Curriculum______________-Evaluation.pptx

Curriculum Evaluation

1. CURRICULUM EVALUATION

2. WHAT IS CURRICULUM EVALUATION? It is an essential component in the process of adopting and implementing any new curriculum in any educational setting. Its purpose is to decide whether or not the newly adopted curriculum is producing the intended results and meeting the objectives that it has set. Another purpose of curriculum evaluation is to gather data that will in identifying areas in need of improvement or change.

3. Curriculum needs to be evaluated because: It provide data for curriculum planners, designers, and implementers to make necessary adjustments or improvements Curriculum developers including school administrators and teachers on what to revise, change, and sustain in the curriculum plan. It help teachers to select and prepare appropriate materials, learning resources, learning activities, content, and methods and other important criteria needed in meeting curriculum goals and objectives.

4. Evaluation process need to be focused on gathering and disseminating information for making decisions leading to curriculum development. Three types of decisions for which evaluation is utilized (Reyes, 2015). Course Improvement - pertains to decisions as to what instructional methods and materials meet the objectives of the curriculum ad where changes are needed;

5. 2. Decisions about individuals - concerns identifying the needs of the learners, planning for instruction and grouping and making the learners become aware and conscious of their own deficiencies; and 3. Administrative regulations - It plays a key role in assessing the quality of a school system, especially in selecting, supporting, and improving educational materials and activities. Evaluation helps identify needed improvements in content, teaching strategies, learning experiences, facilities, staff development, and educational goals. It also provides valuable information for policy makers, administrators, and society.

6. There are different subjects or objects for evaluation but the focus of curriculum evaluation are the following: Goals and Objectives The goals and objectives which are achievable will definitely produced desired outcomes. The selection of contents, materials and methods of a curriculum should align with the goals and objectives. It is important to evaluate the goals and objectives for this is imperative in the different stages in curriculum development.

7. 2. Content and Methodology It is important to evaluate the contents and methodology to ensure that these are relevant and responsive to the needs of the learners and the content which include the learning activities that would help in meeting the curriculum goals and objectives. In order for the curriculum to be effective, the content and methodology should be congruent with the curriculum goals and objective.

8. 3. Outcomes/Results The outcomes and results reveal whether the curriculum is effective or not. The evaluation of outcomes and results goes hand in hand with the evaluation of content and methodology.

9. TYPES OF CURRICULUM EVALUATION FORMATIVE EVALUATION Looks for evidence of success or failure of a curricular program. Done during the implementation process Evaluates progress and brings about improvements. A regular and a continuous process. Considers evaluation as a process.

10. TYPES OF CURRICULUM EVALUATION SUMMATIVE EVALUATION Evaluates outcomes/results. Evaluates the overall effectiveness of the program. Done after implementation of the program. Helps to judge the worth and appropriateness of the curriculum. Considers evaluation as a product.

11. CURRICULUM EVALUATION MODELS 1. Tyler’s objectives-Centered Model Model of Ralph Tyler (1950), the father of evaluation. One of the best-known models in curriculum evaluation. It puts emphasis on three essential elements: the learners , the life in the community , and the subject matter .

12. The model is based on the systematic movement of evaluation process. CURRICULUM ELEMENTS EVALUATION PROCESS 1. Objectives/ Learning Outcomes Study the objectives that have been previously identified. Objectives should specify both the content of learning and the student behavior expected. 2. Context/ Situation Identify the situations that will give the student the opportunity to express the behavior indicated in the objective which evokes or encourages behavior. 3. Evaluation Select and create appropriate evaluation instruments and check the instruments for objectivity, reliability and validity. 4. Instruments/Tools Use the instruments to obtain results. Compare the results obtained using the different instruments before and after to determine the amount of change taking place.

13. CURRICULUM ELEMENTS EVALUATION PROCESS 5. Outcomes/Results Analyze the results in order to determine strengths and weaknesses of the curriculum and to identify possible explanations about the reasons. Use the results to make necessary changes in the curriculum. 2. Stufflebeam's Context, Input, Process and Product Model Popularly known as CIPP (Context, Input, Process and Product) model D eveloped by Daniel Stufflebeam (1971) and his colleagues. E mphasizes the importance of evaluative data used for decision-making. It evaluates the context, input, process and product. It uses both formative and summative evaluation.

