Evaluating

the
Curriculum
 Two Ways of looking at the
Curriculum Evaluation
• Curriculum Program
Evaluation may focus o the
over-all aspects of a
curriculum or the curriculum
itself.
• Examples of big curriculum
program:
-K to 12 Curriculum
- Integrated Science Program
- Mother Tongue Curriculum
- Outcome Based Curriculum
• Curriculum Program Component
Evaluation
A curriculum component may include
separate evaluation of Achieved Learning
Outcomes, Curriculum Process and
instructional materials.
Definitions of
Curriculum Evaluation
Ornstein, A. & Hunkins, F, (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
of a textbook.
 McNeil, J. (1977)
• Evaluations answers two questions:
1. Do planned learning opportunities,
programmes, courses and activities as
developed and organized actually
produce desired results?
2. How can a curriculum best
improved?
 Gay, L. (1985)
• Evaluation is to identify the weaknesses and
strengths as well as problem encountered in the
implementation, to improve the curriculum
development process.
• It is to determine the effectiveness of and the
returns on allocated finance.
 Oliva, P. (1988)
• It is a process of delineating,
obtaining and providing useful
information for judging
alternatives for purposes of
modifying, or eliminating the
curriculum.
Reasons for Curriculum Evaluation
• Curriculum evaluation identifies the
strengths and weaknesses of an
existing curriculum that will be the
basis of the intended plan, design
or implementation. This is referred
to as the needs assessment.
• When evaluation is done in the
middle of the curriculum
development, it well if the 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 have equalled
or exceeded the standards, thus can
be labelled as success. This is
sometimes called terminal
assessment.
• Curriculum evaluation provides
information necessary for teachers,
school managers, curriculum
specialist for policy
recommendations that will enhance
achieved learning outcomes. This is
the basis of decision making.
Curriculum Evaluation Models
• Curriculum models by Ralph
Tyler and Hilda Taba end with
evaluation. Evaluation is a big
idea that collectively tells about
the value or worth of something
that was done.
 Bradley Effectiveness Model
• In 1985, L. H. Bradley wrote a hand book
on Curriculum Leadership and
Development.
• This book provides indicators that can
help measure the effectiveness of a
developed or written curriculum. For
purposes of the classroom teachers,
some of the statements were simplified.
Bradley Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or

No
Vertical Does the Curriculum reflect the
Curriculum
Continuity format that enables teachers
quickly access?
What is being taught in the
grade or year levels below or
above the current level?
Indicators Descriptive Questions Yes or
No
Horizontal Does the curriculum provide
Curriculum content and objectives that are
Continuity common to all classes of the
same grade level?
Indicators Descriptive Questions Yes or
No

Instruction Based Are lesson plans/

on Curriculum syllabi/course design derived
from the curriculum and
strategies? Are materials
used correlated with the
content, objectives and
activities?
Indicators Descriptive Questions Yes
or
No
Broad Is there evidence of involvement of
Involvement the different curriculum stakeholders
in the planning, designing and
implementation and review of the
curriculum?
Indicators Descriptive Questions Yes or
No
Long Range Is review cycle followed
Planning within the period of
planning and
implementation of he
curriculum?
Indicators Descriptive Questions Yes or
No
Positive Human Did the initial thoughts
Relation about the curriculum
come from teachers,
principals, curriculum
leaders and other
stakeholders?
Indicators Descriptive Questions Yes or
No
Theory-Into Is there clarity of vision,
Practice mission, graduation
outcomes, program
philosophy, learning
outcomes in the curriculum?
Indicators Descriptive Questions Yes or
No

Planned Change Are there tangible

evidence to show that
the internal and external
publics accepts the
developed program?
 Tyler Objective Centered Model
• Ralph Tyler in 1950 proposed a curriculum
evaluation model which until now continues
to influence many curriculum many
assessment processes.
• His monograph was entitle Basic Principles
of Curriculum and Instruction.
Curriculum Elements Evaluation Process Action Taken :
Yes or No

Objectives/Intended Pre-determine intended

Learning Outcomes learning outcomes or
objectives.

