Module 5:

CURRICULUM EVALUATION
AND THE TEACHER
Vincent Earl Enad
Belinda Dinglasa
Ruby Descartin
Juvy Ann Mari - Enricoso
 Lesson 1: WHAT, WHY and HOW TO
EVALUATE A CURRICULUM

Desired Learning Outcomes

 Acquired clear understanding of what is curriculum evaluation

 Explained the need to evaluate the curriculum and how its being done
 Expanded knowledge about different curriculum evaluation models
 What is Evaluation?
 is the process of making a decision or reading a conclusion
 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 of allocated finance. - Gay, L. (1985)
 It is a process of delineating, obtaining and providing useful
information for judging alternatives for purposes of modifying, or
eliminating the curriculum. - Oliva, P. (1988)
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? - McNeil J. (1977)
 CURRICULUM EVALUATION
Focuses on determining whether the curriculum as recorded in the master
plan has been carried out in the classroom.
 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.
- Ornestein, A. and Hunkins F. (1998)
 TWO WAY OF LOOKING AT CURRICULUM
EVALUATION:
1. Curriculum Program Evaluation
- May focus on the overall aspects of a curriculum or the curriculum itself.
• K12 Curriculum
• Mother Tongue Curriculum
• Teacher's approach in Mathematics Curriculum

2. Curriculum Program Component Evaluation

- It may include separate evaluation such as:
• achieved learning outcomes
• curriculum process (teaching-learning methods/strategies)
• instructional materials (i.e books, models)
 WHY IS THERE A NEED TO EVALUATE A
CURRICULUM?
 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 desired results. (Monitoring)
 Based on some standards, curriculum evaluation will guide whether the
results have equalled or exceeded the standards, thus can be labelled
as success. (Terminal Assessment)
 Provides information necessary for teachers, school managers,
curriculum specialist for policy recommendations that will enhance
achieved learning outcomes. This is the basis for decision making.
STEPS IN CONDUCTING A CURRICULUM
EVALUATION
1. Identifying primary audiences
2. Identifying critical issues
3. Identifying data resources
4. Identifying techniques for collecting data
5. Identifying established standards and criteria
6. Identifying techniques
7. Preparing evaluation report
8. Preparing modes of display
 CURRICULUM EVALUATION MODELS
• In order to determine the merit or worth of an aspect of a
curriculum, Curriculum Specialists have proposed an array of
models which are useful for classroom teachers and
practitioners. Let us look some of these models:

Person Short Description

L.H. Bradley Bradley effectiveness model

Ralph Tyler Tyler’s objective centered mode
Daniel Stufflebeam Daniel Stufflebeam Model(CIPP)
Robert Stake Stake’s responsive model (1975)
Michael Scriven Scriven’s consumer oriented evaluation
Bradley’s Effectiveness Model for Curriculum
Development Indicators
Indicators Descriptive Questions Yes
or No
Vertical Does the curriculum reflect the format (i.e. KTO 12, OBE, Inquiry, etc.)
Curriculum that enables the teachers quickly access what is being taught in the
Continuity grade/year levels below or above the current level?

Horizontal Does the curriculum provide content and objectives that are common
Curriculum to all classes of the same grade level?
Continuity
Instruction Are lesson plans/syllabi/course design derived from the curriculum
Based on and strategies? Are materials used correlated with the content,
Curriculum objectives and activities?

Broad Is there evidence of involvement of the different curriculum

Involvement stakeholders in the planning, designing and implementation and
review of the curriculum?
Long Range Is review cycle followed within the period of planning and
Planning implementation of the curriculum?
Positive Did the initial thoughts about the curriculum come from
Human teachers, principal, curriculum
Relations leaders and other stakeholders?
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?

Bradley emphasized that first, you have to identify what curriculum

you will evaluate, then find out if the curriculum you are evaluating
answers Yes or No.
According to him, answering Yes to all the questions means good
curriculum . If any of the indicator is answered with a No, actions
should be made to make it Yes.
 2. TYLER’S
OBJECTIVES-CENTERED
MODEL
 Who is Ralph Tyler?
o A professor at the University of
Chicago

o Proposed a Curriculum
Evaluation model in 1949

o The model was published in a

book called “Basic Principles of
Curriculum and Instruction”
 CURRICULUM EVALUATION PROCESS YES or
ELEMENTS NO
1. Objectives/ILO 1. Pre-detemined ILO or objectives.
2. Situation or 2. Identify the situation/context that gives
Context opportunity to develop behaviour or achieve
objectives.
3. Evaluation 3 Select, modify and construct evaluation
Instruments/Tools instruments or tools. Check its objectivity,
reliability and validity.
4. Utilization of Tool 4. Utilize and compare the tools to obtain
results.
5. Analysis of 5. Analyze the results obtained to determine
Results strengths and weaknesses. Identify possible
explanation about reasons for the pattern.
6. Utilization of 6. Use the results to make the necessary
Results modifications.
 MODEL
PROCEDURE

1 2 3 4

DETERMINE IDENTIFY ORGANIZE EVALUATE

Student needs Develop Determine the Assess the

(Objective) learning experience objective
experience relevancy
Using all the steps to evaluate the
curriculum and obtaining all YES
answer would mean the curriculum
has PASSED the standards.
ADVANTAGES: DISADVANTAGES:

- it is easy to understand and - it does not suggest how the

apply objectives should be
evaluated
- it is rational and systematic
- it does not suggest how
- it focuses attention on standards should be
circular strengths and developed (Guba and Lincoln,
weaknesses
1981)
- it emphasizes the
importance of a continuing
cycle of assessment, analysis
and improvement
 3. DANIEL
STUFFLEBEAM’S CIPP
MODEL
 Who is Daniel L. Stufflebeam
o Founder and director, Ohio State
University Education Center (1963 –
1973)

o Founded and directed the federal Center

for Research on Educational
Accountability and Teacher Evaluation
(CREATE)

o Created the innovative CIPP Evaluation

Model

o Director of Western Michigan University

Evaluation Center (1973 – 2007)
 What is the CIPP Model of
Evaluation?

