PRED109 - THE TEACHER

AND SCHOOL CURRICULUM

WHAT AND WHY EVALUATE CURRICULUM c. instructional materials
TYPES OF CURRICULUM EVALUATION
PROCESS + TOOL = RESULT
where: 1. Diagnostic Evaluation - It usually occurs at the
 Process - Follows procedure based on Models & beginning of the school year or before a new unit. It
Frameworks provides information essential to teachers in designing
 Tool - Help to judge the Worth & Merit appropriate programs for all students.
 Result - Basis to Improve the curriculum 2. Formative Evaluation - It occurs during the course of
curriculum development. It allows educators and
 Curriculum refers to the lessons and academic administrators to make changes as the school
content taught in a school or in a specific course or progresses. Its purpose is to contribute to the
program, which includes the learning standards or improvement of the educational program.
learning objectives that the students are expected to 3. Summative Evaluation - It is done at the end of a
meet. school year. It measures curricular success by
reviewing the outcomes against bench mark
 The term “evaluation” generally applies to the process standards.
of making value judgment. In education, the term
“evaluation” is used in reference to operations WHY DO WE NEED TO EVALUATE A CURRICULUM?
associated with curricula, programs, interventions, The result of evaluation will be the basis to improve a
methods of teaching and organizational factors. curriculum.
1. Needs Assessment – it identifies the strengths and
 Curriculum Evaluation is an essential phase of weaknesses of an existing curriculum.
curriculum development that responds to public 2. Monitoring – it can whether the designed or
accountability. It looks into educational reforms or implemented curriculum can produce or is producing
innovations that happen in teacher’s classrooms, the the desired results.
school, district division or the whole educational 3. Terminal Assessment – it will guide whether the
system as well. results have equaled or exceed the standards, itis
labelled as success.
CURRICULARIST DEFINITION 4. Decision Making – it provides information necessary
for teachers, school managers, curriculum specialist
for policy recommendations that will enhance achieved
A process to gather data and to learning outcomes.
Orntein & Hunkins decide whether to accept, change,
(1998) eliminate something - the curriculum. CURRICULUM EVALUATION THROUGH LEARNING ASSESSMENT
Evaluation answers two questions:
Mcneil (1997) 1. Do planned learning Knowledge, Process, Understanding, Performance (KPUP)
opportunities, programmers’ KPUP reflects different learning outcomes that are
courses and activities as arranged in hierarchy or complexity.
developed and organized Level 1: KNOWLEDGE – factual knowledge;
actually produce desired conceptual knowledge, procedural
results? knowledge, metacognition.
2. How can a curriculum best be
Level 2: PROCESS – skills that the students use based
improved?
on facts and information for making
To identify the strengths and meaning and understanding.
Gay (1985) weaknesses as well as the problems Level 3: UNDERSTANDING – big ideas or concepts
encountered in the implementation, to
improve the curriculum process. Level 4: PRODUCT/PERFORMANCE – what products
It is a process of delineating, (material, tangible) or performance (oral,
obtaining and providing useful visual, written, etc.) as evidence of
Olivia (1988) learning? i.e., portfolio, paintings, drama,
information for judging alternatives for
purpose of modifying or eliminating research, projects, etc.
the curriculum.
Types of Tests to Measure
TWO WAYS OF LOOKING AT CURRICULUM EVALUATION Knowledge, Process and Understanding
1. Curriculum Program Evaluation
a. Focus on the overall aspect of curriculum or I. OBJECTIVE TEST
the curriculum itself.  Test that requires only one and one correct answer.
2. Curriculum Program Component Evaluation  It is difficult to construct but easy to check.
Components may include separate evaluation of: 1.1 PENCIL AND PAPER TEST – the test written on the paper
a. achieved learning outcomes and requires a pencil to write
b. curriculum process A. SIMPLE RECALL
  Fill in the blanks
 Enumeration
 Identification
B. ALTERNATIVE RESPONSE TEST – this type of
pencil paper test where two or more options are THREE PERFORMANCE ASSESSMENT TOOLS
provided
 True or False Questions 1. CHECKLIST – this is the tool consisting of a list of qualities
 Yes or No Questions that are expected to be observe as present or absent.
2. RATING SCALE – is a tool that use a scale in a number line
C. MULTIPLE CHOICE TEST – this is the type as a basis to estimate the numerical values or a
identified as the most versatile test type because it performance or a product.
can measure a variety of learning outcomes. 3. RUBRICS FOR PORTFOLIO – is a complication of the
 STEM experiences as authentic learning outcomes presented with
 ALTERNATIVES, OPTIONS OR CHOICES evidenced and reflections.
 CORRECT ANSWER TYPE – this is the other
alternatives are clearly wrong and only one is LEVELS OF ASSESSMENT FOR THE LEVELS OF
the correct answer. This can be constructed in LEARNING OUTCOMES
either direct question or completion of the  The levels of assessment are a description of the
sentence. levels of the learning outcomes which, are: knowledge,
 BEST ANSWER TEST – all alternatives are process or skills of understanding products or
correct but only one is the best. performance.

