Module 7.

The Teacher as A Curriculum Evaluator 90

7
The Teacher as A
Curriculum Evaluator
We had analysed the role of technology in relation to curriculum and the different

stakeholders of curriculum in Module 6. After the teacher plan, write and implement the

curriculum, the next task was to evaluate the curriculum. In this section, we will try to

analyse all the requisites in evaluating curriculum and your task as a curriculum

evaluator.

SELF-CHECK!!!

After finishing this module, you are expected to achieve the following
intended learning outcomes
1. Correctly define curriculum evaluation.
2. Accurately distinguish curriculum models from one another.
3. Precisely label learning outcomes against qualification framework
4. Accurately identify the connection between curriculum planning, implementing
and evaluating.
Module 7. The Teacher as A Curriculum Evaluator 91

LEARNING RESOURCES
For further readings, you may refer to the following books;

Curriculum Development for Teachers by: Purita P. Bilbao, Ed.D. et.al page 100-
129

MET Reviewer LET Specialist 2019 Edition page 318 – 340

EXPLORE!!!!
We will now try to explore the curriculum evaluation process.

We will build up our understanding on the different ways of looking

at curriculum evaluation, the different tools in evaluating curriculum and reasons

for evaluating curriculum.

THE DEFINITION, REASONS AND PROCESS OF CURRICULUM

EVALUATION
As mentioned by Bilbao et. al (2015), curriculum evaluation is a

component of curriculum development that responds to public accountability. It

looks into educational reforms or innovations that happen in the teacher’s

classrooms, the school, district, division or the whole educational system as well.

It is establishing the merit and worth of a curriculum. Merit refers to the value and

worth of the curriculum. Tests results can only be used as one of the pieces of

evidence of evaluation. After all, the purpose of evaluation is to improve and not
Module 7. The Teacher as A Curriculum Evaluator 92

to prove. It is anchored on the concept of alignment of planned, written and

implemented curriculum.

Two Ways of Looking at Curriculum Evaluation

Curriculum evaluation sounds as a new idea for many teachers, not

knowing that every day, the teacher is involved in several components of

evaluation. In this portion, we will explore the two ways of looking at curriculum

evaluation process.

1. Curriculum Program Evaluation which focuses on the overall aspects of a

curriculum or the curriculum itself. More often, it refers to a big curriculum

program. 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.

2. Curriculum Program Component 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)

Definition of Curriculum Evaluation

In a normal point of view, curriculum evaluation may have different

definitions. Analysing the various definitions reveals that evaluation is both a

process and a tool. As a process it follows a procedure based on models and

Module 7. The Teacher as A Curriculum Evaluator 93

frameworks to get the desired results. As a tool, it will help us, teachers and

program implementers to judge the worth and merit of the program and

innovation or curricular change. For both process and a tool, the results of

evaluation will be the basis to improve the curriculum.

Person Definition

Ornstein, A. & Curriculum evaluation is a process done in order to

Hunkins, F. (1998) gather data that enables one to decide whether to

accept, change, and eliminate the whole curriculum of

a textbook.

McNeil, J. (1977) Evaluation answers two questions: 1. Do planned

learning opportunities, programmes, courses and

activities as developed and organized actually produce

desired results? 2. How can a curriculum best be

improved?

Gay, L. (1985) 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.

Oliva, P, (1988) It is a process of delineating, obtaining and providing

useful information for judging alternatives for purposes

of modifying, or eliminating the curriculum.

Module 7. The Teacher as A Curriculum Evaluator 94

Reasons for Curriculum Evaluation

We might ask ourselves why we need to evaluate a curriculum. Perhaps,

you would agree with me, that planning, designing and implementing curriculum

will be useless unless there is an evaluation. Bilbao et. al (2015), presented

some of the specific reasons for evaluating curriculum.

➢ 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.

➢ Based on some standards, curriculum evaluation will guide whether the

results have equalled or exceeded the standards, thus can be labelled as

success. This is sometimes called terminal assessment.

➢ 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.

As we explore curriculum evaluation, we observed that there are important

processes that were involved such as (a) needs assessment, (b) monitoring, (c)

terminal assessment, and (d) decision making

Module 7. The Teacher as A Curriculum Evaluator 95

Curriculum Evaluation Models

In this portion, we will try to familiarize ourselves with some of the

curriculum evaluation models.

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 the purposes of the

classroom teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. 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’s Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or No

Vertical Curriculum Does the curriculum reflect the format

Continuity that enables teachers quickly access

what is being taught in the grade/year

levels or above the current level?

