CHAPTER 6 curriculum Evaluation 1.2.pptx

CURRICULUM EVALUATION EDUC 255

1. Chapter 6: Curriculum evaluation

2. JUMBLE WORD

3. CURRICULUM EVALUATION RRILUCUMCU ONITVALUAE

4. VISDA DAVIS

5. LEDMO FO RRILUCUMCU NOILAUTVAE MODEL OF CURRICULUM EVALUATION

6. SETT SULTSRE TEST RESULTS

7. TOILLE RENSIE ELLIOT EISNER

8. ROBERT STAKE TRBERO EKAST

9. Chapter 6: Curriculum evaluation Alfonso,Marco Gotis , Morcia Maglasang , Roda Nacpil,Joana Marie

10. OBJECTIVES In this chapter, you should be able to: 1. analyze different curriculum evaluation models; and 2. identify several factors that are considered in evaluating curriculum in the Philippine context

11. CURRICULUM EVALUATION It is concerned with giving value or making judgments. Evaluation process should be always objective rather than subjective. It is defined as the process of making objective judgment to a curriculum ,its philosophy, goals, and objectives, contents, learning experience, and evaluation.
It is concerned about finding out whether the curriculum is relevant and responsive to the needs of the society and the learners.
It is a scientific and dynamic process of understanding the merit of any curriculum .

12. Curriculum Evaluation According to Scholars It is the process of delineating, obtaining and providing information useful for making decisions and judgments about curricula (Davis, 1980) It is the process of examining the goals. Rationale, and structure of any curriculum(Marsh, 2004) It is the process of assessing the merit and worth of a program of studies, a course, or afield of study (Print, 1993). It is the means of determining whether the program is meeting its goals ( BruceTuckman , 1985).
It is the broad and continuous effort to Inquire into the effects of utilizing content and processes to meet clearly defined goals (Doll, 1992)
It is the process of delineating, obtaining and providing information useful Information for judging decision alternatives ( Stufflebeam , 1971 )

13. Purposes of Curriculum Evaluation Print (1993) identified several important purposes and functions of evaluation in school setting:
• Essential in providing feedback to learners
•Helpful in determining how well learners have achieved the objectives of the curriculum
•To improve curriculum

14. In addition, curriculum evaluation is also useful to administrators and teachers in many different ways. For example:
•Evaluation helps in making decisions about improving teaching and learning processes.
•It helps in shaping academic policies.
•It guides in initiating curricular changes and innovations.

15. Curriculum Evaluation in the Classroom

16. 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.

17. •Test results
•anecdotal records
•checklists
•interview guides
•observation guides
•personality inventories
•rating scales
•IQ tests; and
•interest inventories Within the classroom, teachers and administrators can collect data using several instruments like :

18. Curriculum Evaluation at School System Level

19. Instruments that 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 Instrument • Results of district or national test

20. MODELS OF CURRICULUM EVALUATION

21. MODELS OF CURRICULUM EVALUATION A. Provus ’ Discrepancy Evaluation Model B. Tyler Model of Curriculum Evaluation C. Stufflebeam’s CIPP Model
D. Stakes’ Congruency-Contingency Model
E. Eisner’s Educational Connoisseurship Model

22. A. Provus ’ Discrepancy Evaluation Model Developed by Malcolm Provus (1971)
Evaluate projects under the Elementary- Secondary Education Act in the United States
Has 4 major stages of conducting curriculum evaluation

23. 4 major stages of conducting curriculum
evaluation Determining program standards Determining program performance
Comparing performance with standards
Determining whether a discrepancy exists between performance and standards

24. B. Tyler Model of Curriculum Evaluation A professor at the university of Chicago who proposed a curriculum evaluation model year 1949.
-The model was published in a book called “Basic Principles of Curriculum and Instruction”

25. 7 Steps for Evaluating a Curriculum 1. Establishment of goals and objectives
2. Classification 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

26. C. Stufflebeam’s CIPP Model Founder and director, Ohio state University Education Center (1963-1973)
Created the innovative CIPP Evaluation Model
Director of Western Michigan University..

27. CONTEXT INPUT PROCESS PRODUCT

28. CIPP EVALUATION MODEL Context evaluation The curriculum evaluator describes the environment and determines the different needs of the society, school, and students Input evaluation Aims to provide information for determining how resources are utilized to achieve curriculum objectives. At this level, the resources of the school and the different designs for implementing the curriculum are considered

29. CIPP EVALUATION MODEL Process evaluation 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 valuation Aims to gather, interpret, and appraise curricular attainments, not just the end of an implementation of a curriculum.

30. D. Stakes’ Congruency-Contingency Evaluation Model Robert Stake (1975) claimed that curriculum evaluation is not complete unless three categories of data are made available.

31. Models evaluation countenance stakes 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

32. E. Eisner’s Educational Connoisseurship Model Eliot Eisner (1985) provided a qualitative way of evaluating a curriculum. This model does not have methodical procedures compared with other evaluation models. Eisner’s model calls for a deeper and wider observation results of evaluation that are expressed in written form. The results, however, are not just merely descriptions; they provide excellent and accurate interpretation and appraisal.

33. E. Eisner’s Educational Connoisseurship Model Using this model calls for 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. curriculum evaluation is important. It provides information in almost every aspect of the curriculum.

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