EVALUATION

APPROACHES
INTRODUCTION
evaluation enables educators to:
decide whether to maintain, revise or replace
the existing curriculum.
assess individuals in terms of instruction and learning.
decide whether the existing managerial organization of school/program should be
maintain / reform
evaluation level's
broadest level : the entire school district/state education system/ national system
narrower : particular institution/group
specific : focus on particular program for particular course at particular grade level.
4 approaches of evaluation
Formative & Summative Evaluation
Formative Evaluation
using it during teaching of a new / existing curriculum : to judges the effectiveness
of their pedagogical approaches.
allows educators to modify, reject or accept the
program.
provide frequents, detailed, & specific information.
focus on sub-units of the curriculum being develop.
furnished evidence : how to revise a program while it being
develop.
carried out during program development & implementation
also employed by students : to assess their learning tactics (level of their
knowledge)
Sumative Evaluation
assess overall quality of a produces (taught
curriculum)
poses the ques : has the
curriculum work?
4 levels :
2. learning : whether students have gained new knowledge,
skills & techniques implicit in the new program's goals &
objectives.
3. transfer : students experienced & applying the skills &
knowledge- everyday life.
1. reaction : focuses on gathering data how students reacted to
the new program.
4. results : how the new curriculumhas changed their knowledge, skill
or attitudes.
more to demonstrated result
ignores the subjective aspects of learning &
emotional valences students possess.
Scientific vs Humanistic Approach
Scientific Approach
comparative information
quantitative data
more concentrate to learners
experimental approach
Humanistic Approach
evaluate school culture
do not focus on the scores (data)
more naturalistic approaches (
(case study & participation
observation)
qualitative data
describe actual incidents
interview, observation, discussion with participations
5 major humanistic approaches
interpretive : interprete the meaning & significance of people's action
artistic : aesthetic inquiry, observing class, enactment of curriculum(quality of relationship between teacher 7 students)
systematic : evaluator become as objectives in their description, employ logical analysis and based their judgement on fact.
theory driven : apply philosophical, politics or social theory when judging the quality of curriculum.
critical emancipatory : more radical (judging curriculumquality & effectiveness according to how
well the curriculumcounters social forces that impede individual development & fulfillment.
Intrinsic vs Payoff Approach
Intrinsic Approach
the criteria are not operationally defined
evaluator trying to answer the ques: how good is the curriculum?
focus on particular content : its sequence, accuracy,
types of experience, material etc
determined the curriculum has value : not only the curriculum
achieved its goal/objectives but whether those goals/objectives
are worthwhile.
study the curriculum plan separately
Payoff Approach
operationally defined the outcomes
judgement differences between pre test & post test / between
experimental-group & control-group test
study the effects of delivered curriculum
most attention from educators : because its more to
indicates curriculum's effects on learners in terms of
stated objectives.
presents test instruments & scoring procedures, so cannot assess the
value of curriculum.
Utilitarian vs Intuitionist Approach
Utilitarian Approach
closely linked to specific approach
focus on large group (entire school/ school district)
Attention is on total group performance
Programs are judged by how they affect the
school's overall students population
Intuitionist Approach
closely linked to humanistic approach
gather data to judge the program's impact on individuals or small groups
to assess a program's worth
everyone affected by the program can make judgement about it.