Carlos, Nimfa L.
BEEd-2A
Meeting Schedules Specific Topics and Activities Remarks: Essential Lessons learned from
the task
Evaluation- concerned with giving value or making judgements. Person acts as
evaluator when he or she attributes worth or judgement to an object, a place, a
process, or a behavior. Evaluation is done using a set of criteria for the evaluation
process to be objective rather than subjective.
Curriculum Evaluation- curriculum is defined based on how scholars view
curriculum, the purposes of curriculum, curriculum influences, and how curriculum is
implemented.
According to:
a. (Davis 1980)- it is the process of delineating, obtaining, and providing
information useful for making decisions and judgement about curricula.
b. (Marsh 2004)- it is the process of examining the goals, rationale, and structure
of any curriculum
c. (Print,1993)- the process of assessing the merit and worth of a program of
studies, a course or a field of study.
d. (Tuckman, 1985)- the means of determining wether the program is meeting its
goals.
e. (Pawilen 2019)- process of making objective judgement to a curriculum- its
philosophy, goals and objectives, contents, learning experience, and
evaluation.
Reasons for evaluation
Print (1993) identified several important purposes and functions of evaluation in
school setting:
a. Essential in providing feedback to learners- provides useful information in
helping the students improve their performance and helps teachers identify the
strengths and weaknesses of the learners.
b. Helpful in determining how well learners have achieved the objectives of
the curriculum- describes whether the students learned or mastered the
desired outcomes and objectives of the curriculum.
c. To improve the curriculum- the result of evaluation serves as basis for
improving curriculum and for suggesting innovations to improve learning.
Curriculum evaluation is also useful to administrators and teachers in many different
ways such as:
a. Evaluation helps in making decisions about improving teaching and learning
processes.
b. It helps in shaping academic policies.
c. In guides in initiating curricular changes and innovations.
d. It ensures quality of any curricular program.
e. It helps school align their curriculum to different curriculum sources and
influences.
f. It determines the level of success of the school’s vision and mission.
Conducting curriculum evaluation is a determinant of an academic institution or
school’s commitment to quality and continuous improvement. It shows how serious a
school can be in realizing its philosophy, vision, and mission.
Types of Evaluation
1. Curriculum evaluation in the classroom
-Doll (1997) asserted that the classroom in fact could be the first site of gathering
important data that will lead to curriculum evaluation. Within the classroom,
teachers and administrators can collect data using several instruments like:
>Test results >Anecdotal records
>Checklists >Interview guides
>Observation guides >Personality inventories
>Rating scales >IQ tests
>Interest inventories
Teachers play an important role in conducting curriculum evaluation in the
classroom level. They must be guided in gathering data from these instruments and in
interpreting the data. The results of classroom- based evaluation may help in
improving instruction and in the effective implementation of the curriculum.
2. Curriculum Evaluation at the School or School System Level
-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. At
this level, the following instruments can be used to gather data for the evaluation of
the curriculum:
>Opinion polls >surveys
>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.
Evaluation models
Curriculum scholars and workers have identified various models that can be used
for evaluating curriculum. Each of these models is a product of endless works of
curriculum scholars trying to assess the value of a particular curriculum.
A. Provus’ Discrepancy Evaluation Model
-developed by Malcolm Provus (1971) to evaluate projects ubder the Elementary-
Secondary Education Acts in the United States. Using the Taxonomy of program
content developed by Robert Stake,
Provus identified four major stages of conducting curriculum evaluation.
1 Determining program standards
2 Determining program performance
3 Comparing performance with standards
4 Determining whether a discrepancy exists between performance
and standards
B. Tyler Model of Curriculum Evaluation
-Alligned to his model of Curriculum Development, Ralph Tyler (1950) proposed
seven steps for evaluating a curriculum.
1. Establishment of goals and objectives.
2. Classifications of the objectives.
3. Definition of the objectives in behavioral terms.
4. Identification of situations in which achievement of the objectives could be
shown.
5. Selection of criterion of measurement procedures.
6. Collection of data about pupil performance.
7. 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.
C. Stufflebeam’s CIPP Model
CIPP is known as (context, input, process, product). Stufflebeam defined evaluation
as the process on delineating, obtaining, and providing useful information for judging
decision alternatives.
Context Input Process Product
Context evaluation- most basic kind of evaluation. Purpose is to provide a strong
rationale for determining curriculum objectives. Curriculum evaluator describes
the environment and determines the needs of society, schools and students. If
there are unmet needs, curriculum evaluator seeks to find reason.
Input evaluation- aims to provide information for determining how resources are
utilized to achieve curriculum objectives. Resources of the school and the different
designs for implementing the curriculum are considered.
Process evaluation- focuses on providing periodic feedback while the curriculum
is being implemented. This phase aims to detect the problems in the
implementation of the curriculum, provide information for programmed decisions,
and maintain a record of the procedures as it occurs.
Product evaluation-aims to gather, interpret, and appraise curricular attainments
not just the end of an implementation of a curriculum.
D. Stakes’ Congruency-Contingency Evaluation Model
Congruency- degree of alignment between what was desired and what was
actually achieved.
Contingency- relationship between one variable to the other.
Robert Stakes’ (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.
E. 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.
It calls for a deeper and wider observation results of evaluation that are expressed in
written form.
Using this model calls for a thorough and comprehensive observations of
classroom and school activities in relation to curriculum. It tries to capture every
aspect of curriculum activities including the hidden curriculum. Emphasis is on quality
rather than measurable quantity of learning and interaction.
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.
References:
Pawilen, (2019) The Teacher and The School Curriculum. Rex Book Store, Inc. 856 Nicanor Reyes Sr. St., Sampaloc, Manila pp.77-84
