R IC UL UM

CUR N
ALU AT IO
EV
o What is
o Why is
Curriculum
Evaluation Curriculum
o Purposes of Evaluation
necessary?
Curriculum o What is o Curriculum
Evaluation Evaluation
Curriculum
o Objectives of Models
Evaluation o Tools to
Curriculum o Purposes of
Evaluation Assess the
Curriculum Curriculum
Evaluation
REPORTER: REPORTER: REPORTER:
PRIJUNA D. LEONIN MIZEL RAVEN A. ASUNCION JANINE S. CABACANG
WHAT
?
 EVALUATION
 Concerned with giving value or making
judgements.
 Person acts as evaluator when he or she attributes
worth or judgement to an object, a place, a
process or a behavior.
 Evaluation is done using a set of criteria for the
evaluation process to be objective rather than
subjective.
 CURRICULUM
EVALUATION
Curriculum evaluation is an essential
component in the process of adopting and
implementing any new curriculum in any
educational setting.
To gather data that will help in identifying
areas in need of improvement or change.
 CURRICULUM
EVALUATION

Various Curriculum Scholars define

Curriculum Evaluation based on
how they view curriculum.
 CURRICULUM
EVALUATION
“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.”
-Ornstein, A. & Hunkins, F.
(1998)
 CURRICULUM
EVALUATION
“Evaluation is to identify the weaknesses and
strengths as well as problems encountered in the
implementation to improve the curriculum
development process. It is to determine the
effectiveness of and the returns on allocated
finance.”
- Gay, L (1985)
 David, 1980 Marsh, 2004

“Curriculum Evaluation is the “Curriculum Evaluation is the

process of delineating, process of examining the
obtaining and providing goals, rationale and structure
information useful for of any curriculum.”
making decisions and
judgements about curricula”
 Print, 1993 Tuckman, 1985

“Curriculum Evaluation is the “Curriculum Evaluation is the

process of assessing the means of determining
merit and worth of a whether the program is
program of studies, a course, meeting its goals.”
or a field of study.”
 Doll, 1992 Stufflebeam, 1971

“Curriculum Evaluation is the “Curriculum Evaluation is the

broad and continuous effort process of delineating,
to inquire into the effects of obtaining, and providing
utilizing content and useful information for
processses to meet clearly judging decision
defined goals.” alternatives.”
 CURRICULUM
EVALUATION
 Curriculum Evaluation is defined also as the process
of making objective judgement to a curriculum- its
philosophy, goals, objectives, contents, learning
experience and evaluation.
 Curriculum evaluation is also concerned about
finding out whether the curriculum is relevant and
responsive to the needs of society and learners.
Purpos
Curric es of
ulum
Evalua
tion
 Purposes of
Curriculum Evaluation
Print (1993) identified several purpose and functions of
evaluation settings:
 Essential in providing feedback to learners
 Helpful in determining how well learners have
achieved the objectives of the curriculum
 To improve Curriculum
 Purposes of
Curriculum Evaluation
In addition curriculum evaluation is also useful to
administrators and teachers in any different ways:
o Evaluation helps in making decisions about improving
teaching and learning process.
o It helps in shaping academic policies.
o It ensures quality of any curricular program
o It helps schools align their curriculum to different curriculum
sources and influences.
OBJEC
CURR TIVES OF
ICULU
EVALU M
ATION
 OBJECTIVES • Examine and evaluate historical,
philosophical, ethical, social,
OF economic and political
influence on curriculum.
CURRICULUM • Evaluate Curriculum methods
EVALUATION and structures in relation to
national curricular standards
and to national value-added
mandates.
 OBJECTIVES • Relate cognitive and brain-
based research to curricular
OF methods, structures and
intents.
CURRICULUM • Analyze the compatiblity of the
EVALUATION curriculum and related
assessments.
 OBJECTIVES • Explore the effects of curriculum on
teaching, learning, supervision and

OF policy.

CURRICULUM
• Evaluate the curricular demands of a
digital age.

EVALUATION • Define personal philosophy and

approaches regarding curriculum
design, development and
implementation.
 Why is
Curric
ulum
Evalua
Necess tion
ary
 There are several parties or
stakeholders interested in the process
and results of Curriculum Evaluation.
 Parents want to be assured that their children are
being provided with a sound, effective education.

 Teachers want to know that what they are teaching

in the classroom will effectively help them cover
the standards and achieve the results they know
parents and administration are expecting.
 There are several parties or
stakeholders interested in the process
and results of Curriculum Evaluation.
 The General Public need to be sure that their local
schools are doing their best to provide solid and
effective educational programs for the children in
the area.

 Administrators need feedback on the effectiveness

of their curricular decisions
 There are several parties or
stakeholders interested in the process
and results of Curriculum Evaluation.