CONTEXT INPUT PROCESS PRODUCT

o It is based on planning, structuring, implementing,
reviewing, and revising decisions each examined
through evaluation of context, input, process and
product evaluation

o Decision-focused

o Information is essential for planned decisions

o Uses both summative and formative evaluations with

the intent for improvement of the program, services or
products
GOALS OUTCOMES

core
Ggg

PLANS ACTIONS
Assesses needs and problems in a context
What should we do?
GOALS

Assesses alternative means for achieving goals

How shall we do it?
PLANS

Monitors process and means implemented to make necessary

modifications
Are we doing as planned?
ACTIONS

Compares actual ends with intended ends

Does it work?
OUTCOMES
 Stages of the CIPP Steps Taken in all the
Model Stages
Step 1: Identify the kind of decisions
to be made.
1. Context Evaluation
Step 2: Identify the kinds of data to
make that decision.
2. Input Evaluation Step 3: Collect the data needed.

Step 4: Establish the criteria to

3. Process Evaluation determine the quality of data

Step 5: Analyze data based on the

criteria
4. Product Evaluation
Step 6: Organize needed information
for decision makers
 FORMATIVE EVALUATION

What should How should It is actually

Is it
be done? it be done? being
succeeding?
done?

SUMMATIVE EVALUATION
Were Was service
Was the Did the
important designed &
effort well effort
needs executed as
guided? succeed?
addressed? required?
 FORMATIVE APPLICATION SUMMATIVE APPLICATION

Context: Direction for identifying needed Context: Comparison of priorities – goals to

solutions and choosing and prioritizing goals assess needs, problems, assets and
(based on assessing needs, problems, assets opportunities
and opportunities)
Input: Comparison of the program’s tactics,
Input: Direction for choosing program or design and budget to those of critical
other solutions followed by examination of the competitors and the targeted needs of
work plan (based on assessing alternative beneficiaries
methods and means and resource allocation
plans) Process: Complete description of the actual
process and record costs; comparison of the
Process: Direction for implementing the work designed and actual processes and costs
plan based on the monitoring and judging
activities and periodic feedback Products: Comparison of outcomes and side
effects to targeted needs and, as feasible,
Products: Determining the outcomes and results of competitive programs, interpretation
side effects in order to provide direction for of results against the effort’s assessed context
continuing, modifying, adopting or and inputs
terminating the program or solution (based on
assessing)
ADVANTAGES: DISADVANTAGES:

- its emphasis on decision - it failed to recognize the

making seems appropriate complexity of the decision-
for administrators concerned making process in
with improving curricula organizations

- the detailed guidelines and - it seems difficult to

forms created by the implement and expensive to
committee provide step-by- maintain (Guba and Lincoln,
step guidance for users 1981)
4. STAKE’S RESPONSIVE
MODEL
 Who is Robert Stake?
o Professor Emeritus of Education at the
University of Illinois Urbana-Champaign in
1998

o Leader in the development of program

evaluation methods

o Director of Centre for Instructional Research

and Curriculum Evaluation (CIRCE)

o Efforts have focused on program evaluation

theory and practice and qualitative research
methods including case study
What is Stake’s Responsive Model?

Responsive model is oriented more directly to program activities than

program intents. Evaluation focuses more on the activities rather than the
intent of purpose.

Purposes – include helping stakeholders gain perspective regarding

entirety of program, seeing how stakeholders and experts see program
strengths and weaknesses, communication of useful information to
stakeholders throughout the process and reporting on perception of
program quality.

Methods – include “case studies, expressive objectives, purposive

sampling, observation, adversary reports, storytelling to convey
complexity, sociodrama, and narrative reports” (Stufflebeam & Coryn,
2014, p. 194).
These are steps followed by curriculum evaluators:

Step 1 – Meets the stakeholders to identify their perspective and intentions

regarding curriculum evaluation.

Step 2 – Draws from Step 1 documents to determine the scope of the

evaluation.

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 problems of the curriculum evaluation at hand and

identifies an evaluation design with needed data.
Step 6 – Select 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.
An evaluation is considered Responsive when:

 It orients more directly to program activities than to

program intents

 Responds to audience requirement for information

 Refers to different value perspectives of the stakeholders

when reporting success or failure of a program
ADVANTAGES: DISADVANTAGE:

- sensitivity to clients - its susceptibility to manipulation by

clients
- it has the virtue of flexibility
- evaluators can become biased due
- likely to lead to a good decision- to close relationship with
making because it provides answers stakeholders.
to questions that participants are
asking

- judgements and other inputs from

all persons incorporated into
evaluation.
Robert Stake says:

“You need to be in touch with the situation in order to make the best
judgements. I am a situationalist, thinking that goodness in the
government, goodness in living, goodness in schooling is strongly
dependent on the situation. The fact that many things are similar from
community to community from country to country, doesn’t persuade
me that epistemologically you want to start with the general. Situations
may not be all that unique, but you still want to start with the
particular.”

- New Direction for Evaluation, p.10.11

REFERE:NCES

https://www.youtube.com/watch?v=Obe0h6YQRMA

https://prezi.com/mnvka4g1da4p/stakes-responsive-model/

https://www.youtube.com/watch?v=qOcm5nT-o2U