Horizontal Does the curriculum provide content and

Curriculum objectives that are common to all classes

Continuity of the same grade level?

Instruction Based Are lesson plans/syllabi/course design

on Curriculum derived from the curriculum and

strategies? Are materials used correlated

Module 7. The Teacher as A Curriculum Evaluator 96

with the content, objectives and

activities?

Broad Involvement Is there evidence of involvement of the

different curriculum stakeholders in the

planning, designing and implementation

and review of the curriculum?

Long Range Is review cycle followed within the period

Planning of planning and implementation of the

curriculum?

Positive Human Did the initial thoughts about the

Relations curriculum come from teachers,

principals, curriculum leaders and other

stakeholders?

Theory-Into Is there clarity of vision, mission,

Practice graduation outcomes, program

philosophy, learning outcomes in the

curriculum?

Planned Change Are there tangible evidences to show that

the internal and external publics accept

the developed program?

If any of the indicators is answered with “NO”, actions should be made to make it

“YES”
Module 7. The Teacher as A Curriculum Evaluator 97

2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model until now

continues to influence many curriculum assessment processes. His monograph

was entitled Basic Principles of Curriculum and Instruction.

In using Tyler’s model, the following curriculum components and

processes are identified in curriculum evaluation.

Action

Curriculum Elements Evaluation Process Taken: Yes

or No

1. Objectives/Intended 1. Pre-determine intended learning

Learning Outcomes outcomes or objectives

2. Situation or 2. Identify the situation/context that

Context gives opportunity to develop

behaviour or achieve objectives

3. Evaluation 3. Select, modify and construct

Instruments/Tools evaluation instruments or tools.

Check it’s objectivity, reliability and

validity.

4. Utilization of Tool 4. Utilize the tools to obtain results.

5. Compare the results obtained from

several instruments before and after

to determine the change.

5. Analysis of Results 6. Analyse the results obtained to

Module 7. The Teacher as A Curriculum Evaluator 98

determine strength and

weaknesses. Identify possible

explanation about the reasons for

the particular pattern.

6. Utilization of Results 7. Use the results to make the

necessary modifications.

3. Daniel Stufflebeam’s Context, Input, Process Product Model

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. These include (1) Context Evaluation, (2) Input

Evaluation, (3) Process Evaluation and (4) Product Evaluation. However, any

evaluator can only take any of the fur stages as the focus of evaluation.

➢ Context Evaluation- assesses needs and problems in the context for

decision makers to determine the goals and objectives of the

program/curriculum.

➢ Input Evaluation – assesses alternative means based on the inputs for the

achievement of the 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.
Module 7. The Teacher as A Curriculum Evaluator 99

➢ Product Evaluation – compares actual ends with intended ends and leads

to a series of recycling decisions.

For all four stages, the six steps are suggested.

Stages of the CIPP Model Steps Taken in All Stages

1. Content Evaluation Step 1. Identify the kind of decision to be made.

Step 2. Identify the kinds of data to make that

2. Input Evaluation decision

Step 3. Collect the data needed.

3. Process Evaluation Step 4. Establish the criteria to determine

quality of data.

4. Product Evaluation Step 5. Analyse data based on the criteria.

Step 6. Organize needed information for

decision makers.

4. Stake Responsive Model

Responsive model is oriented more directly to program activities than

program intents. Evaluation focuses more on activities rather than intent or

purposes.

Robert Stake (1975) recommends to the curriculum evaluator the following

steps.

The curriculum evaluator follows the steps below:

Step 1 Meets with stakeholders to identify their perspectives and intentions

regarding curriculum evaluation.

Module 7. The Teacher as A Curriculum Evaluator 100

Step 2 Draws from step 1 document to determine the scope of the valuation.

Step 3 Observes the curriculum closely to identify the unintended sense of

implementation and any deviations from announced intents.

Step 4 Identifies the stated real purposes of the program and the various

audiences.

Step 5 Identifies the problem of the curriculum evaluation at hand and identifies

an evaluation design with needed data.

Step 6 Selects the means needed to collect data or information.

Step 7 Implements the data collection procedure.

Step 8 Organizes the information into themes.

Step 9 Decides with stakeholders the most appropriate formats for the report.

5. Scriven Consumer Oriented Evaluation

Michael Scriven, in 1967 introduced 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. These products are used in schools which require a

purchasing decision. These products include textbooks, modules, educational

technology like soft wares and other instructional materials. Even teachers and

schools themselves nowadays write and produce these materials for their own

purposes.
Module 7. The Teacher as A Curriculum Evaluator 101

Consumer-oriented evaluation uses criteria and checklist as a tool for

either formative or summative evaluation purposes. The use of 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 for better understanding.

