Meeting Standards and Evaluation

To ensure that the curriculum meets educational standards and

regulatory requirements.

5 Enhancing Student Engagement

To evaluate the level of student engagement and interest in the

curriculum.

6 Assessing Effectiveness of Assessments

To evaluate the effectiveness of assessment methods in measuring

student learning.
REASONS FOR EVALUATION
7 Promoting Inclusivity and Diversity

To ensure that the curriculum reflects diverse perspectives and is

inclusive.

8 Resource Utilization and Efficiency

To assess the efficiency of resource utilization in delivering the

curriculum.

9 Feedback for Continuous Improvement

To provide feedback for continuous improvement and refinement of

the curriculum
REASONS FOR EVALUATION

10 Preparing Students for Future Challenges

To provide feedback for continuous improvement and refinement of

the curriculum.
 TYPES OF
EVALUATION
TYPES OF EVALUATION

FORMATIVE EVALUATION

SUMMATIVE EVALUATION

DIAGNOSTIC EVALUATION
 FORMATIVE EVALUATION

Generally any evaluation that takes place before or during

a project’s implementation:
with the aim of improving the project’s design and
performance.
an ongoing classroom process that keeps students and
educators informed of students’ progress toward
program learning objectives
 SUMMATIVE EVALUATION

Summative evaluation can take place during the project

implementation, but is most often undertaken at the
end of a project.
The teacher uses summative evaluation to determine
what has been learned over a period of time, to
summarize student progress, and to report to students,
parents and educators on progress relative to
curriculum objectives.
It occurs most often at the end of a unit.
 DIAGNOSTIC EVALUATION

It usually occurs at the beginning of the school year or

before a new unit.
It identifies students who lack prerequisite knowledge,
understanding or skills.
It identifies student interests.
Provides information essential to teachers in
designing appropriate programs for all students.
EVALUATION
MODELS
TYLER-OBJECTIVES
CENTERED MODEL
The Tyler Model, created by Ralph Tyler, is
known as the objective model.
He explained a four-step process for
evaluating curriculums.
Purpose:
TO MEASURE STUDENTS PROGRESS TOWARDS OBJECTIVES
TYLER’S OBJECTIVE MODEL
Objectives

Selection of learning
experience

Organization of
learning experience

Evaluation
 STAKE'S MODEL

Robert Stake designed the Stake's Model

also known as the countenance model.
This model approaches evaluation from a scientific
standpoint.
Stake determined three critical areas of the
curriculum that must be analyzed.
 STAKE'S MODEL

Any condition existing prior to teaching

ANTECEDENTS
and learning which may relate to outcome.

The countless encounters of students with

TRANSACTIONS teacher, student with student, author with
reader, parent with counselor.

OUTCOME Include measurements of the impact of

instruction on learners and others
Using this model to evaluate a reading curriculum, an evaluator would first look at students'
reading levels before implementation, analyze what is happening during implementation, and
then look at the reading levels after to see if improvement was made.
 CIPP MODEL
Using the CIPP Model with a science curriculum may
involve identifying the context and what students need to
learn.
Next, they would decide what resources could be
used with the given budget and time.
Finally, as the curriculum is implemented, it would be
continually assessed for process errors;
and at the end, they would check the product
CIPP MODEL
 CONTEXT
EVALUATION INPUT

Needs of the curriculum when Considering the budget, time,

looking at the environment and and resources, what can be
objectives used to meet objectives.

PROCESS PRODUCT
Assess the implementation of Relate outcome information
the curriculum. Identifying the to objectives and to context
defects in the design, activities input and process
that will be planned, and how information
the procedures will be
recorded.
Signs of the CIPP Model Steps Taken in All the Stages

1.Context Evaluation Step 1: Identify the kind of decision to be made.

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 of data

3. Process Evaluation
Step 5: Analyze data based on the criteria

Step 6: Organize needed information needed for

4. Product Evaluation decision makers.
 This provides indicators that can help
BRADLEY measure the effectiveness of a
developed or written curriculum.
EFFECTIVENESS First, identify what curriculum you
MODEL FOR will evaluate then find out if the
CURRICULUM curriculum you are evaluating
answers Yes or No.
DEVELOPMENT Answering Yes to all the questions
INDICATORS means goods curriculum as describe
by Bradley.
INDICATORS DESCRIPTIVE QUESTIONS YES OR NO

Does the curriculum reflect format (i.e K to 12, OBE,

Vertical Inquiry, etc) that enables teacher quickly access what is
curriculum being taught in the grade/year levels below or above the
continuity current level? ( Example: if you are looking at Science 5,
below means Science 4 and above means Science .

Horizontal Does the curriculum provide content and objective that

Curriculum are common to all classes of thhe same grade level? ( ex.
Continuity All English 101 for all 1st year college students)

Instruction Are lesson plans, syllabi course design derived from the
based on curriculum and strategies? Are materials used correlated
Curriculum with the content, objectives and activities?
 INDICATORS DESCRIPTIVE QUESTIONS YES OR NO

Is there evidence of involvement of the different

Broad
curriculum stakeholders in the planning, designing and
Involvement
implementation and review of the curriculum?

Long Range Is review cycle followed within the period of planning

Planning and implementation of the curriculum?
 SCRIVEN CONSUMER
ORIENTED EVALUATION
Consumer-oriented evaluation
uses criteria and a 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.
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

1 . Content covers a significant portion of the course compentencies

2. Contents are up-to-date

3. Reading level is appropriate for most students who willl use the
material

4. Intended learning outcomes, compentencies are stated

5. Formative and summative assesments are included.

6. Activities are varied to meet the needs of students.

7. Teacher’s guide is included with management suggestions.

THANK YOU FOR
LISTENING