CURRICULUM EVALUATION AND THE TEACHERS.pptx

PowerPoint presentation

1. Curriculum Evaluation and the teachers Presented by: jaymark d. cantil

2. objectives: at THE END OF THIS LESSON THE STUDENT WILL BE ABLE TO; Acquired a 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.

3. Curriculum Evaluation - measuring and judging the extent to which the planned courses, programmes , learning activities and opportunities as expected results. Answer two big questions; Do planned, courses, programs and activities as written and implemented actually produce desired results? How can these school curricula be improved?

4. Two ways of looking at curriculum evaluation Curriculum Program Evaluation - focus on the overall aspects of curriculum or the curriculum itself. K – 12 Curriculum Mother tongue Curriculum Teacher’s approach in Mathematics Curriculum

5. Two ways of looking at curriculum evaluation 2. Curriculum Program Component Evaluation - Include separate evaluation of a curriculum. achieved learning outcomes curriculum process ( teaching-learning methods/strategies) Instructional materials ( i.e books, modules)

6. Curriculum evaluation is both a Process and a tool As a Process - because it follows a step and procedure based on models and frameworks to get the desired results. As a Tool - help teacher and program implementers to judge the worth and merit of the program and innovation of curricular change. For both process and a tool, the results of evaluation will be the basis to IMPROVE curriculum

7. Curricularist defines that… Curriculum Evaluation is a process done in order to gather data that enables one to decide whether to accept, change, eliminate the whole curriculum of textbook. - Ornestein , A and Hunkins F. (1998) Do planned learning opportunities, programmes , courses and activities as developed and organized actually produce desired results? How can a curriculum best be improved? - McNeil J. (1977)

8. Curricularist defines that… Curriculum Evaluation identify the weaknesses and strengths as well as problems encountered in the implementation to improve the curriculum development process - 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)

9. Reasons for curriculum evaluation

10. Why is there a need to evaluate a curriculum? Identifies the strengths and weaknesses (Needs assessments) It will tell if the designed or implemented curriculum can produce or is producing desired results. (Monitoring) Curriculum evaluation will guide whether the results have equaled or exceeded the standards. (terminal assessment) Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist for policy recommendations. (decision making)

11. Bradley’s effective model

12. Answering YES to all the questions means good curriculum however, NO answer/mark should be look after and be improved

13. Tyler’s objective centered model

14. Ralph Tyler - a professor at the University of Chicago who propose a Curriculum Evaluation model year 1949. - The model was published in a book called “Basic Principles of Curriculum and Instruction”.

15. Tyler Model begins by defining the objectives of the learning experience. These objectives must have relevancy to the field of study and to the overall curriculum.

16. Daniel stufflebeams cipp model

17. Daniel Stufflebeam Founder and director, Ohio State University Education Center (1963-1973) Created the innovative CIPP Evaluation Model Director of Western Michigan University

18. CIPP MODEL It is based on planning, structuring, implementing, reviewing, and revising decisions each examined through evaluation of context, input, process and product evaluatio n

19. The definition of cipp stages Context Evaluation – assess needs and problems in the context for decision makers to determine the goals and objectives of the program/curriculum. Input Evaluation – asses alternative means based on the inputs for the achievement of 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 modification. Product Evaluation – compares actual ends with intended ends and leads to a series of recycling decisions.

20. The definition of cipp stages

21. Stakes responsive evaluation model Robert e. stake

22. STAKES RESPONSIE EVALUATON MODEL Enables to evaluate the educational and other programs by comparing the program activity, the program uniqueness, and the social diversity of the people .

23. STAKES RESPONSIE EVALUATON MODEL

24. STAKES RESPONSIE EVALUATON MODEL

25. STAKES RESPONSIE EVALUATON MODEL It is responsive when…. It orients more directly to program activities than to program intents. Refers to different value perspective of the stakeholders when reporting success or failure of a program

26. Seriven consumer oriented evaluation

27. Michael Seriven Micheal Seriven in 1987 introduced this evaluation among many other when evaluation products flooded the market Includes textbook, modules, educational technology like software and other instructional materials.

28. Seriven consumer oriented evaluation

29. Seriven consumer oriented evaluation

30. Seriven consumer oriented evaluation

31. End of my presentation.