Preliminary Information Recommendation

Title: ____Retain for further review

Author (s)

Publisher: ___ Reject

Copyright Date: (Comments)

Material Evaluator:

Use the following codes to rate the material

+ means yes or good quality - means no or poor quality

0 means all right but not of good quality NA means not applicable

+ yes or 0 all - no or NA not

Criteria good right but poor applicable

quality not so

good

1. Content covers a significant

portion of the course

competencies.

2. Contents are up-to-date.

3. Reading level is appropriate

Module 7. The Teacher as A Curriculum Evaluator 102

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.

7. Teacher’s guide is included

with management

suggestions.

8. Materials are presented in

logical order.

9. Learning outcomes,

competencies and/or tasks.

10. Degree of match between

learning activities and

intended learning outcomes.

11. Quality of test items and

degree of match with

intended learning outcomes.

12. Quality of direction on how

students will process

Module 7. The Teacher as A Curriculum Evaluator 103

through the materials.

13. Quality of drawings,

photographs, and/or other

materials.

14. Overall design of the

learning activities for

individual instructions.

15. Quality of management

procedures for teachers

(TGs)

16. Optional (List course map

competencies covered by

the instructional material)

CURRICULUM EVALUATION THROUGH LEARNING ASSESSMENT

After knowing the different curriculum evaluation models, we will now

examine the other aspect of curriculum evaluation which was familiar to you as a

teacher. Curriculum can be valuated right inside the teachers’ classroom. Finding

out if the planned, written, implemented curriculum are functioning as intended in

the assessment of learning is very crucial.

Achieved Learning Outcomes

Achieved learning outcomes are defined in outcomes-based education as

a product of what have been intended at the beginning of the learning process.
Module 7. The Teacher as A Curriculum Evaluator 104

Indicators of the learning outcomes which are accomplished are called achieved

learning outcomes. Standards and competencies are used as indicators and

measures of these outcomes.

Our country has established the Philippines Qualification Framework

(PQF) as a standard which will be aligned to the ASEAN Reference Qualification

Framework (ARQF) for the comparability of the learning outcomes at different

levels of educational ladder. The PQF is shown below:

PHL QUALIFICATION FRAMEWORK L

BASIC ED TESDA HIGHER EDUCATION I

L8 L
DOCTORAL AND POST-DOCTORAL
O
L7 POST-BACCALAUREATE
N
L6 BACCALAUREATE
G
L5 DIPLOMA L

L4 NC IV E

A
L3 NC III
R
L2 G12 NC II N
L1 G10 NC I I

G
PATHWAYS AND EQUIVALENCY
Module 7. The Teacher as A Curriculum Evaluator 105

The Philippine Educational System is divided into eight levels. In each

level, the learners are expected to achieve specific standards and competencies

of the learning outcomes. The eight levels of complexity of learning outcomes are

based on three domains.

❖ Knowledge, Skills and Values

❖ Application

❖ Responsibility-degree of independence

After finishing Grade 10, the learner must have achieved Level 1 of the learning

outcomes, Grade 12, the level of complexity of learning outcomes achieved is

labelled as Level 2.

Domains Level 1 (Grade 10) Level 2 (Grade 12)

Competencies Competencies

-Possess foundational -Possess functional

knowledge across knowledge across range

learning areas with core of learning areas and

competencies in technical skills in chosen

communication, scientific, career tracks with

Knowledge, Skills and critical and creative advanced competencies

Values thinking, and use of in communication,

technologies scientific, critical and

-Have an understanding creative thinking, and use

of right and wrong; one’s of technologies

history and cultural -Have an understanding

Module 7. The Teacher as A Curriculum Evaluator 106

heritage; and deep of right and wrong; one’s

respect for self, others history and cultural

and their culture and heritage; and deep

environment. respect for self, others

and their culture and

environment.

-Apply foundational -Apply functional

knowledge, skills and knowledge, technical

values in academic and skills and values in

Application real life situations through academic and real life

sound reasoning, situations through sound

informed decision-making reasoning, informed

and judicious use of decision-making and

resources. judicious use of

resources.

-Apply skills in limited -Apply skills in varied

Degree of Independence situations with close situations with minimal

supervision. supervision.

The degree programs for tertiary education are issued by the Commission

on Higher Education (CHED). There are three levels of competency domains for

the Baccalaureate, Master’s and Doctorate degrees.

