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Evaluating The Curriculum

A process of formal evaluation that collects objective information on the outcomes of a program is critical. To what extent are the goals of the program being met? what are the other outcomes of the curriculum that are not expressed? (c) McGraw-Hill Higher Education. All rights reserved.

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Evaluating The Curriculum

A process of formal evaluation that collects objective information on the outcomes of a program is critical. To what extent are the goals of the program being met? what are the other outcomes of the curriculum that are not expressed? (c) McGraw-Hill Higher Education. All rights reserved.

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Anonymous z0KnYY0
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© © All Rights Reserved
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You are on page 1/ 18

McGraw-Hill Higher Education.

All rights
reserved.

A process of formal evaluation that collects


objective information on the outcomes of a
program is critical

The acid test of evaluation is student performance

McGraw-Hill Higher Education. All rights reserved.

Who wants to know?


Teachers
Administration
District
State
National

Why do you want to assess?


Accountability
Program

improvement

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Curriculum outcomes

Planned curriculum

Implemented curriculum

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To what extent are the goals of the program


being met?

What are the other outcomes of the curriculum


that are not expressed?

To what extent are the objectives of the


program being met?

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What factors are facilitating the attainment


of program goals and objectives?

And what factors are a hindrance to the


attainment of program goals and objectives?

To what extent does the program meet the


standards established for student
performance by the external body/agency
over the program?
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Does the program address the national/state


standards?

Are the goals and objectives of the program


clearly stated?

Is there an articulated scope and sequence to


the program?

Is the content of the curriculum developed in a


developmentally appropriate way?
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Are the goals and objectives of the program achievable


within the time and resources available?

Is enough detail provided so that unit development


would have a clear direction?

To what extent is both formative and summative


assessment integrated throughout the curriculum?

Is the program designed to meet the needs of these


particular students? Are the goals and objectives
appropriate?

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To what extent are teachers using the written


curriculum to deliver the program?

To what extent are the


students/parents/administrators aware and
supportive of what they are being taught?

To what extent is the physical education


program supported by the school
administration?

Is the curriculum being implemented as


planned?
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Are the resources for the curriculum adequate to


accomplish the goals and objectives of the
curriculum?
Do teachers meet on a regular basis to plan,
implement and adjust the curriculum?
Is a clear program of continuous assessment and
realignment in place?
To what extent are students and teachers
supportive of the curriculum?

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Level of awareness
Level of support
Identification of misperceptions, strengths,
weaknesses
Use of questionnaires, surveys, focus groups,
interviews

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Program time
Class size
Competent teachers committed to the program
Facilities
Equipment
Time for planning
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Identify what is operating to support the


program goals

Identify what is happening to impede the


program goals

Change inhibitors or revise program to be more


realistic of conditions

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Do you evaluate short term objectives or long term


goals of the program?

Do you evaluate products that are made explicit in the


program or those that are implicit as well?

Do you look for positive as well as negative outcomes of


a program?

Do you need to measure every student on every


outcome?

What standard do you use to determine program


effectiveness?
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Standard 1: Demonstrates competency in


motor skills and movement patterns to
perform a variety of physical activities
Skills

tests, scoring rubrics of participation, other


evidence of competence

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Standard 2: Demonstrates understanding of


movement concepts, principles strategies and
tactics as they apply to the learning and
performance of physical activities
Written

tests, observation in authentic activity setting,


cognitive tasks

Standard 3: Participates regularly in physical


activity.
Student

journals, contracts and logs

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You dont need to evaluate everything every


year
Planned curriculum
Guidelines

should be used as a check off as curriculum is

developed

Implemented curriculum
After

program has been implemented (within two years)


Every three years

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Curriculum outcomes and impact


All

outcomes
Not every outcome every year
Ongoing process
Sample students and classes

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