ABCDEFGHIJKLMNOPQRSTUVWXYZ - CPE108 REPORT PRESENTATION

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1. WHAT IS CURRICULUM EVALUATION?

2. CHAPTER 4: EVALUATING THE CURRICULUM

3. CURRICULUM EVALUATION Do planned courses, programs, activities as written and implemented produced desired outcomes? H ow can these school curricula be improved?

4. What, Why, and How to Evaluate a Curriculum

5. Desired Learning Outcomes: Acquire clear understanding of what curriculum evaluation is E xplain the need to evaluate the curriculum and how it is done E xpand knowledge about different curriculum evaluation models

6. CURRICULUM EVALUATION 1. Curriculum Program Evaluation 2. Components of a Curricular Program

7. Gather Process Decide Accept Change Eliminate Ornstein, A. and Hunkins, F. (1998)

8. McNeil, J. (1977) 1. Do planned learning opportunities, programs, courses, and activities as developed and organized, actually produce desired results? 2. How can a curriculum best be improved?

9. Weakness Identify Strength Problems Improve effective Gay, L. (1985)

10. Delineating Process Obtaining Providing Judging Modifying Oliva, P. (1988)

11. R easons for Curriculum Evaluation: I dentifies strengths and weakness of an existing curriculum Guides whether the results are equal or have exceeded the standards. Provides necessary information Tells whether the implemented curriculum produces desired results or not.

12. L.H. Bradley’s Effectiveness Model (1985)

13. INDICATORS DESCRIPTIVE QUESTIONS YES/NO Vertical Curriculum Continuity Does the curriculum reflect the format that enables the teachers to quickly access what is being taught in the grade levels below or above the current level? YES Horizontal Curriculum Continuity Does the curriculum provide content and objectives that are common to all classes of the same grade level? YES Instruction Based on Curriculum Are lesson plans/syllabus/course design derived from the curriculum and strategies? Are materials used correlated with the content, objectives, and activities? YES Broad Involvement Is there evidence of involvement of the different curriculum stakeholders? YES Positive Human Relations Did the initial thoughts about the curriculum come from stakeholders? YES Theory-Into Practice Is there clarity of vision, mission, graduation outcomes, program philosophy, learning outcomes in the classroom? YES Planned Change Are there tangible evidence to show that the internal and external publics accept the developed program? YES

14. Ralph Tyler Objectives-Centered Model (1950)

15. CURRICULUM ELEMENTS EVALUATION PROCESS ACTION TAKEN: YES/NO Objectives/ILO Pre-determined Intended Learning Outcome YES Situation or Context Identify the situation/context that gives opportunity to develop behavior or achieve objectives. YES Evaluation Instruments/Tools Select, modify and construct evaluation instruments or tools. Check its objectivity, reliability and validity. YES Utilization of Tool Utilize and compare the tools to obtain results YES Analysis of Results Analyze the results obtained to determine strengths and weaknesses. Identify possible explanation about reasons for the pattern. YES Utilization of Results Use the results to make the necessary modifications. YES

16. MODEL PROCEDURE : DETERMINE Student Needs (Objective) IDENTIFY Develop Learning Experience EVALUATE Assess the Objective ORGANIZE Determine the Experience Relevancy

17. Daniel Stufflebeam’s Context, Input, Process, Product Model (CIPP)

18. STAGES OF THE CIPP MODEL STEPS TAKEN IN ALL THE STAGES 1. Context Evaluation Step 1: Identify the kind of decision to be made 2. Input Evaluation Step 2: Identify the kinds of data to make that decision. Step 3: Collect the data needed 3. Process Evaluation Step 4: Establish the criteria to determine quality of data. Step 5: Analyze data based on the criteria 4. Product Evaluation Step 6: Organize needed information needed by decision makers

19. MODEL PROCEDURE : CONTEXT (GOALS) INPUT (PLANS) PRODUCT (OUTCOMES) PROCESS (ACTIONS)

20. Robert Stake’s Responsive Model (1975)

21. Step 1 Meets with stakeholders to identify their perspectives 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 Step 7 Selects the means needed to collect data or information. Implements the data collection procedure. Step 8 Organizes the information into themes. Step 9 Decides with stakeholders the most appropriate formats for the report.

22. Michael Scriven’s Consumer Oriented Evaluation (1967)

23. Instructional Materials Review Form Preliminary Information Title: Authors: Publisher: Copyright Date: Material Evaluator: Recommendation __ Retain for further review __ Reject (Comments)

24. A Simple Way of Curriculum Evaluation Does the curriculum emphasize learning outcomes? Does the implemented curriculum require less demands? Can this curriculum be applied to any particular level? Can the curriculum aspects be assessed as written, taught, supported, tested and learned? Does the curriculum include formative assessment? 6. Does the curriculum include summative assessment? 7. Does the curriculum provide quantitative methods of assessment? 8. Does the curriculum provide for qualitative methods of assessment? 9. Does the curriculum provide the data needed for decision making? 10. Are the findings of evaluation available to stakeholders?