Domains Baccalaureate Master’s Degree Doctorate Degree

Module 7. The Teacher as A Curriculum Evaluator 107

Degree Competencies Competencies

Competencies PQF 7 PQF 8

PQF 6

Knowledge, Skills, Broad and Broad, deep, Generates new

Values coherent specific knowledge, skills

knowledge in the knowledge in the with established

field of discipline field of discipline values in the

discipline

Application Apply in Apply in Apply in

professional work professional work professional work

and research and research as a

leader or initiator

Degree of Independent or in Independent Highly

Independence teams independent,

leads and initiates.

As mentioned earlier, the PQF is the Philippines Framework which is

comparable to the ten members of the ASEAN. These countries are Malaysia,

Indonesia, Brunei, Darrussalam, Philippines, Singapore, Thailand, Cambodia,

Myanmar, Lao PDR and Vietnam. Each country’s national framework shall be

referenced to the ASEAN Reference Qualification Framework (ARQF). ARQF is

a tool or device that enables comparisons of qualifications across ASEAN

Module 7. The Teacher as A Curriculum Evaluator 108

member states. It addresses education and training that promote lifelong

learning.

Knowledge, Process, Understanding, Performance (KPUP)- Levels of

Learning Outcomes

Knowledge, Process, Understanding, Performance reflect different

learning outcomes that are arranged in hierarchy or complexity. Knowledge being

the basic level of learning outcomes and Performance being the advanced level

of learning outcomes.

Description of Learning Outcomes Guide Questions for

Learning Teachers

Level 1 KNOWLEDGE – factual knowledge; 1. What do you want

conceptual understanding, procedural your students to know

knowledge, metacognition. in terms of facts,

concepts, procedure,

and multiple thinking?

i.e. parts of the body;

the sky is blue, how to

dissect a frog;

describing a typhoon

from different views.

Level 2 PROCESS – skills that the students use 2. What do you want

based on facts and information for your students to do,

making meaning and understanding. with what they know?

Module 7. The Teacher as A Curriculum Evaluator 109

i. e. identify parts of

the frog body after

dissecting it.

Level 3 UNDERSTANDING – big ideas or 3. What do you want

concepts students to

understand? i.e. How

do the elements of

weather interact to

produce the climate

change?

Level 4 PRODUCT/PERFORMANCE – what 4. Can you place in a

products (material, tangible) or portfolio all the

performance (oral, visual, written, etc.,) evidence to show

as evidence of learning? i.e. portfolio, your learning

paintings, drama, research projects, etc. outcome?

5. Can you create a one

act play showing the

principles in

dramatization?

6. Present a research

report on

conservation of

indigenous plants.
Module 7. The Teacher as A Curriculum Evaluator 110

Assessment Tools for Each Level of Learning Outcomes

A. Knowledge, Process, Understanding (KPU) Learning Outcomes

Knowledge, Process and Understanding are learning outcomes. Students

who can show that they have gained knowledge, can apply such knowledge and

have achieved several meanings on the particular knowledge have achieved the

learning outcomes. The three types of learning outcomes and on the different

levels can be assessed in many ways with the use of appropriate tools.

Types of Test to Measure Knowledge, Process and Understanding

1. Objective Tests. Tests that require only one and one correct answer. It is

difficult to construct but easy to check.

1.1 Pencil – and – Paper Test. As name suggest, the test is written on paper

and requires a pencil to write. However, with the modern times, a pencil-

and – paper tests can be translated to an electronic version, which makes

the test “paperless”

Paper-and-pen test may come as Simple Recall, Alternative Response,

Multiple Choice Test and Matching Type Test. (Detailed explanation for each

test shall be done in Assessment course)

2. Subjective Test. Learning outcomes which indicate learners’ ability to

originate, and express ideas is difficult to test through objective test.

Hence, in subjective type test, answers through reflections, insights, and

opinion can be given through essay.

Module 7. The Teacher as A Curriculum Evaluator 111

B. Authentic Learning Outcomes

Level IV of learning outcomes in KPUP can be assessed through

performance or product. These learning outcomes can best be done through the

use of authentic evaluation. Authentic evaluation is a test that measures real life

tasks, performances and actual products. The most common of the authentic

assessments are the performance assessment and the use of portfolio.

Assessment tools for authentic learning outcomes may include Checklist, Rating

Scale and Rubrics.

