Lesson 1:

CHAPTER 4: EVALUATING Why, What

and How to
THE CURRICULUM Evaluate a
Curriculum
Desired Learning Outcomes

 Acquired clear understanding of what

is curriculum evaluation
 Explained the need to evaluate the
curriculum and how it’s being done
 Expand knowledge about different
curriculum evaluation models
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Curriculum evaluation is a new idea

for many teachers, not knowing that every
day the teacher is involved in several
components of evaluation. There are two
ways of looking at curriculum evaluation:
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1. Curriculum Program Evaluation – may

focus on the overall aspects of a
curriculum or the curriculum itself.
More often it refers to a big
curriculum program.
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Examples of these programs that may undergo

a curriculum program evaluation are the K to 12
Curriculum, the Integrated Science Program,
the Teacher Education Program, the Mother
Tongue Curriculum, the Process Approach in
Mathematics Curriculum, the Outcomes-Based
Curriculum in Teacher Education, or Experiential
Teacher Education Program are some of the big
curriculum programs.
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2. Curriculum Program Components

Evaluation – a curriculum component may
include separate evaluation of (a) Achieved
learning outcomes (B) curriculum process
(teaching-learning methods/strategies) (c)
instructional materials (i.e books,
modules, models)
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Persons Definition
Curriculum evaluation is a process done in
Orstein, A. & order to gather data that enables one to
Hunkins, F. decide whether to accept, change, and
(1998) eliminate the whole curriculum of a
textbook.
Evaluation answers two questions: 1. Do
planned learning opportunities, programs,
McNeil, J.
courses and activities as developed and
(1977)
organized actually produce desired results?
2. How can a curriculum best be improved?
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Persons Definition
Evaluation is to identify the weakness and
strengths as well as problems encountered
in the implementation, to improve the
Gay, L. (1985)
curriculum development process. It is to
determine the effectiveness of and the
returns on allocated finance.
It is process of delineating, obtaining and
providing useful information for judging
Olivia, P. (1988)
alternatives for purposes of modifying, or
eliminating the curriculum.
Reasons for Curriculum Evaluation

Why is there a need to evaluate a

curriculum?
The curriculum process presented by Tyler, Taba
and others at the end of the line or cycle
undergo an evaluation. All of them agree that
planning, designing and implementing are less
useful unless there is evaluation. Here are some
of the specific reasons.
Reasons for Curriculum Evaluation

• Curriculum evaluation identifies the strengths

and weaknesses of an existing curriculum
that will be the basis of the intended plan,
design or implementation. This is referred to
as the needs assessment.
• 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.
This is related to monitoring.
Reasons for Curriculum Evaluation

• Based on some standards, curriculum

evaluation will guide whether the results
have equaled or exceeded the standards,
thus can be labelled as success. This is
sometimes called terminal assessment.
Reasons for Curriculum Evaluation

• Curriculum evaluation provides information

necessary for teachers, school managers;
curriculum specialist for policy
recommendations that will enhance
achieved learning outcomes. This is the
basis of decision making.
Reasons for Curriculum Evaluation

In curriculum evaluation, important processes

were evaluation, important process were
evolved such as (a.) needs assessment, (b.)
monitoring (c.) terminal assessment and (d.)
decision making.
Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda

Taba end with evaluation. Evaluation is a big
idea that collectively tells about the value or
worth of something that was done.
How can a merit or worth of an aspect of
a curriculum be determined? Curriculum
specialists have proposed an array of models
which are useful for classroom teachers and
practitioners. Let us look at some of these.
Curriculum Evaluation Models

1. Bradley Effectiveness Model

In 1985, L.H. Bradley wrote a hand book
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.
Curriculum Evaluation Models

2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a
curriculum evaluation model which until now
continues to influence many curriculum
assessment processes. His monograph was
entitled Basic Principles of Curriculum and
Instruction.
Curriculum Evaluation Models

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 Stuffledbeam. The model
made emphasis that the result of evaluation
should provide data for decision making. There
are four stages of program operation
Curriculum Evaluation Models

These include (1) CONTEXT EVALUATION, (2)

INPUT EVALUATION, (3) PROCESS EVALUATION
and (4) PRODUCT EVALUATION. However, any
evaluator can only take any of the four stages as
the focus of evaluation.
• Context Evaluation – assess needs and
problems in the context for decision makers to
determine the goals and objectives of the
program/curriculum.
Curriculum Evaluation Models

• 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 process
both to ensure that the means are actually
being implemented and make necessary
modifications.
Curriculum Evaluation Models

• Product evaluation – compares actual

ends with intended ends and leads to
series of recycling decisions.

For all the four stages, the six step are

suggested.
Curriculum Evaluation Models

4. Stake Responsive Model – Responsive

model is oriented more directly to program
intents. Evaluation focuses more on the
activities on the rather than intent or
purposes.
Curriculum Evaluation Models

5. Scriven Consumer Oriented Evaluation –

Michael Scriven, in 1967 introduce this
evaluation among many others when
education products flooded the market.
Consumers of educational products which
are needed to support an implemented
curriculum often use consumer-oriented
evaluation.
Curriculum Evaluation Models

These products are used in schools which

require a purchasing decision. These
products include textbooks, modules,
educational technology like softwares and
other instructional materials. Even teachers
and schools themselves nowadays write
and produce these materials for their own
purposes.
Curriculum Evaluation Models

Consumer-oriented evaluation uses criteria

and checklist as a tool for either formative or
summative evaluation purposes. These criteria
and checklist was proposed by Scriven for
adoption by educational evaluators.

An example of an Instructional Material

Review Form by Marvin Patterson of Florida
State University is adapted better understanding
Curriculum Evaluation Models

Using the checklist for instructional

material review or evaluation may help
any curricularist make a decision, which
textbook, modules or any instructional
support material will be used, revised,
modified or rejected.
A Simple Way of Curriculum Evaluation
Process

For a very simple and practical way

of curriculum evaluation, responding to
the following questions will provide an
evaluation data for curriculum decision.
Just ask the following questions and any
NO answer to an item will indicate a
need for a serious curriculum evaluation
process.
A Simple Way of Curriculum Evaluation
Process

1. Does the curriculum emphasize learning

outcomes?
2. Does the implemented curriculum
required less demands?
3. Can this curriculum be applied to any
particular level?
(kindergarten, elementary, secondary,
tertiary levels)
A Simple Way of Curriculum Evaluation
Process

4. Can the curriculum aspects be assessed as

(a) written (b) taught (c) supported (d) tested
and (e) learned?
5. Does the curriculum include formative
assessment?
6. Does the curriculum include summative
assessment?
7. Does the curriculum provide quantitative
methods of assessment?
A Simple Way of Curriculum Evaluation
Process

8. Does the curriculum provide for

qualitative methods of assessment?
9. Can the curriculum provide the data
needed for decision making?
10.Are the findings of evaluation
available to stakeholders?