Chapter 6

CURRICULUM
EVALUATION
 Curriculum
Evaluation
Presenter: Melvin Luiz Gnilo
 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, especially in the Philippine
context. In this chapter you should be able to:
• analyze different curriculum evaluation models
and
• identify several factors that are considered in
evaluating curriculum in the Philippine context.
 What is Curriculum
Evaluation?
• Cur r iculum evaluation ref er s t o an ongoing process of
collect ing, analyz ing, synt hesiz ing and inter pret ing
inf orm ation t o aid in under st anding what st udent s know
a nd can do. It is an essential par t of cur riculum
development .
• T h ru e v a l u a ti o n, a fac u lty d is c o ve r s wh et he r a
c u r ri c u l u m i s fu lfilling its p u rp o s e and whe th e r
s tu d e nts a re a c tu ally le arning.
 Two important
functions of curriculum
evaluation:
1 . I t p ro v i d es a m ea ns of obta ining
i nf o rma ti o n that c an b e u sed to im p ro v e a
c o u rs e .

2 . It p ro v i d e s a ba sis fo r D ECI SI O NS a b o u t
c u rri c u l u m ad o ptio n a nd effective u s e .
 Examples of
Curriculum Evaluation:
1. MCAT s co res.
2. D emog r ap hic cla ss d ata.
3. G ra d e d istributio n of stan da rd ized test.
4. P re v ious a ccr ed iting bod y repor ts.
5. Alumn i sur veys.
tes ts ev a luation of cur riculum q ua lity.
 Three types of
Curriculum Evaluation:
FORMATIVE SUMMATIVE DIAGNOSTIC
EVALUATION EVALUATION EVALUATION

It occurs during the The final effects of a

course of curriculum curriculum are
development. evaluated on the basis
of its stated objectives.
CURRICULUM EVALUATION IN
THE CLASSROOM

• This is the process of measuring and judging the extent to which the planned
courses, programmes, learning activities & opportunities as expressed in the
formal curriculum actually produce the expected results.
 How important is the curriculum
evaluation?
• it is necessary and important aspect of any national education
system.

• it provides the basis for curriculum policy decisions for feedback on

continuous curriculum adjustments and processes of curriculum
implementation.
 3 types of curriculum
evaluation:
1. Formative evaluation - it occurs during the course of curriculum
development in order to make early improvements.

2. Summative evaluation - the final effects of a curriculum are evaluated

on the basis of its stated objectives.

3. Diagnostic evaluation - this means diagnosis or discovery of the

students’ strenghts and difficulties or their weak points while learning
and assess the problem accurately.
Role of the teacher in evaluation
process:
1. Teachers provide opportunities, methods, feedback, and tools for
students to assess themselves and each other.

2. Teachers use 21st-century assessment systems to inform instruction

and demonstrate evidence of students’ 21st-century knowledge, skills,
performance & dispositions.

3. Teachers analyze student learning.

 Who evaluates the curriculum
inside the classroom?
1. Parents

2. Teachers

3. The community

4. Administrators

5. Curriculum publishers
Thank You!
 Purposes of
Curriculum Evaluation

Presenter: Esmeralda Encallado

 Purposes of
Curriculum Evaluation
P rint (19 93) id entified sever al
i m por tant p ur poses and functions
of evaluation in school set ting :
 ESSENTIAL IN HELPFUL IN
PROVIDING DETERMINING TO IMPROVE
FEEDBACK TO HOW WELL CURRICULUM
LEARNERS LEARNERS HAVE
ACHIEVED THE
OBJECT OF
• to improve the CURRICULUM • the result of
performance of evaluation serves
the students. • describes whether as basis for
• to help the the students improving
teachers identify learned or curriculum and
the strengths and mastered the for suggesting
weaknesses of desired outcomes innovations to
the students. and objectives of improve learning.
the curriculum.
 Other benefits of Curriculum
Evaluation
• Eval uation h elp s in making decision s a bout
impro vin g te a ch in g an d lea rn in g pro cesses.
• It he lp s in s h ap in g acad emic p olicies.
• It gui d e s in in itiatin g cir cular ch an ges a n d
in no va tion s.
• It en s ure s q uality of a n y cur ricula r pr ogra m.
• It he lp s sc h ool a lign th eir cu rr iculum to d iff eren t
sour ce s a n d d if fer en t in f luen ces.
• It deter min es th e level o f success of th e sch o ol's
visio n a nd mi ssion .
Thank You!
Curriculum Evaluation
at the
School or
School System Level

