Topic:

CURRICULUM
EVALUATION
WHAT, WHY AND HOW TO EVALUATE
A CURRICULUM
WHAT?
Persons Definition
Ornstein, A. & Curriculum evaluation is a process done in order to gather
Hunkins , F. (1998) data that enables one to decide whether to accept,
change, eliminate the whole curriculum of a textbook.

Evaluation answers two questions .

1. Do planned learning opportunities , programs, courses
McNeil, J. (1997) and activities as developed and organized actually
produced desired results?
2. How can a curriculum best be improved?
Gay, L. (1985) 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 .

Olivia , P. (1988) It is a process of delineating, obtaining and providing

useful information for judging alternatives for purposes of
modifying, or eliminating the curriculum.
WHY?
• Any aspect of an activity or undertakings should be evaluated for
purposes of better performance in the future.
• If evaluated objectively, this brings good result and achieves
quality performance.
• Curriculum assessment is not a one shot deal.
 PART 1: PART 2:
CURRICULUM CURRICULUM
FOUNDATIONS DESIGN
Guiding
principles, The intention and
educational inherent
theory, curriculum challenges of
orientations change

PART 5: PART 3:
AUTHENTIC CURRICULUM
ASSESSMENT CONTENT
PART 4: The relationship
Allowing for CURRICULUM between generic
relevant skills ,learning
assessment
APPLICATIONS
outcomes &
content skills
Planning
instruction
• Graphic shows it is part of a process.

• Therefore, it is a continuous process from what is

intended to what is implemented to what is
achieved.
Bilbao, et. Al. (2003) differentiated what is intended,
implemented and achieved.
• Intended curriculum-refers to the planned
objectives, goals, and purposes of the curriculum.
Answers what the curriculum maker/ framer wants to
do.

• Implemented curriculum–refers to the various

learning experiences provided to the students to
achieve the goals.

• Achieved curriculum- refers to the learning

outcomes measured by learning performances.
What are the objectives of
curriculum evaluation?
These are the general objectives of curriculum evaluation:

 examine and evaluate the historical, philosophical, ethical, social,

economic and political influence on curriculum.

 evaluate curriculum methods and structures in relation to

national curricular standards and to national value-added
mandates.
 Relate cognitive and brain-based research to curricular
methods, structure and intents.

 Analyze the compatibility of the curriculum and related

assessments.

 Explore the effects of curriculum on teaching, learning,

supervision and policy.

 Evaluate the curricular demands of a digital age.

 Define personal philosophy and approaches regarding

curriculum design, development and implementation.
4 Reasons for Curriculum
Evaluation
• Curriculum evaluation identifies the strengths and
weaknesses of an existing curriculum that will be the
basis of the intended plan, design or implementation.
• When evaluation is done in the middle of the
curriculum development, it will designed or
implemented curriculum can produce or is producing
the desired results . This is related to monitoring.
• Curriculum evaluation will guide whether the results
have equaled or exceed the standards (
sometimes called as TERMINALASSESSMENT)
• Curriculum evaluation provides information necessary
for teachers, school managers, curriculum specialist for
policy recommendations that will enhance achieved
learning outcomes. This ids 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.
HOW?
• Steps in Conducting a Curriculum Evaluation
8. Preparing modes of
display
7. Preparing evaluation report

6. Identifying Techniques
5. Identifying established
standards and criteria
4. Identifying techniques
for collecting data
3. Identifying data
source
2. Identifying critical
issues
1.Identifying Primary
Audiences
Steps
1. Identifying primary audiences
2. Identifying critical issues/ problems
3. Identifying data source
4. Identifying techniques for collecting data
5. Identifying established standards and criteria
6.Identifying techniques in data analysis
What to Consider
•Curriculum Program Sponsors, managers and
administrators. School heads, participants (teachers&
students) content specialist; and other stake holders.
•Outcomes(expected, desired, intended) process
(implementation) resources (inputs)
• people(teachers, students , parents , curriculum
developers) existing documents , available records
,evaluation studies
•Standardized test, informal test, sample of students
work, interview, participant observations, checklist,
anecdotal record
•Standards previously set by agency( DepEd, CHED,
Professional Oragnization)
•Content, 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 presentations
; product display (exhibit); technical
report
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.
Despite of variety o methods in curriculum evaluation ,
the approaches are usually classified in to two broad
areas :