25. STEPS WHAT TO CONSIDER 1. Identifying Primary Audiences Curriculum Program Sponsors, Managers and Administrators. 2. Identifying Critical Issues/Problems Outcomes, Process and Resources 3. Identifying Data Source People, Existing Documents, Available Records; Evaluation Studies 4. Identifying Techniques for Collecting Data Standardized Tests, Informal Tests, Samples of Student’s Works, Interviews, Participant Observations, Checklists and Anecdotal Records. 5. Identifying Established Standards and Criteria Standards previously set by DepEd and CHED Agency 6. Identifying Techniques in Data Analysis Content Analysis, Process Analysis, Statistics, Comparison, Evaluation Process 7. Preparing Evaluation Report 8. Preparing Modes of Display Written, Oral, Progress, Final, Summary Case Studies, Test Scores Summary, Testimonies

26. Curriculum Evaluation Through Learning Assessment

27. Desired Learning Outcomes: Explain how a curriculum can be eveluated M atch the levels of learning outcomes I nterpret the value of assessment I dentify the levels of learning outcomes

28. PHILIPPINES QUALIFICATION FRAMEWORK (PQF)

29. 3 Domains of Competencies: KNOWLEDGE, SKILLS and VALUES APPLICATION DEGREE OF INDEPENDENCE IN RESPONSIBILITY

30. DOMAINS PQF1 PQF6 PQF7 PQF8 Grade 12 Baccalaureate Degree Master’s Degree Doctoral and Post Doctoral Degree Knowledge, Skills, Values Process functional knowledge across range of learning areas and technical skills in chosen career tracks. Possess broad and coherent knowledge in the field of discipline or profession. Possess broad and deep knowledge in the field of discipline or profession. Generate new knowledge, skills with established values in the discipline or profession. Application Understanding of right and wrong, one’s history and cultural heritage, deep respect of self and others. Apply knowledge, skills and values in the professional work. Apply deep knowledge, skills and values in the professional work and research. Apply in professional work and research as a leader or initiator. Degree of Independence Apply skills in varied situations with minimal supervision. Work independently alone or in teams. Work independently Highly independent in work, initiate and lead and initiate others,

31. KPUP Grading System (Knowledge, Process, Understanding, Performance)

32. LEARNING LEVEL DESCRIPTION OF LEARNING OUTCOMES SAMPLE GUIDE QUESTIONS LEVEL 1 KNOWLEDGE; Factual, Conceptual, Procedural, Metacognition What do you want your students to know? LEVEL 2 PROCESS; Skills used based on facts and information What do you want your students to do, with what they know? LEVEL 3 UNDERSTANDING; Making meaning to big ideas or concepts What do you want students to understand LEVEL 4 PRODUCT/PERFORMANCE; Materials, Oral and written projects Does your portfolio display evidence? Can you create a one act play? What research paper can you undergo?

33. Types of Tests to Measure Knowledge, Process and Understanding: OBJECTIVE TEST Requires only one and one correct answer. It is difficult to construct but easy to check. SUBJECTIVE TEST Learning outcomes which indicate learner’s ability to originate and express ideas. It answers through reflections, insights, and opinions.

34. Objective Tests: Pencil-and-Paper Test Simple Recall Fill-in-the-Blanks Enumeration Identification Alternative Response Test True or False Yes or No Multiple Choice Test Correct Answer Type Best Answer Type Matching Type Test Perfect Matching Type Imperfect Matching Type

35. RELATIONSHIPS USED IN MATCHING TYPE TESTS RELATIONSHIPS USED IN MATCHING TYPE TESTS Persons Achievements Dates Historical Events Terms Definitions Principles Illustrations Parts Functions Machines Uses Diseases Causes

36. Subjective Test: Essay Test Restricted Response Item Extended Response Item

37. TYPES OF ESSAY TEST ITEM EXAMPLES OF COMPLEX LEARNING OUTCOMES Restricted Response Essay Items Ability to: Explain Cause-Effect Relationship Describe Application of Principles Formulate valid Conclusion Enumerate and Explain Explain Methods and Procedure Extended Response Essay Items Ability to: Organize ideas Integrate learning Design an Experiment Evaluate the worth of ideas

38. Performance Assessment Tools: 1. Checklist 2. Rating Scale 3. Rubrics for Portfolio

39. Planning, Implementing, and Evaluating

40. D esired Learning Outcomes: Analyze the relationship between planning and implementing Explain the connection of implementation and evaluation Interpret the overall relationships of planning, implementing, and evaluating Discuss the interrelations of evaluation and planning

41. GROUP MEMBERS: Marohombsar Madaye Macarambon Magayan Pangcoga