Presenter: John Russel Gomez

 Curriculum Evaluation
• Curriculum evaluation is done mostly at a school or school
system level

• This is usually done to evaluate how the curriculum goals are

attained in the macro level
 Curriculum Evaluation
Instrument to gather data for Curriculum Evaluation
• Opinion Polls
• Surveys
• Focus-group discussion
• Follow-up Studies (graduate
tracer studies)
• Standard Evaluation
Instrument
• Results of District or
National Tests
Thank you!
 Curriculum Evaluation
Instrument to gather data for Curriculum Evaluation
• Opinion Polls
• Surveys
• Focus-group discussion
• Follow-up Studies (graduate
tracer studies)
• Standard Evaluation
Instrument
• Results of District or
National Tests
 Curriculum Evaluation
Instrument to gather data for Curriculum Evaluation
• Opinion Polls
• Surveys • Referred to as a poll or a survey,
• Focus-group discussion it is human research survey of
• Follow-up Studies (graduate public opinion from particular
tracer studies) sample
• Standard Evaluation
Instrument
• Results of District or
National Tests
 Curriculum Evaluation
Instrument to gather data for Curriculum Evaluation
• Opinion Polls
• Surveys • Is a research method to collect
• Focus-group discussion data.
• Follow-up Studies (graduate
tracer studies) • It is used to gather or gain
• Standard Evaluation knowledge in fields.
Instrument
• Results of District or
National Tests
 Curriculum Evaluation
Instrument to gather data for Curriculum Evaluation
• Opinion Polls
• Surveys • Involves gathering people from
• Focus-group discussion similar, backgrounds or
• Follow-up Studies (graduate experiences together to discuss a
tracer studies) specific topic of interest.
• Standard Evaluation
Instrument
• Results of District or
National Tests
 Curriculum Evaluation
Instrument to gather data for Curriculum Evaluation
• Opinion Polls
• Surveys • a graduate tracer study is a very
• Focus-group discussion powerful tool that can provide
• Follow-up Studies (graduate valuable information for
tracer studies) evaluating.
• Standard Evaluation • Transition from school to work
Instrument
• Results of District or
National Tests
 Curriculum Evaluation
Instrument to gather data for Curriculum Evaluation
• Opinion Polls
• Surveys • It is necessary and important
• Focus-group discussion aspect of any national education
• Follow-up Studies (graduate system
tracer studies) • It provides the basis for
• Standard Evaluation curriculum policy decision.
Instrument
• Results of District or
National Tests
 Curriculum Evaluation
Instrument to gather data for Curriculum Evaluation
• Opinion Polls
• Surveys • That is designed to provide
• Focus-group discussion evidence at the level of the
• Follow-up Studies (graduate education system, about
tracer studies) students achievements at a
particular stage of education.
• Standard Evaluation
Instrument
• Results of District or
National Tests
Thank you!
D. Stake’ S Congruency-Contingency Evaluation Model

1. Antecedent – includes data on student and teacher, the curriculum to be

evaluated, and the community context.
2. Transaction – include time allotment, sequence of steps, social climate, and
communication flow.
3. Outcomes – encompass student learning in the form of understanding kill,
and value or attitude as well as the effect of the curriculum on the teacher,
student, and the school.
E. Eisner’s Educational Connoisseurship Model

• Elliot Esneir (1985) provided a qualitative way of evaluating a

curriculum. This model doe not have a methodical procedure compared
with other evaluation models. Eisner calls for a deeper and wider
observation result of evaluation that are expressed in written form.
• Using this model calls for thorough and comprehensive observation of
classroom and school activities in relation to the curriculum.
Thank you!