Chapt 6

er
CURRICU
LUM
 EVALUA
TION
is concerned with giving value or
making judgements.
 is done using a set of criteria.
 it enables this process to be always
objective rather than subjective.
 CURRICULUM
EVALUATION according to
Various curriculum scholars
the process of delineating, obtaining,
and providing information useful for
making decisions and judgments about
curricula (Davis 1980)
the process of examining the goals,
rationale, and structure of any
curriculum (Marsh 2004). (In this
book, curriculum evaluation is defined
as the process of making objective
judgment to a curriculum – its
philosophy, goals and objectives,
content, learning experience, and
evaluation.)
the process of assessing the merit and
worth of a program of studies, a course,
or a field of study (Print 1993);
the means of determining whether the
program is meeting its goal (Tuckman
1985);
the broad and continuous effort to
inquire into the effects of utilizing
content and process to meet clearly
defined goals (Doll 1992); and
the process of delineating, obtaining,
and providing useful information for
judging decision alternatives
(Stufflebeam 1971).

CURRICULUM EVALUATION is also

concerned with finding out whether the
curriculum is relevant and responsive to the
needs of society and the learners.
It is a scientific and dynamic process of
understanding the merit of any curriculum.
P urpose Of
C urriculum
E valuation
PRINT (1993) identified several important
purposes and functions of evaluation in school
setting:

• Essential in providing feedback to

learners
• Helpful in determining how well
learners have achieved the objectives
of the curriculum
• To improve curriculum
CURRICULUM EVALUATION is also
useful to administrators and teachers in
many different ways.
For example:
• Evaluation helps in making decisions about
improving teaching and learning processes.
• It helps in shaping academic policies.
• It guides in initiating curricular changes
and innovations.
• It ensures quality of any curricular
program.
• It helps schools align their curriculum to
different curriculum sources and influences.
• It determines the level of success of the
school’s vision and mission.

Conducting curriculum evaluation is a

determinant of an academic institution or
school’s commitment to quality and
continuous improvement. It shows how
serious a school can be in realizing its
philosophy, vision, and mission.
C urriculum
E valuation in t
C lassroom
DOLL (1997) asserted that the classroom in
fact could be the first site of gathering
important data that will lead to curriculum
evaluation.
Within the classroom teachers and
administrators can collect data using
instruments like:
 test results, anecdotal records, checklists,
interview guides, observational guides,
personality inventories, rating scales, IQ
tests, and interest inventories.
TEACHERS
- play an important role in conducting
curriculum evaluation in the classroom
level.
- must be guided in gathering data from
instruments and in interpreting the data.

o The results of classroom-based

evaluation may help in improving
instruction and in the effective
implementation of the curriculum.
 Curriculum
Evaluation
at School System
Level
CURRICULUM evaluation is done
mostly at school system level. This is actually
done to evaluate how the curriculum goals are
attained in the macro level.
Following instruments that can be used in
gather data for the evaluation of the
curriculum.
 Opinion polls, Surveys, Focus-group
discussion, Follow-up studies (Graduate
tracer studies), Standard evaluation
instruments, and Results of district or
national tests.
MODELS of
CURRICUL
UM
EVALUATI
ON
Curriculum SCHOLARS and
WORKERS have identified various
models that can be used for evaluating
curriculum.

Each of these MODELS is a product of

endless works of curriculum scholars
trying to assess the value of particular
curriculum.
A. PROVUS’ Discrepancy Evaluation
Model
- this model was developed by Malcom
Provus in 1971 to evaluate project under
the Elementary-Secondary Education Act in
the United States.
ROBERT STAKE
- his taxonomy of program content helped
Provus to identify FOUR MAJOR STAGES
of conducting curriculum evaluation as shown
to the following slide.
 • Determining program
1 standard
• Determining program
2 performance
• Comparing performance with
standards
3 • Determining whether a discrepancy
exists between performance and
4 standards
FIGURE 16. Provus’ Discrepancy Evaluation Model
Ronald Doll (1997) noted that the
Provus model has been called the
discrepancy model because it compares
performance with standards to determine
whether there is discrepancy between the
two.
It enables the curriculum evaluators and
administrators of the school to collect or
gather concrete evidence of how the
curriculum satisfies the set standards.
B. TYLER Model of Curriculum
Evaluation
- proposed seven steps for evaluating a
curriculum.
 Establishment of goals and objectives
 Classification of the objectives
 Definition of the objectives in behavioral
terms
 Identification of situations in which
achievements of the objectives could be
shown
 Selection of criterion of measurement
procedures
 Collection of data about pupil performance
 Comparison of findings with the stated
objectives

The completion of the seven stages will lead to

the revision of the objectives.
This evaluation model is a cyclical type of
model.
C. STUFFLEBEAM’s CIPP Model
The Phi Delta Kappa National Study
Committee on Evaluation, chaired by
Daniel L. Stufflebeam, developed and
published a curriculum evaluation model
known as CIPP (context, input, process,
product) model (Stufflebeam 1971).

He defined evaluation as the process of

delineating, obtaining, and providing useful
information for judging deciding alternatives.
 FIGURE 17. STUFFLEBEAM’S CIPP Evaluation Model

CONTEXT INPUT

PROCESS PRODUCT
o CONTEXT evaluation
- is the most basic kind of evaluation.
Its purpose is to provide a strong
rationale for determining curriculum
objectives.
o INPUT evaluation
- aims to provide information for
determining how resources are utilized to
achieve curriculum objectives.
o PROCESS evaluation
- focuses on providing periodic
feedback while the curriculum is being
implemented.
o PRODUCT evaluation
- aims to gather, interpret, and appraise
curricular attainment, not just the end of
an implementation of a curriculum.
When using CIPP model, while it is
desirable and ideal to conduct
curriculum evaluation by looking at
the four phases identified by
Stufflebeam, one can also focus in
one or two phases of evaluation.