 Traditional evaluation – is concerned with

determining the extent to which students achieve the
outcomes of curriculum.(relies heavily on the testing of
students)
 New-wave evaluation –testing should not play the
only role in evaluation but that a great variety of
factors should be considered.

Following are several models consistent with the

traditional and new wave approaches.
 Different Curriculum Evaluation Models
PERSONS EVALUATION/ MODEL SHORT
DESCRIPTION
L.H . BRADLEY BRADLEY EFFECTIVENESS MODEL
RALPH TYLER TYLER’S OBJECTIVE CENTERED MODEL
DANIEL STUFFLE BEAM DANIEL STUFFLE BEAM MODEL (CIPP)
ROBERT STAKE STAKE’S COUNTENACE MODEL (1967) ,
STAKE RESPONSIVE MODEL(1976),
STAKE’S CASE STUDY MODEL(1978)
MICHAEL SCRIVEN SCRIVEN CONSUMER ORIENTED
EVALUATION
HAMMONDS HAMMOND’S GOAL- ATTAINMENT MODEL
PARLETT AND HAMILTON (1976) ILLUMINATIVE MODEL
KEMMIS KEMMI’S (1974) SURROGATE
EXPERIENCE MODEL
CURRICULUM EVALUATION MODEL
S

 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.

 curriculum specialist have proposed an arrays of models which

are useful for classroom teachers and practitioners.

 Let’s look some of these.

BRADLEY EFFECTIVENESS MODEL
-first , you have to identify what curriculum you will evaluate ,
then find out if the curriculum you are evaluating answers
yes or no. answering yes to all questions means good
curriculum as describe by Bradley.

TYLER OBJECTIVE CENTERED MODEL

- Involves: establishing goals or objective; stating the
objectives in behavioral terms; measuring aspects of
student performance at the completion of teaching ;
comparing test results with behavioral objectives
- it is a continuing process
DANIEL STUFFLEBEAM MODEL- CIPP

- 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
4. product evaluation

- however, any evaluator can only take any of the four stages
as the focus of evaluation
STAKE’S COUNTENANCE MODEL
-model emphasizes the importance of both description
and observation in evaluation.
-distinguishes between the evaluators description and
judgment at the different stages of implementing a
curriculum or program; antecedents’, transactions’ and
outcomes’.

STAKE RESPONSIVE MODEL

- is oriented more directly to program activities than the
program intents. Evaluation focuses more on the
activities rather than intent or purposes.
STAKE’S CASE STUDY MODEL
- The case study model is so called because of its
emphasis on the specific situation to be investigated.

SCRIVEN 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
educational evaluators.
HAMMOND’S GOAL-ATTAINMENT MODEL
- Five steps for determining whether a curriculum has
achieved its objectives:
 Isolating the program or part of the curriculum to be
evaluated
 Defining the descriptive variables
 Stating objectives in behavioral terms
 Assessing the behavior described in the objectives
 Analyzing results to arrive at conclusions about the
objectives
PARLETT & HAMILTON’S ILLUMINATIVE MODEL
-this model aims to illuminate the audience’s
understanding of a curriculum or program.
-illuminative evaluation is less restricting than traditional
evaluation.
- Is more concerned with description and interpretation
tan measurement and prediction.

KEMMI’S SURROGATE EXPERIENCE MODEL

-based on the view that curriculum cannot be measured
in precise and objective ways, but requires a broad
evaluation involving the interaction of many variables.