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Objective: At the end of the lesson the students should be able to:
a. acquire clear understanding of what is curriculum evaluation
b. explain the need to evaluate the curriculum and how its being done; and
c. compare and contrast the different models of curriculum evaluation.
II.
Subject Matter
a. Topic: Curriculum Evaluation and the Teacher
b. Materials:
b.1 Cue Cards
b.2 PowerPoint Presentation
b.3 Projector and Laptop
b.4 Whiteboard Marker
c. Reference:
III.
Procedure
a. Preliminary activities
a.1. Greetings
a.2. Prayer
a.3. Attendance and Cleanliness
a.4. Review or Recall
b. Motivation
McNeil, J. (1977)
Gay, L. (1985)
Oliva, P. (1985)
Definition
Curriculum evaluation is a process done in order to gather 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, programmes, courses and activities as developed
and organized actually produced desired results? 2. How can a
curriculum best be improved?
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.
It is a process of delineating, obtaining and providing useful
information for judging alternatives for purposes of modifying,
or eliminating the curriculum
When evaluation is done in the middle of the curriculum development, it will tell
if the designed or implemented curriculum can produce or is producing the desired
results.
c. Terminal Assessment
Based on some standards, curriculum evaluation will guide whether the results
have equaled or exceeded the standards, thus can be labelled as success.
d. Decision Making
Curriculum evaluation provides information necessary for teachers, school
managers, curriculum specialist for policy recommendations that will enhance achieved
learning outcomes.
Curriculum Evaluation Models
Curriculum specialists have proposed an array of models which are useful for classroom
teachers and practitioners.
1. Bradley Effectiveness Model
In 1985, L.H. Bradley wrote a handbook on Curriculum Leadership and Development.
This book provides indicators that can help measure the effectiveness of a developed or written
curriculum. For purposes of the classroom teachers, some of the statements were simplified.
First, you have to identify what curriculum you will evaluate. Example: Elementary
Science Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study
Curriculum. Then find out if the curriculum you are evaluating answers YES or NO. Answering
Yes to all the questions means, good curriculum as described by Bradley.
Bradley Effectiveness Model for Curriculum Development Indicators
Indicators
Descriptive Questions
Yes or No
Vertical
Does the curriculum reflect the format (i.e. K to 12, OBE,
Curriculum
Inquiry, etc.) that enables teachers quickly access what is being
Community
taught in the grade/year levels below or above the current
level? (Example: If you are looking at Science 5, below means
Science 4 and above means, Science 6)
Horizontal
Does the curriculum reflect provide content and objectives that
Curriculum
are common to all classes of the same grade level?
(Example: All English 101 for all 1st year college students)
Community
Instruction
Based on
Curriculum
Broad
Involvement
Long Range
Planning
Positive
Human
Relations
Theory-Into
Is there clarity of vision, mission, graduation outcomes,
Practice
program philosophy, learning outcomes in the curriculum?
Planned
Are there tangible evidence to show that the internal and
Change
external publics accept the developed program?
If any of the indicators is answered with a No, actions should be made to make it Yes.
Curriculum Elements
1. Objectives/Intended
Learning Outcomes
2. Situation or Context
3. Situation or Context
4. Utilization of Tool
5. Analysis of Results
6. Utilization of Results
Evaluation Process
1. Pre-determine intended learning
outcomes or objectives.
2. Identify the situation/context
that gives opportunity to develop
behavior or achieve objectives.
3. Select, modify and construct
evaluation instruments or tools.
Check its objectivity, reliability
and validity.
4. Utilize the tools to obtain
results.
5. Compare the results obtained
from several instruments before
and after to determine the change.
5. Analyze the results obtained to
determine strength and
weaknesses. Identify possible
explanation about the reasons for
the particular pattern.
6. Use the results to make the
necessary modifications.
Using all the steps to evaluate the curriculum and obtaining all YES answer would mean
the curriculum has PASSED the standards. Tylers model of evaluating the curriculum is
relatively easy to understand which many teachers can follow.
3. Daniel Stufflebeam Model- Context, Input, Process Product Model (CIPP)
The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa
committee chaired by Daniel Stufflebeam. The model made emphasis that the result of
evaluation should provide data for decision making. There are four stages of program operation.
Context Evaluation-assess needs and problems in the context for decision makers to
determine the goals and objectives of the program/curriculum.
Input Evaluation-assess alternative means based on the inputs for the achievement of
objectives to help decision makers to choose options for optimal means.
Process Evaluation-monitors the processes both to ensure that the means are actually
being implemented and make necessary modifications.
Product Evaluation-compares actual ends with intended ends and leads to a series of
recycling decisions.
For all the four stages, the six steps are suggested.
Stages of CIPP Model
1. Context Evaluation
2. Input Evaluation
3. Process Evaluation
4. Product Evaluation
Step 4
Step 5
Step 6
Step 7
Step 8
Step 9
Identifies the stated real purposes of the program and the various audiences.
Identifies the problems of the curriculum evaluation at hand and indentifies an
evaluation design with needed data.
Select the means needed to collect data or information.
Implements the data collection procedure
Organizes the information into themes.
Decides with stakeholders the most appropriate formats for the report.
Recommendation
____ Return for further review
____Reject
(Comments)
Criteria
1. Content covers a significant portion of the course
competencies
2. Contents are up-to-date.
3. Reading level is appropriate for most students who will
use the material.
4. Intended learning outcomes, competencies are stated.
5. Formative and summative assessments are included.
6. Activities are varied to meet the needs of students
+
Yes
Or
Good
O
all right
But not
So good
no
or
poor
NA
not
applicable
What to Consider
Curriculum Program Sponsors,
Managers and Administrators, School
Heads, Participants (Teachers and
Students) Content Specialist; other
stakeholders.
Outcomes (expected, desired, intended)
Process (Implementation) Resources
(Inputs)
People (teachers, students, parents,
curriculum developers) Existing
documents; Available records;
Evaluation Studies.
Standardized Test, Informal test;
Samples of Students Work; Interviews;
Participant Observations, Checklist,
Anecdotal records.
Standards previously set by agency
(DepEd, CHED, Professional
Organization)
Content Analysis, Process Analysis,
Statistics, Comparison, Evaluation
Process
Wtitten; Oral; Progress; Final;
Summary; Descriptive, Graphic,
Evaluative and Judgment; List of
Recommendations
Case studies; Test Scores Summary;
Testimonies; Multi media
representation; Product Display
(exhibits); Technical Report
d. Application
(Students will have a graded recitation that will conduct by teacher.)
e. Generalization
(Somebody from the class will summarize the topic for today.)
f. Evaluation
(Students will have their quizzes that compose of 20 questionnaires.)
IV. Assignment:
(Teacher will give homework to the students that related to the next topic.)
Class dismiss ..