14. Context, input and process evaluation are formative evaluation while product evaluation is a summative evaluation. The four phases of program evaluation emphasized in this model are: Context evaluation Context is defined as the circumstances that form the setting of an event, statement or idea and in terms of which it can be fully understood and assessed. Context evaluation of curriculum includes not only the students but also, the environment, background, school climate, and the goals and objectives of the program offered. This is to continuously assess needs and problems ties in context in order to help decision makers determine goals and objectives (Reyes, 2015).

15. 2. Input evaluation This provides information which can help decision makers in selecting procedures and resources for the purpose of choosing appropriate methods, materials and strategies needed to achieve the program goals and objectives. It includes the quality of teachers, students and staff, including the facilities and school infrastructure. 3. Process evaluation It is a means of monitoring to make sure that the program is implemented well and to make modifications or revisions on the program. This includes the ways and means of how the curriculum has been implemented. Processes include teachers' methods, students: performance and the facilities used

16. 4. Product Evaluation This is used to compare actual ends with intended or desired ends, leading to a series of modifying and/or recycling decisions. It determines the extent to which the goals of the program have been achieved. This is to ascertain also the extent in which the learners' needs are being met. The data collected can be used to make decisions about the program and making decisions for Improvement.

17. 3. Stake's Responsive Model D eveloped by Robert Stake (1975) G ives emphasis on the description of the evaluation program and the evaluation process . The model has the following characteristics. It focuses on the concerns and issues of teachers, students, parents as well as school administrators. It emphasizes on the evaluation that occurs in school or the place where learning takes place. It prefers qualitative methods and techniques in evaluating. It presents more of the program activities than the learning intents/goals and objectives. It guides the evaluators to focus more on issues that are of priority. It leads to good decision making as it addresses the concerns and queries of the participants in the evaluation.

18. Robert Stake as cited by Reyes (2015) recommends the following steps in employing his model which he considers as an interactive and recursive evaluation process: Step 1 The evaluator meets with stakeholders to gain a sense of their perspectives and intentions regarding the evaluation. 2 The evaluator draws on such discussions and the analysis of any documents to determine the scope of the evaluation. 3 The evaluator observes the program closely to get a sense of its operation and to note any unintended deviations from announced intents. 4 The evaluator discovers the stated and real purposes of the project and the concerns that various audiences have about it and the evaluation. 5 The evaluator identifies the issues and problems with which the evaluation should be concerned. For each issue and problem, the evaluator develops an evaluation design, specifying the kinds of data needed.

19. 6 The evaluator selects the means needed to acquire the data desired. Most often, the means will be human observers. 7 The evaluator implements the data-collection procedures. 8 The evaluator organizes the information into themes and prepares "portrayals" that communicate in natural ways the thematic reports. The portrayals may involve videotapes, artifacts, case studies or other "faithful representations." 9 decides which audiences require which reports and chooses formats most appropriate for given audiences.

20. 4 . Bradley Effectiveness Model D eveloped by LH. Bradley (1985) H elp measure the effectiveness of a developed or written curriculum. This is simply answering Yes or No on questions about curriculum. If all the answers to the descriptive questions are YES, it means the curriculum is good.

21. 5. Eisner's Connoisseurship Model Connoisseurship comes from the Latin word cognoscere , meaning "to know“. Developed by Elliot Eisner (1979) and it has the following characteristics: It emphasizes qualitative appreciation since Eliot developed this model through his background in aesthetics and appreciation. It suggests that evaluator should get into the details of what is actually happening inside the classroom.

22. 3. The model believes that a knowledgeable evaluator uses both skills and experience to determine if the curriculum program is successful or not. 4. It is built on two related concepts: connoisseurship and criticism. Connoisseurship is the art of appreciation recognizing and appreciating what is significant while criticism is the art of investigation and exploration, the art of disclosing qualities of an entity that connoisseurship perceives.

23. 5. Evaluation is regarded as an educational criticism consisting of three aspects: first, the descriptive aspect which involves an act of characterizing and portraying the relevant qualities of educational life; second, the interpretive aspect which uses ideas from the social sciences to explore meanings and develop alternative explanation to explain social events and situations, and third, the evaluative aspect where judgments are made in an effort to improve the educational processes, thus, providing solid bases for making value choices in order for others to present a better argument (Reyes, 2015).