N-229 (CURRICULUM AND INSTRUCTION)

INSTRUCTOR: DR. Salma Basher, RN, US-RN,

MAN,
Presented by: VILLARUZ, Rudy Gel C.
Curriculum evaluation
EVALUATING THE CURRICULUM
Module Overview This module is all about
curriculum evaluation in the context of its
definition and the role of the teacher as an
evaluator. It will present the ways of evaluating
the
curriculum
as
written,
planned
or
implemented. It will reference popular models of
curriculum models currently used in educational
programs here and abroad.
Curriculum evaluation is a component of
curriculum development that responds to public
accountability. It looks into educational reforms or
innovations that happen in the teachers
classrooms, the school, district, division or the
whole educational system as well. It is
establishing the merit and worth of a curriculum.
Test results will only be used as one of the pieces
of evidence of evaluation. For at the end, the
purpose of evaluation is to improve and not to
prove.
PERSONS DEFINITION
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, and eliminate the
whole curriculum of a textbook.
McNeil, J. (1997)
Evaluation answers two questions.
1. Do planned learning opportunities, programs,
courses and activities as developed and
organized actually produced desired results?
2. How can a curriculum best be improved?
Gay, L. (1985)
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.
Olivia, P. (1988)
It is a process of delineating, obtaining and
providing
useful
information
for
judging
alternatives for purposes of modifying, or
eliminating the curriculum.
PART 1: CURRICULUM FOUNDATIONS Guiding
principles,
educational
theory,
curriculum
orientations
PART
2:
CURRICULUM
DESIGN
Planning
instruction The relationship between generic skills
,learning outcomes & content skills Allowing for
relevant assessment The intention and inherent
challenges of change
PART 3: CURRICULUM CONTENT
PART 4: CURRICULUM APPLICATIONS
PART 5: AUTHENTIC ASSESSMENT
Bilbao, et. Al. (2003) differentiated what is
intended, implemented and achieved.
Intended curriculum-refers to the planned
objectives, goals, and purposes of the curriculum.

1 | Page

Answers what the curriculum maker/ framer want

to do.
Implemented curriculumrefers to the various
learning experiences provided to the students to
achieve the goals.
Achieved curriculum- refers to the learning
outcomes measured by learning performances.
What are the objectives of curriculum
evaluation?
These are the general objectives of curriculum
evaluation:
examine and evaluate the historical,
philosophical, ethical, social, economic and
political influence on curriculum.
evaluate curriculum methods and structures in
relation to national curricular standards and to
national value-added mandates.
Relate cognitive and brain-based research to
curricular methods, structure and intents.
Analyze the compatibility of the curriculum and
related assessments.
Explore the effects of curriculum on teaching,
learning, supervision and policy.
Evaluate the curricular demands of a digital
age.
Define personal philosophy and approaches
regarding curriculum design, development and
implementation.
4 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.
When evaluation is done in the middle of the
curriculum development, it will designed or
implemented curriculum can produce or is
producing the desired results. This is related to
monitoring.
Curriculum evaluation will guide whether the
results have equaled or exceed the standards
(sometimes called as TERMINAL ASSESSMENT)
Curriculum evaluation provides information
necessary for teachers, school managers;
curriculum specialist for policy recommendations
that will enhance achieved learning outcomes.
This IDs the basis of decision making.
In curriculum evaluation, important processes
were evolved such as
(a) Needs assessment,
(b) Monitoring,
(c) Terminal assessment and
(d) Decision making.
Steps in Conducting a Curriculum Evaluation
1. Identifying Primary Audiences
2. Identifying critical issues
3. Identifying data source
4. Identifying techniques for collecting data
5. Identifying established standards and criteria
6. Identifying Techniques
7. Preparing evaluation report
8. Preparing modes of display
Steps What to Consider
1. Identifying primary audiences

2.

3.

4.

5.

6.
7.

8.

Curriculum Program Sponsors, managers

and
administrators.
School
heads,
participants (teachers& students) content
specialist; and other stake holders.
Identifying critical issues/ problems
Outcomes (expected, desired, intended)
process
(implementation)
resources
(inputs)
Identifying data source
people (teachers, students , parents ,
curriculum
developers)
existing
documents , available records ,evaluation
studies
Identifying techniques for collecting data
Standardized test, informal test, sample
of students work, interview, participant
observations, checklist, anecdotal record
Identifying established standards and
criteria
Standards previously set by agency
(DepEd,
CHED,
and
Professional
Oragnization)
Identifying techniques in data analysis
Content, process analysis, statistics,
comparison, evaluation process
Preparing evaluation report
Written, oral; progress; final; summary;
descriptive;
graphic;
evaluative
and
judgmental; list of recommendations
Preparing modes of display
Case studies; test scores summary ;
testimonies; multimedia presentations ;
product display (exhibit); technical report
The steps are easy to follow. Begin
thinking of how curriculum evaluators will
proceed in finding out if there is a need to
modify, enhance or continue with the
implementation of the curriculum. After
all, the main purpose of evaluation is to
improve the existing condition, so that it
would benefit the students.

