Curriculum Evaluation

MODULE 11
Introduction
► Curriculum evaluation is a component of curriculum
development that responds to public accountability. It looks
into educational reforms or innovations that happen in
the teacher’s classroom, the school district, division or
the whole educational system as well.

► It is establishing the merit and worth of a curriculum. Merit

refers to the value and worth of the curriculum. Test results
will only be used as one of the piece evidence of evaluation.

► For in the end, the purpose of evaluation is to improve

and not to prove.
Introduction
► Curriculum evaluation is premised on the
concept of alignment of planned, written
and implemented curriculum. It is an attempt
to answer two big questions as:
1. Do planned courses, programs, activities as
written and implemented produce desired
outcomes?
2. How can these school curricula be
improved?
Objectives

At the end of this lesson, you should be able to:

► Acquire clear understanding of what is
curriculum evaluation ;
► Explain the need to evaluate the curriculum and
how it’s being done ; and
► Expand knowledge about different curriculum
evaluation models.
Curriculum Evaluation: A Process and a Tool
► As a process it follows a procedure based on
models and frameworks to get to the desired
results.
► As a tool, it will help teachers and program
implementers to judge the worth and merit of the
program and innovation or curricular change.
► For both process and a tool, the results of
evaluation will be the basis to IMPROVE
curriculum.
Curriculum Evaluation

► Ornstein and Hunkins (1998) -Curriculum

evaluation is a process done in order to gather
data that enables one to decide whether to
accept, change, eliminate the whole
curriculum.
► McNeil, J. (1977) - Evaluation answers two
questions:
1. Do planned learning opportunities,
programs, courses and activities as
developed and organized actually produced
desired result?
Curriculum Evaluation
► Gay, L. (1985) - Evaluation is to identify the
weaknesses and strengths as well as
problems encountered in the implementation, to
improve curriculum development process.

► Oliva, P. (1988) - It is a process of delivering,

obtaining and providing useful information for
judging alternatives for purpose of
identifying or eliminating the curriculum.
Reasons for Curriculum Evaluation
Why is there a need to evaluate a curriculum?
► The curriculum processes presented by Tyler, Taba and
others at the end of the line or cycle undergo an
evaluation. All of them agree that planning,
designing and implementing are less useful
unless there is evaluation. Here some specific
reasons:
► Curriculum evaluation identifies the strengths and
weaknesses of an existing curriculum that will be the
basis of the intended plan, design or implementation.
This refers to as the needs assessment.
Reasons for Curriculum Evaluation
► When evaluation is done in the middle of
curriculum development, it will tell if designed
or implemented curriculum can produce or is
producing the desired results. This is related
to monitoring.
► Based on some standards, curriculum evaluation
will guide whether the results are equaled or
exceeded the standards, this can be labelled as
success. This is sometimes called terminal
assessment.
Reasons for Curriculum Evaluation

► Curriculum evaluation provides information

necessary for teachers, school managers,
curriculum specialists for policy
recommendations that will enhance achieve
learning outcomes. This is the basis of
decision making.
► In curriculum evaluation, important processes
were evolved such as (a) needs assessment, (b)
monitoring, (c) terminal assessment and (d)
decision making
 Curriculum
Evaluation Models
1. Bradley Effectiveness Model
► In 1985, L.H. Bradley wrote a handbook on Curriculum
Leadership and Development. This book provides
indication that can help measure effectiveness of a
developed or written curriculum. For purpose of classroom
teachers, some of the statements were simplified.

► First, you have to identify what curriculum you will

evaluate. Example: Elementary Science Curriculum, Field
Study Curriculum. Then find out if curriculum you are
valuating answers Yes or No. Answering yes to all the
questions, means good curriculum as described by
Bradley.
Bradley’s Effectiveness Model for
Curriculum Development Indicators
Indicators Descriptive Questions Yes or No

Vertical Curriculum Does the curriculum reflect the format (i.e K to 12, OBE,
Continuity Inquiry, etc.) that enables teachers quickly access what is being
taught in the grade/year levels below or above the current
level? (Example: If you’re looking at Science 5, below means
Science 4 and above means Science 6)

Horizontal Curriculum Does the curriculum provide content and objectives that are
Continuity common to all classes of the same grade level? (Example: All
English 101 for all 1st Year College Students)

Instruction Based on Are lessons plans/syllabi/course design derived from the

Curriculum curriculum and strategies? Are materials used correlated with
the content, objectives and activities?
Broad Involvement Is there evidence of involvement of the different curriculum
stakeholders in the planning, designing and implementation
and review of the curriculum?
Long Range Planning Is review cycle followed within the period of planning and
implementation of the curriculum?
Positive Human Did the initial thoughts about the curriculum come from
Relations teachers, principals, curriculum leaders and other
stakeholders?
Theory-Into Practice Is there clarity of vision, mission, graduation outcomes,
program philosophy, learning outcomes in the curriculum?

Planned Change Are there tangible evidence to show that the internal and
external publics accept the developed program?

