MODULE 6: CURRICULUM EVALUATION

This chapter discusses different models for curriculum evaluation. It aims to help teachers students
understand the process in evaluating a curriculum from basic education to higher education, especially in
the Philippine context. In this chapter, you should be able to:
1. Analyze different curriculum evaluation models and
2. Identify several factors that re considered in evaluating curriculum in the Philippine context.
Curriculum Evaluation
In general, evaluation is concerned with giving value or making judgements. Consequently, a
person acts as evaluator when he or she attributes worth or judgement to an object, a place, a process or a
behavior. Usually, evaluation is done using a set of criteria. This enables the evaluation process to be
always objective rather than subjective.
Various curriculum scholars define curriculum evaluation based on how they view curriculum, the
purposes of curriculum, curriculum influences and how curriculum is implemented. Basically, curriculum
evaluation is:
 the process of delineating, obtaining and providing information useful for making decisions and
judgements about curricula (Davis, 1980);
 the process of examining the goals, rationale and structure of any curriculum (Marsh, 2004);
 the process of assessing the merit and worth of a program of studies, a course or a field of study
(Print, 1993);
 the means of determining whether the program is meeting its goals (Bruce Tuckman, 1985);
 the board and continuous effort to inquire into the effects of utilizing content and processes to meet
clearly defined goals (Doll, 1992); and
 the process of delineating, obtaining and providing useful information for judging decision
alternatives (Stuffebeam, 1971).
 Curriculum evaluation is defined as the process of making objective judgement to a curriculum – its
philosophy, goals and objectives, contents, learning experience and evaluation.
Curriculum evaluation is also concerned about finding out whether the curriculum is relavnt and
responsive to the needs of the society and the learners. Its is a scientific and dynamic process of
understanding the merit of any curriculum.
Purpose of Curriculum Evaluation
Print (1993) identified several important purpose and fucntions of evaluation in school setting:
 Essential in providing feedback to learners - provides useful information in helping the students
improve their performance and helps teahcers identify the strengths and weaknesses of the
learners.
 Helpful in determining how well learners have achieved the objectives of the curriculum – describes
whether the students learned or mastered the desired outcomes and objectives of the curriculum
  To improve curriculum – the result of evaluation serves as basis for improving curriculum and for
suggesting innovations to improve learning.
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.
 It ensures quality of any curricular program.
 It helps schools align their curriculum to different curriculum sources and influences.
 It determines the level of success of the school’s vision and mission.
Conducting curriculum evaluation is a determinant of an academic institution or school’s commitment to
quality and continuous improvement. It shows how serious a school can be in realizing its philosophy, vison
and mission.
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. Within the classroom, teachers and administrators can collect data
using several instruments like:
 Test results;
 Anecdotal records;
 Checklists;
 Interview guides;
 Observation guides;
 Personality inventories;
 Rating scales;
 IQ tests; and
 Interest inventories.
Teachers play an important role in conducting curriculum evaluation in the classroom level. They must
be guided in gathering data from these instruments and in interpreting the data. The result of classroom-
based evaluation may help in improving instruction and in the effective implementation of the curriculum.
Curriculum Evaluation at the School or School System Level
Curriculum evaluation is done mostly at a school or school system level. This is usually done to
evaluate how the curriculum goals are attained in the macro level. At this level, the following instruments
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 instruments
 Results of district or national tests
The schools that gather and analyze data on the implementation of the curriculum can also do research
activities.
Models of Curriculum Evaluation
Curriculum scholars and curriculum workers have identified various models that can be used for
evaluation curriculum. Each of these models is a product of endless works of curriculum scholars trying to
assess the value of a particular curriculum.
A. Provu’s Discrepancy Evaluation Model
This model for curriculum evaluation was developed by Malcolm Provus (1971) to evaluate projects
under the LEmentary-Secondary Education Act in the United States. Using the taxonomy program content
developed by Rovert Stake, Provus identified four major stages of conducting curriculum evaluation as
shown in Figure 16.

Ronald Doll (1997) noted that the Provus model has been called the discrepancy model because it
compares performance with standards to determine whether there is a discrepancy between the two. This
model enables the curriculum evaluators and administrators of the school to collect or gather concrete
evidence on hoe the curriculum satisfies the set standards.
B. Tyler Model of Curriculum Evaluation
Aligned to his model of curriculum development, Talph Tyler (1950) proposed seven 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
The completion of the seven stages will lead to the revision of the objectives. This evaluation model is
a cyclical type of model.
C. Stufflebeam’s CIPP Model
The Phi Delta Kappa National Study Committee on Evaluation, chaired by Daniel L. Stufflebeam,
developed and published a curriculum evaluation model known as the CIPP (context, input, process,
product) model (Stufflebeam, 1971). Stufflebeam (2001) defined evaluation as the process of delineating,
obtaining and providing useful information for judging decision alternatives.

Context Input Process Product

Figure 17. Stufflebeam’s CIPP Evaluation Model

Context evaluation, according to Stufflebeam, is the most basic kind of evaluation. Its purpose is to
provide a strong rationale for determining curriculum objectives. At this point, the curriculum evaluator
describes the environment the determines the different needs of the society, school and students. If there
are unmet needs, the curriculum evaluator seeks to find reasons for not meeting the needs. The curriculum
context also includes the problems, issues and challenges that the curriculum seeks to address.
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.
Process evaluation focuses on providing periodic feedback while curriculum is being implemented.
This phase aims to detect the problems in the implementaiommmm of the curriculum, provide information
for programmed decision and maintain a record of the procedures as it occurs.
Product evaluation aims to gather, interpret and apprise curricular attainments not just the end of
an implementation of a curriculum.
When using the CIPP model, while it is desirable and ideal to conduct curriculum evaluation by
looking at the four phases identified by Stufflebeam, one can also focus on one or two phases of
evaluation.
D. Stake’s Congruency-Contingency Evaluation Model
Robert Stake (1975) claimed that curriculum evaluation isnot complere unless three categories of
data are made available. These categories of data are:
1. Antecedents – include data on students and teachers, the curriculum to evaluated and the
community context
 2. Transcation – 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
The data gathered will provide necessary information for the evaluation process. The term
congruency refers to the degree of alignment between what was desired and what was actually
achieved. Contingency refers to the relationship between one variable to the other, for example,
between the curriculum and the community context.
E. Eisner’s Educational Connoisseurship Model
Elliot 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 expresses in written form. The result, however, are not
merely descriptions; they provide excellent and accurate interpretation and appraisal.
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 in relation to
curriculum. It tries to capture every aspect of curriculum activities including the hidden curriculum. The
emphasis of this model is always on the quality rather than on the measurable quantity of learning and
interaction.
Overall, curriculum evaluation is important as it is intended to provide meaningful information in
almost every aspect of the curriculum. These information or results of evaluation provide strong bases for
all decisions done about the planning, design, development and implementation of the curriculum.
Curriculum leaders can utilize the result of the evaluation in instituting educational reforms and in finding
ways to make curriculum more relevant and responsive to the needs of the learners.
The challenge for curriculum evaluation is how to get reliable data and how to involve other
stakeholders in the evaluation process. It is also important to ensure the accuracy of data that will be used
for the evaluation.

MODULE 6 ACTIVITY
1. Why do you think curriculum evaluation is important?
2. Do you consider accreditation as a form of curriculum evaluation? Why?
3. How can we involve the following stakeholders in curriculum evaluation?
 Parents
 Students
 Community Officials
 Professional Organizations
 Alumni
 Researchers