CURRICULUM EVALUATION

Weeks 10 and 11
Learning Goals and Standards

 Analyze different curriculum evaluation models.

 Identify several factors that are considered in
evaluating curriculum in the Philippine context
Introduction
 This chapter discusses different models for
curriculum evaluation. It aims to help teachers and
education students understand the processes in
evaluating a curriculum from basic education to
higher education, specifically in the Philippine
context.
Lesson Presentation
 Curriculum Evaluation
 Evaluation is concerned with giving value or
making judgments.
 Curriculum scholars define curriculum evaluation
based on how they view curriculum, the purposes
of curriculum, curriculum influences, and how
curriculum is implemented.
 Curriculum evaluation is:
 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)
 The process 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 goals(Bruce Tuckman,1985)
 The broad and continuous effort to inquire into
the effects of utilizing content and processes to
meet clearly defined goals(Doll,1992)
 The process of delineating, obtaining, and
providing information for judging decision
alternatives (Stufflebeam,1971).
 In this book, curriculum evaluation is defined as
the process of making objective judgment to a
curriculum-its philosophy, goals and objectives,
contents, learning experience, and evaluation.
 Focus group discussion
 Follow-up studies(Graduate tracer studies)
 Standard evaluation instruments
 Results of district or national tests
 The schools that gather and analyze data on the
implementation of the curriculum can also do
research activities.
 What data can be gathered in the classroom and
school level?
 How do these data provide the necessary
information for evaluating a curriculum?
 Do you consider accreditation as a form of
curriculum evaluation? Why?
 Provus’ Discrepancy Evaluation Model
 This model for curriculum evaluation was
developed by Malcom Provus(1971) to evaluate
projects under the Elementary-Secondary
Education Act in the United States. Using the
taxonomy of program content developed by
Robert Stake, Provus’ identified four ,major stages
of conducting curriculum evaluation as shown in
Fig
1 Determining program standards

2 Determining program performance

3 Comparing performance with standards

Determining whether a discrepancy exists between

4
performance and standards
 Tyler Model of Curriculum Evaluation
 Aligned to his model of curriculum development,
Ralph Tyler (1950) proposed seven steps for
evaluating a curriculum:
 1. Establishment of goals and objectives
 Classification of the objectives
 Definition of the objectives
 Identification of situations in which achievement
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.
 Stufflebeam’s CIPP Model The Phi Delta Kappa
National Study Committee on Evaluation, chaired
by Daniel L. Stufflebeam’s develop and published
a curriculum evaluation model k9Stufflebeam,
1971)known as CIPP(context, input, process,
product) model
 Stakes’ Stake (1975) claimed that curriculum
evaluation is not complete unless three
categories of data are made available. These
categories of data are:
 1. Antecedents- include data on students and
teachers, the curriculum to be evaluated, and the
community context.
 2. Transactions-include time allotment, sequence
of steps, social climate, and communication flow.
 3.Outcomes-encompass students’ learning in the
form of understandings, skills, and values or
attitudes, as well as the effects of the curriculum
on the teachers, students, and the school.
 Input evaluation
 The purpose of this type of evaluation is to provide
information for determining the resources used to meet
the goals of the program (Khawaja, 2001).
 The resources include time resources, human resources,
physical resources, infrastructure, curriculum and
content for evaluating the quality of education at school.
 Some questions that come under the context of input
are:
 Process evaluation
 Process evaluation focuses on the running of the
program and teaching
learning processes. Implementation is a
phase in which the inputs are used in
effective manner to achieve the desired
aims, objectives, goals of the product.
 The evaluator assesses the processes to
understand how the school is working and which
processes are responsible for better working and
maintaining the quality of education.
 In this phase, implementation decision are taken
(Patil & Kalekar, 2014).
 Processes of the school include systematic
approaches, teaching learning activities,
parent teacher meetings, annual functions,
co-curricular and extracurricular activities;
it also includes student’s board examinations
based on both summative
 and formative assessment (Print,1993). Process deals
with the following questions:
 Product evaluation
 Product evaluation includes the outcomes of the
school. The focus of the product is not on the
student’s achievement of grades but the skills,
attitudes, knowledge, learning and abilities they
attain which the student is going to use in life to
benefit society.
 The aim of the school is to make the students
productive so that they can stand on their feet in
society. (Scriven, 1994). Some important
questions with respect to Product for school
evaluation are
 The CIPP model deals with products or outcomes
not only at the end but
also at different points during the
beginning, implementation and
designing of the Vol. 5 No. 1 (June 2018)
 Aziz, Mahmood & Rehman educational program.
Outcomes are then mapped with objectives,
weaknesses are noted and expected changes are
made for the betterment of the quality of education
 Stakes’ Congruency-Contingency Evaluation
Model
 Robert Stake(1975) claimed that curriculum is
not complete unless three categories of data are
made available. These categories of data are:
 1. Antecedents-include data on students and
teachers, the curriculum to be evaluated, and the
community context.
 2.Transactions-include time allotment, sequence
of steps, social climate, and communication flow
 3.Outcomes- encompass students’ learning in the
form of understanding, skills and values or
attitudes , as well as the effects of the curriculum
on the teachers, students, and the school.
 Contingency refers to the relationships between
one variable to the other, for example, between
the curriculum and the community context.
 Eisner’s Educational Connoisseurship Model
 Elliot Eisner(1985) provided a qualitative way of
evaluating a curriculum. This model does not
have methodical procedures compared with other
evaluation models.
 Using this model calls for thorough and
comprehensive observations of classroom and
school activities in relation to new curriculum.
 It tries to capture every aspect of curriculum
activities including hidden curriculum.
 Overall
 Curriculum evaluation is important as it is intended
to provide meaningful information in almost every
aspect of the curriculum. These information or
results of evaluation provide strong bases for all
decisions done about the planning, design,
development, and implementation of the curriculum.
 Curriculum leaders can utilize the results of the
evaluation in instituting educational reforms and
in finding ways to make the curriculum more
relevant and responsive to the needs of the
learners.
Reflect on and answer the question below.
How can we involve the following stakeholders in
curriculum evaluation?
 Parents
 Students
 Community Officials
 Professional Organizations
 Alumni
 Researchers
Integration
 Ask yourself if what you’re doing today is
getting you closer to where you want to be
tomorrow. What is your answer and why?
Assessment
 Assessment:
 Is the teacher’s life a series of planning,
implementing, and evaluating? Will this improve
teaching? Why?
 Reference:
 The Teacher and the School Curriculum
 By: Greg Tabios Pawilen