Levels of Assessment for the Levels of Learning Outcomes

Levels of assessment describe levels of the learning outcomes which are

(1) Knowledge, (2) Process or Skills, (3) Understanding and (4) Products or

Performance. The levels of learning outcomes are also used to describe the

levels of assessment. Through the DepEd Order 73 s. 2012 levels of learning

outcomes are also the levels of assessment. In the other words, the levels of

assessment follow also the levels of thinking skills from lower level to higher

level.

Levels of What to Test/Assess? Type of Percentage

Learning Assessment Value in

Outcomes/ Assessment

Assessment

Level 1 - Who, What, When, Pencil &Paper/ 15%

Knowledge How, Why Non Paper &

Module 7. The Teacher as A Curriculum Evaluator 112

Pencil

Level 2 – Constructed meaning Pencil &Paper/ 25%

Process Skills from knowledge Non Paper &

Pencil

Level 3 - Explanations, Pencil & Paper 30%

Understanding Interpretations,

Applications, Empathy,

Perspective and Self

Knowledge. Big ideas,

principles and

generalizations

Level 4 – Transfer of Checklist/ 30%

Products/ understanding to life Rating Scale

Performance situations as Products,

or Performance

Total 100%

Placing Value to the Assessment Results from KPUP

The four levels may be employed in the formative assessment but the

result is not recorded. It will just tell how the students are progressing. On the

other hand, KPUP format is required for summative assessments which are

recorded for grading purposes. The computed value of the four levels of
Module 7. The Teacher as A Curriculum Evaluator 113

assessment will be described according to the value of the composite scores of

the students.

The interval scales of computed four levels learning outcomes are given

Level of Proficiency Description. This interpretation is used for all learning areas

or subjects in basic education.

Levels of Proficiency Description Composite Score in Summative

(Grade) in %

Beginning 74 and below

Developing 75 - 79

Approaching Proficiency 80 - 84

Proficient 85 - 89

Advanced 90 and above

PLANNING, IMPLEMENTING AND EVALUATING: UNDERSTANDING

THE CONNECTIONS
After we explore the concepts and ideas about curriculum evaluation

through learning assessment, we will now try to expound the connection between

planning, implementing and evaluating curriculum.

Planning, Implementing and Assessing are three processes in curriculum

development that are taken separately but are connected to each other. The

cycle continues as each is embedded in a dynamic change that happens in

curriculum development.
Module 7. The Teacher as A Curriculum Evaluator 114

Planning

Evaluating Implementing

Planning is the initial process in curriculum development. It includes

determining the needs through an assessment. Needs would include those of the

learners, the teachers, the community and the society as these relates to

curriculum. After the needs have been identified, the intended outcomes are set.

Intended outcomes should be SMART. Intended outcomes should be doable,

achievable and desired. After establishing these, then a curricularist should find

out in planning the ways of achieving the desired outcomes. These are ways and

means, and strategies to achieve outcomes. Together with the methods and

strategies is the identification of support materials. All of these should be written,

and should include the means of evaluation. The end product of planning is a

written document. Some outputs of curriculum planning are lesson plans, unit

plan, syllabus, course design, modules, books, instructional guides, or even a

new science curriculum plan.

Module 7. The Teacher as A Curriculum Evaluator 115

Implementation continues after planning. The planned curriculum which

was written should be implemented. It has to be put into action or used by a

curriculum implementor who is the teacher. Curriculum plan should not remain as

written document. It will become useless. Evaluation follows after the

implementation. It is necessary to find out at this point, if the planned or written

curriculum was implemented successfully and the desired learning outcomes

were achieved. What has been planned should be implemented and what has

been implemented should be evaluated.

DISCUSSION BOARD
We will now try to interact with each other in a two way

process at a least possible way! I will post a question/s and try to answer it on

your own.

1. What are the ways of looking at curriculum evaluation?

2. How do we define curriculum evaluation?

3. What are the reasons for evaluating curriculum?

4. What are the different curriculum evaluation models?

5. How do we determine our level of achieved learning outcomes?

6. How do we describe the connection between planning, implementing and

evaluating curriculum?
Module 7. The Teacher as A Curriculum Evaluator 116

POST COMPETENCY CHECKLISTS

Let us try to determine if you learned something from our topic. Answer the
following Self-Assessment Question.

SELF – ASSESSMENT QUESTION 7

1. Create your own evaluation rubrics for essay. Also include a transmutation
table for scores in rubrics with 75 as the lowest grade and 100 as the highest.

2. Using the rubrics that you had created as a guide, write your reflection about
your role as curriculum evaluator. Your reflection should not be less than 100
words.