Situation or Context Identify the situation/context

that gives opportunity to
develop behaviour or achieve
objectives.
Curriculum Elements Evaluation Process Action Taken :
Yes or No
Evaluation Select, modify and construct
Instruments/Tools evaluation instruments or
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.
Curriculum Elements Evaluation Process Action Taken :
Yes or No

Analysis of Results 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 modification.
 Daniel Stufflebeam Model- Context, Input, Process Product Model
(CIPP)

• The CIPP model of curriculum evaluation

was a product of the Phi Delta Kappa
committee chaired by Daniel
Stufflebeam.
Four Stages of Program Operation
• Context Evaluation- Assess needs and
problems in the context for decision
makers to determine the goals and
objectives of the program/curriculum.
• Input Evaluation- Assess 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.
 Six steps in the Four stages of CIPP Model
Stages of the CIPP Steps Taken in All the Stages
Context Evaluation Step 1: Identify the kind of decision to be
Input Evaluation made.
Process Evaluation Step 2: Identify the kinds of data to make that
Product Evaluation decision.
Step 3: Collect he data needed.
Step 4: Establish the criteria to determine the
quality of data.
Step 5: Analyze data based on the criteria
Step 6: Organize needed information needed
for decision makers.
 Stake Responsive Model
• Responsive model is oriented more
directly to program activities than
program intents.
• Evaluation focuses more on the
activities rather that intent or
purposes.
 Robert Stake (1975) recommends to the curriculum
evaluator the following steps.
Meets with stakeholders to identify their perspectives
Step 1 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.
 Identifies the stated real purposes of the
Step 4 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 Selects the means needed to collect data

or information.
 Implements the data collection
Step 7 procedure.

Step 8 Organizes the information into themes.

Step 9 Decides with stakeholders the most

appropriate formats for the report.
Scriven Consumer Oriented Evaluation
• Michael Scriven, in 1976 introduced this
evaluation among many others when
education products flooded the market.
• Consumers of educational product which are
needed to support an implemented
curriculum often use consumer-oriented
evalulation.
• These products are used in schools which require
a purchasing decision.
• These products include textbooks, modules,
educational technology like softwares and other
instructional materials. Even teachers and school
themselves nowadays write and produce these
materials for their own purposes.
• 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.
Preliminary Information Recommendation

Title: ______ Retain for further review

Author (s):
Publisher: ______ Reject
Copyright Date: (Comments)
Material Evaluator:
Criteria + 0 - NA
Yes or good All right but No or Not
Quality not so good Poor applicable
Content covers a significant portion of
the course competencies.
Contents are up-to-date.
Reading level is appropriate for most
students who will use the material.
Intended learning outcomes,
competencies are stated.
Formative and summative
assessments are included.
Activities are varied to meet the needs
of the students.
Teacher’s guide is included with
management suggestions.
Criteria + 0 - NA
Yes or good All right but No or Not
Quality not so good Poor applicable
Materials are presented in logical
order.
Learning outcomes, competencies
and/or tasks.
Degree of match between learning
activities and intended learning
outcomes.
Quality of test items and degree of
match with intended learning
outcomes.
Quality of direction on how students
will process through the materials.
Quality of drawings, photographs,
and/or other materials.
Criteria + 0 - NA
Yes or good All right but No or Not
Quality not so good Poor applicable

Over-all design of the learning

activities for individual instruction.

Quality of management procedures for

teachers (TGs)

Optional (list course map

competencies covered by the
instructional materials.
A Simple Way of Curriculum Evaluation Process
• 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 (a)
written, (b) taught, (c)supported, (d) tested and
learned ?
• Does the curriculum include formative assessment?
• Does the curriculum provide quantitative methods
of assessment?
• Does the curriculum provide for qualitative
methods of assessment?
• Can the curriculum provide the data needed for
decision making?
• Are the findings of evaluation available to
stakeholders?