Despite of variety of methods in curriculum

evaluation, the approaches are usually classified
in to two broad areas:
Traditional evaluation is concerned with
determining the extent to which students achieve
the outcomes of curriculum. (Relies heavily on
the testing of students)
New-wave evaluation testing should not play
the only role in evaluation but that a great variety
of factors should be considered. Following are
several models consistent with the traditional and
new wave approaches.
DIFFERENT CURRICULUM EVALUATION
MODELS PERSONS EVALUATION / MODEL
SHORT DESCRIPTION
L.H . BRADLEY- BRADLEY EFFECTIVENESS
MODEL
RALPH TYLER - TYLERS OBJECTIVE CENTERED
MODEL
DANIEL STUFFLE BEAM - DANIEL STUFFLE
BEAM MODEL (CIPP)
ROBERT STAKE - STAKES COUNTENACE MODEL
(1967),
STAKE
RESPONSIVE
MODEL(1976),
STAKES CASE STUDY MODEL(1978)
MICHAEL SCRIVEN - SCRIVEN CONSUMER
ORIENTED EVALUATION

2 | Page

HAMMONDS - HAMMONDS GOAL- ATTAINMENT

MODEL
PARLETT
AND
HAMILTON
(1976)
ILLUMINATIVE MODEL
KEMMIS - KEMMIS (1974) SURROGATE
EXPERIENCE MODEL
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.
Curriculum specialist have proposed arrays of
models which are useful for classroom teachers
and practitioners.
BRADLEY EFFECTIVENESS MODEL
-first, you have to identify what
curriculum you will evaluate, then find out
if the curriculum you are evaluating
answers yes or no. answering yes to all
questions means good curriculum as
describe by Bradley.
TYLER OBJECTIVE CENTERED MODEL
- Involves: establishing goals or
objective; stating the objectives in
behavioral terms; measuring aspects of
student performance at the completion of
teaching ; comparing test results with
behavioural objectives
- It is a continuing process
DANIEL STUFFLEBEAM MODEL- CIPP
- The model made emphasis that
the result of evaluation should provide
data for decision making. There are four
stages of program operation. These
include:
1. context evaluation
2. input evaluation
3. process evaluation
4. product evaluation
- however, any evaluator can only
take any of the four stages as the focus of
evaluation
STAKES COUNTENANCE MODEL
-model
emphasizes
the
importance of both description and
observation in evaluation.
-distinguishes
between
the
evaluators description and judgment at
the different stages of implementing a
curriculum or program; antecedents,
transactions and outcomes.
STAKE RESPONSIVE MODEL
- is oriented more directly to
program activities than the program
intents. Evaluation focuses more on the
activities rather than intent or purposes.
STAKES CASE STUDY MODEL
- The case study model is so called
because of its emphasis on the specific
situation to be investigated.
SCRIVEN 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
educational evaluators.
HAMMONDS GOAL-ATTAINMENT MODEL
- Five steps for determining
whether a curriculum has achieved its
objectives:

 Isolating the program or

part of the curriculum to be
evaluated
Defining the descriptive
variables
Stating objectives in
behavioral terms
Assessing the behavior
described in the objectives
Analyzing results to
arrive at conclusions about the
objectives
. PARLETT & HAMILTONS ILLUMINATIVE
MODEL
- this model aims to illuminate the
audiences understanding of a curriculum
or program. -illuminative evaluation is less
restricting than traditional evaluation.
Is
more
concerned
with
description
and
interpretation
tan
measurement and prediction.
KEMMIS SURROGATE EXPERIENCE MODEL
-based on the view that curriculum cannot be
measured in precise and objective ways, but
requires a broad evaluation involving the
interaction of many variables.
.ACHIEVED LEARNING OUTCOMES
Achieved learning outcomes is an
outcomes based education as a product of what
are have been intended in the beginning of the
teaching-learning process. Indicators of the
learning outcomes which are accomplished are
called achieved learning outcomes. Standards
and competencies are used as the indicators and
measures of these outcomes.
ACHIEVED LEARNING OUTCOMESLEVEL of
Hierarchy
PERFORMANCE Products or performance which
can be used as an evidence of learning.
UNDERSTANDING Big concepts or ideas.
PROCESS Skills that students use based on facts
and information for making meaning and
understanding.
KNOWLEDGE Factual knowledge, conceptual
knowledge,
procedural
knowledge
and
metacognition.
Knowledge, Process, and Understanding
are learning outcomes. Students who can show
that they have gained knowledge, can apply such
knowledge and have achieved several meaning
on the particular knowledge have achieved the
learning outcomes.
Level IV of the learning outcomes can be
assessed through Performance or Product. These
learning outcomes can best be done through the
use of authentic evaluation.
STRATEGIES/TOOLS
TO
ASSESS
THE
CURRICULUM
Assessment Strategies are the structures
through which student knowledge and skills are
assessed.
Finding out what students know and can
do requires multiple sources of information and
differing types of assessment. The key is to
match the learning and the assessment tool. The
selection of a strategy is determined both by
what is to be assessed and the reasons or