D. MATCHING TYPE TEST

 The most common matching type is made-up
two parallel columns the first is column A as
the premise that present the problem and the
column B is provides the answer.
 Matching Types test is useful in measuring
the factual information as well as relationships
between two things, ideas or concepts.
 Relationship that can be used in matching
type test:

Persons Achievement
Dates Historical Events
Terms Definition
Principle Illustrations
Parts Functions
Machines Uses TABLE OF SPECIFICATION
Diseases Causes Sample Table of Specification Matrix for a
Periodical Test for Third Quarter
 PERFECT MATCH TYPE – is the number of
premises in Column A is less than a number
of responses in Column B. The sentence can
only be used once.

 IMPERFECT MATCHING TYPE – is the

number of premises in Column A are not
equal to the number of the responses in
Column B, or the other way around. The
response of the Premise can be used more
than once.

1.2 SUBJECTIVE TEST

 Learning outcomes which indicate the learners’ ability
to originate, and express ideas is difficult to test LEVELS OF PROFICIENCY DESCRIPTION
through object types of tests.
 Types of Subjective Tests:
A. Essay Test
B. Restricted Response
C. Extended Test

1.3 AUTHENTIC EVALUATION

 This is the test that measures real tasks, performance
and actual products.
 Used to assess learning outcomes in KPUP.
 Determining program standards.
1

Determining program performance.

2

Comparing performance with standards.

3
Determining whether a discrepancy exists between
performance and standards.
4

TYLER MODEL OF CURRICULUM EVALUATION

EVALUATING THE CURRICULUM by Ralph Tyler (1950)

Curriculum evaluation according to Print (1993) 1) Establishment of goals and objectives

 the process of assessing the merit and worth of a 2) Classification of the objectives.
program of studies, a course, or a field of study 3) Definition of objectives in behavioral terms.
4) Identification of situations in which achievement of the
Curriculum evaluation is an attempt to toss light on two objectives could be shown.
questions: 5) Selection of criterion of measurement procedures.
a) Do planned courses, programs, activities, and learning 6) Collection of data about pupil performance
opportunities as developed and organized actually 7) Comparison of findings with the stated objectives.
produced desired results?
b) How can the curriculum offerings best be improved?

Print (1993) identified several important purposes and functions STUFFLEBEAM’S CIPP MODEL
of curriculum evaluation in school setting: by Daniel L. Stufflebeam (1971)

I. Essential in providing feedback to learners.

 provides useful information in helping the CONTEXT
EVALUATION
INPUT
EVALUATIO
PROCESS
EVALUATION
PRODUCT
EVALUATION
students improve their performance and helps to provide a
N
to provide to detect the to gather,
teachers identify the strengths and weaknesses strong
rationale for
information
for
problems in the
implementation of
intrepret, and
appraise
of the learners. determining
curriculum
determining
how
the curriculum,
provide informtion
curricular
attainments
II. Helping in determining how well learners have objectives resources
are utilized
for programmed
decisions, and
achieved the objectives of the curriculum. to achieve
curriculum
maiintain a record
of the procedure
 describes whether the students learned or objectives

mastered the desired outcomes and objectives of

the curriculum
III. To improve curriculum.
 the result of evaluation serves as basis for
improving curriculum and for suggesting
innovations to improve learning.

STAKE’S CONGRUENCY-CONTIGENCY EVALUATION

MODEL by Robert Stake (1975)
PROVUS’ DISCREPANCY EVALUATION MODEL
by Malcolm Provus (1971) ANTECEDENTS
include data on students and teachers, the curriculum
to be evaluated, and the community context

TRANSACTIONS
include time allotment, sequence of steps, social
climate, and communication flow
OUTCOMES
encompass students' learning in the form of
understanding, skill, and values or attitudes, as well
as the effects of the curriculum on the teachers,
students, and the school
STEPS IN CONDUCTING A CURRICULUM EVALUATION

1) Identify the primary audience.

2) Identifying critical issues/problems.
3) Identifying data source.
4) Identifying techniques for collecting data.
5) Identifying established standards and criteria.
6) Identifying techniques in data analysis.
7) Preparing evaluation report.
8) Preparing modes of display.