If any of the indicators is answered with a “No”, actions should be made to make it Yes.
2. Tyler Objectives Centered Model

► Ralph Tyler in 1950, proposed a curriculum

evaluation model which until now continues to
influence many curriculum and assessment
process. His Monograph was entitled Basic
Principles of Curriculum and Instruction. In using
the Tyler’s Model, the following curriculum
components and processes are identified in
curriculum evaluation.
Curriculum Elements Evaluation Process Action Taken: Yes
or No
Objectives/Intended Learning Pre-determined intended learning outcomes or
Outcomes objectives
Situation or Context Identify the situation/context that gives opportunity to
develop behavior or achieve objectives
Evaluation Instruments/Tools Select, modify and construct evaluation
instruments/tools. Check its objectivity, reliability and
validity

Utilization of Tool Utilize the tools to obtain results

Compare the results obtained from several
instruments before and after to determine the change

Analysis of Result Analyze the result obtained to determine strengths

and weaknesses. Identify possible explanation about
the reasons for the particular pattern.

Utilization of Results Use the results to make the necessary modifications.

2. Tyler Objectives Centered
Model
► Using all the steps to evaluate the
curriculum and obtaining all YES answer
would mean the curriculum has PASSED the
standards. Tyler’s Model of evaluating the
curriculum is relatively easy to understand
which many teachers can follow.
3. Daniel Stufflebeam’s Context, Input,
Process Product Model (CIPP)
The CIPP Model of Curriculum Evaluation was a
product of Phi Delta Kappa Committee chaired by Daniel
Stufflebeam. The model made an emphasis that the
result of evaluation should provide data for decision
making.

There are four stages of program operation. These include

(1) CONTEXT EVALUATION (2) INPUT EVALUATION (3)
PROCESS EVALUATION and (4) PRODUCT
EVALUATION. However, any evaluator can only take any
of the four stages as the focus of evaluation.
3. Daniel Stufflebeam’s Context, Input,
Process Product Model (CIPP)

► Context Evaluation – assesses needs and

problems in the context for decision makers to
determine the goals and objectives of the
program/curriculum.
► Input Evaluation – assesses alternative means
based on the inputs for the achievement of the
objectives to make the decision makers to choose
option for optimal means.
3. Daniel Stufflebeam’s Context, Input,
Process Product Model (CIPP)

► 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 lead to a series of
recycling decision For all the four stages, the six
steps are suggested.
 Step 1: Identify the kind of decision to be made.
Context Evaluation
Step 2: identify the kinds of data to make that
decision

Input Evaluation Step 3: Collect the data needed

Step 4: Establish the criteria to determine quality of

data

Process Evaluation Step 5: Analyze data based on the criteria

Step 6: Organize needed information needed for

decision maker
Product Evaluation
4. Stake Responsive Model

► Responsive model is oriented more directly to

program activities than program intents.
► Evaluation focuses more on the activities rather
than intent or purpose.
► Robert Stake (1975) recommends to the
curriculum evaluate the following steps:
The Curriculum evaluate follow the steps before
Step 1 Meet with stakeholder to identify their perspective and intentions regarding curriculum
evaluation

Step 2 Draw from step 1 documents to determine the scope of evaluation.

Step 3 Observes the curriculum closely to identify the unintended scene of implementation and any
deviations from announced intents

Step 4 Identifies the stated real purpose of the program and the various audiences.
Step 5 Identifies the problem of the curriculum evaluation at hand and identifies an evaluation design
with needed data

Step 6 Selects the means needed to collect data or information

Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes
Step 9 Decide with stakeholders the most appropriate formats for the report
5. Scriven Consumer Oriented Evaluation

► Michael Scriven in 1967 introduce this evaluation among

many others when education products flooded the
market. Consumers of educational products which
are needed to support an implemented curriculum
often use consumer-oriented evaluation. These
products are used in schools which require a purchasing
decision. These products include textbooks, modules,
educational technology like soft wares and other
instructional materials. Even teachers and school
themselves nowadays write and produce these
materials for their own purposes.
Scriven Consumer Oriented Evaluation

► Consumer-oriented evaluation uses criteria

and checklist as a tool for either formative or
summative evaluation purposes. The use of
criteria and checklist was proposed by Scriven
for adoption by educational evaluators.
► An example of Instructional Material Review
Form by Marvin Patterson of Florida State
University is adapted for better understanding
Scriven Consumer Oriented Evaluation

Title _____Retain for further review

Author(S)
Copyright date
Material Evaluator _____Rejects (comments)
Scriven Consumer Oriented Evaluation

► Use the following codes to rate the material

(+) means yes or good quality
(-) means no or poor quality
(o) means all right but not good quality
(NA) means not applicable
Criteria
1. Content covers a significant portion of the course competencies
2. Contents are up-to-date
3. Reading level is appropriate for most students who will use the material
4. Intended learning outcomes, competencies are stated
5. Formative and summative assessment are included
6. Activities are varied to meet the needs of students
7. Teacher’s guide is included with management suggestions
8. Materials are presented in logical order
9. Learning outcomes, competencies and/or tasks
10.Degree of match between learning activities and intended learning outcomes
11.Quality of test items and degree of match with intended learning outcomes
12.Quality in decision of how students will process through the material
13.Quality of drawing, photographs and/or other materials
14.Overall design of the learning activities for individual instruction
15.Quality of management procedure for teachers (TGs)
16.Optional (List course maps competencies covered by the instructional material)
 References
► Bilbao, Purita P., Dayagbil, Filomena T., & Corpuz, Brenda B. (2015)
Curriculum Development for Teachers. Quezon City: Lorimar
Publishing, Inc.

►
http://www.fnbaldeo.com/EDCI547/Resource%20Materials/Philosophic
al %20Foundations%20of%20Curriculum%202.pdf