 Curriculum Publishers can use the data and

feedback from a curriculum evaluation to drive
changes and upgrades in the materials they
provide.
 Types
Curric of
ulum
Evalua
tion
 According to
Scriven, the 3
1. Formative Evaluation
main types of
curriculum 2. Summative Evaluation
evaluation
3. Diagnostic Evaluation
are:
 1. Formative 2. Summative
Evaluation Evaluation

The final effects of a

It occurs during the curriculum are evaluated on
course of curriculum the basis of its stated
development. objectives.
 3. Diagnostic Evaluation

Directed towards two

purposes either for
placement of students
properly at the outset of an
instructional level.
 STEPS
COND IN
A CUR U CTING
RICUL
EVALU UM
ATION
 1. IDENTIFYING 2. IDENTIFYING CRITICAL
PRIMARY AUDIENCES ISSUES/PROBLEMS

Curriculum Program
Sponsors, Managers,
and Administrators, • Outcomes
School Heads, • Process
Participants, Content • Resources
Specialist and other
Stakeholders
 3. IDENTIFYING DATA 4. IDENTIFYING
TECHNIQUES FOR
SOURCE
COLLECTING DATA
• Standardized Test
• Informal Test
People, Existing
• Sample of Students work
Documents, Availble • Interviews
records, Evaluation • Participation
studies Observations
• Checklist
• Anecdotal Record
 5. IDENTIFYING 6. IDENTFYING
ESTABLISHED STANDARDS TECHNIQUES IN DATA
AND CRITERIA ANALYSIS
• Content Analysis
• Process Analysis
• Statistics
Standards previously set • Comparison
by Agency • Evaluation Process
 7. PREPARING 8. PREPARING
EVALUATION REPORT MODES OF DISPLAY
• Written • Case Studies
• Oral • Test score summary
• • Multimedia presentation
Progress
• Product Display
• Final
• List of
Recommendations
 DIFFE
CURR RENT
IC U
EVALU LUM
ATION
MODE
LS
 Bradley Effectiveness Model

In 1985, L.H This book provides

Bradley wrote a indicators that can
handbook on help measure the
Curriculum effectiveness of a
developed or
Leadership and
written
Development.
curriculum.
 In Bradley’s Model
• First, you have to identify what
Curriculum you will evaluate.
• Then find out if the curriculum you are
evaluating answer YES or NO.
• Answering YES to all the question
means, good Curriculum as Described by
Bradley.
• If any of the Indicators is answered NO,
an action should be made to make it
yes.
 TYLER MODEL
His 4 Steps Process for
Created by Ralph Evaluating Curriculum:
Tyler 1. Determine the
Objectives
2. Determine what
Known as the learning experiences
Objective Model will help meet the
objectives
3. Organization
4. Evaluation
 TABA MODEL

Developed by Hilda Taba Taba Model with a 7-

component process:
1. Diagnose the need
Believed that teachers
2. Formulate Objectives
are crucial to curriculum 3. Select Content
development. While 4. Organize Content
many models tend to 5. Select Learning
begin with general Experiences
concepts and move to 6. Organize Learning
specific ones. Experiences
7. Evaluate
STAKE’S COUNTENANCE MODEL

Designed by Robert Stake determined 3

critical areas of the
Stake, his model also
curriculum that must be
known as countenance analyzed:
model.
1. Antecedents
Approaches evaluation 2. Transactions
from a scientific 3. Outcomes
standpoint.
 Stufflebeam ‘s CIPP Model

Created by Daniel Improve program

Stufflebeam effectiveness or
plan for the future
Systematically collects of a program.
information about a
program to identify
strengths and
limitations in content
or delivery.
 The focus is on continuous
improvement by
concentrating on 4 areas of a
program:
• Overall • Plans and
Goals or Resources
mission
Context Input
Evaluati Evalua
on
tion
Product Process
Evaluati Evaluati
on on
• Outcomes • Activitie
s/
Compon
ents
SCRIVEN CONSUMER ORIENTED
EVALUATION
• Michael Scriven is
considered as the
He uses criteria and
major contibutor to checklist as a tool
Consumer Oriented for either formative
Evaluation.
• This model designed to
and systematic
provide a systematic purposes.
and comprehensive
evaluation of
educational programs
and curricula.
SCRIVEN CONSUMER ORIENTED
EVALUATION
Michael Scriven is This model
considered as the designed to provide
major contibutor to a systematic and
Consumer Oriented comprehensive
Evaluation
evaluation of
educational
programs and
curricula.
 TOOL
ASSES S TO
CURR S THE
ICULU
M
 RECORDING DEVICES/
TOOLS
1. Anecdotal
Record
• Recording Devices provide various 2. Checklist
means of organizing the recordings 3. Rating Scale
of information about student 4. Rubric
achievement.
5. Learning Log
 ANECDOTAL RECORD CHECKLIST

 A short narrative describing  Written list of performance

both a behavior and context in criteria which is used to assess
which the behavior occured. student performance through
 Describes student’s observation or may be used
performance detail and in to assess written work.
writing.
 RATING SCALE RUBRICS

 A simple tool for assessing  A series of statements

performance on a several describing a range of levels of
point scale ranging from low achievement of a process,
to high. product or performance.
 Based on a set of criteria  Defines desired expectations
which allows to judge with specific performances
performance, product, outlined for each level.
attitude or behavior.
 LEARNING LOG

 An on going record by the student of what

he/she does while working on a particular
task or assignment.

 Makes visible what a student is thinking or

doing through frequent recordings
overtime.
 ANK YOU
TH