3 | Page

purposes for the assessment. The phase of the

learning process at which the teacher and the
students are working affects the selection of the
assessment strategy and the tools used as one
tool may be unsuitable for different purposes.
STRATEGIES/
TOOLS
TO
ASSESS
CURRICULUM
EXAMPLES OF ASSESSMENT STRATEGIES:
1.) PAPER-and-PENCIL-STRATEGY
2.) PERFORMANCE BASED STRATEGY
3.) OBSERVATIONAL STRATEGY
4.) PERSONAL COMMUNICATION STRATEGY
5.) ORAL STRATEGY
6.) REFLECTIVE STRATEGY
7.) COMBINATION OF STRATEGIES

THE

PAPER-AND-PENCIL STRATEGY THE ESSAY

-Is a writing sample used to assess
student understanding and/ or how well students
can analyse and synthesize information.
-A student constructs a response to
a question, topic or a brief statement.
-Provides the student with the
opportunity
to
communicate
his/her
reasoning in a written response.
THE SELECT RESPONSE
-An assessment in which the
student is used to identify the correct one
answer;
-Is a commonly used procedure for
gathering formal evidence about student
learning, specifically in memory, recall and
comprehension.
PERFORMANCE
BASED
STRETEGY
THE
PERFORMANCE TASK
- Is the assessment which is requires
students to demonstrate a skill or proficiency by
asking them to create, produce, or perform.
-May be an observation of a student or
group of students performing a specific task to
demonstrate skills and or knowledge through
open-ended, hands-on activities.
THE EXHIBITION/DEMONSTRATION
- Is a performance in which a
student
demonstrates
individual
achievement
through
application
of
specific skills and knowledge.
- Is used to assess progress in task
that requires students to be actively
engaged in an activity. (e.g. performing an
experiment)
OBSERVATIONAL STRATEGY
OBSERVATION
- Is a process of systematically
viewing and recording student behaviour
for the purpose of making programming
decisions; permeates the entire teaching
process by assisting the teacher in making
the decisions required in effective
teaching.
PERSONAL COMMUNICATION STRATEGY
THE CONFERENCE
- Is a formal or informal meeting
between/among the teacher and student
and/or parent; - Has a clear focus on
learning for discussion.
THE INTERVIEW

- Is a form of conversation in which

all parties (teacher, student and parent)
increase
their
knowledge
and
understanding.
ORAL STRATEGY
THE QUESTIONS AND ANSWERS
Questions:
-Are posed by the teacher to
determine if the students understand what
is being/has been presented or to extend
thinking, generate ideas or problemsolved.
Answers:
-To provide opportunities for oral
assessment when the student responds to
a question by speaking rather than
writing.
THE CLASSROOM PRESENTATION
-Is an assessment which requires
students to verbalized their knowledge,
select and present samples of finished
work and organize thoughts, in order to
present a summary of learning about
topic.
REFLECTIVE STRATEGY
SELF ASSESSMENT
-Is the process of gathering
information and reflecting on ones own
learning;
-Is the students own assessment
of personal progress in knowledge, skills,
processes, or attitudes;
-Leads a student to a greater
awareness and understanding of himself
or herself as a learner.
THE RESPONSE JOURNAL
-Provides
frequent
written
reflective responses to a material that a
student is reading, viewing, listening to, or
discussing.
COMBINATION OF STRATEGIES
THE PORTFOLIO
-Is a purposeful collection of
samples of a students work that is
selective, reflective, and collaborative;
-Demonstrates the range and
depth of a students achievement,
knowledge, and skills overtime and across
a variety of contexts;
-Has student involvement in
selection of portfolio materials as part of
the process;
-Is a visual presentation of a
students accomplishments, capabilities,
strengths, weakness, and progress over a
specified time.
RECORDING DEVICES/ TOOLS
Recording devices provide various means
of organizing the recordings of information about
student achievement. Teachers can choose or
develop recording devices which suit the
teachers style, the students and the activity or
learning being assessed. These are:
1. Anecdotal Record
2. Checklist
3. Rating Scale
4. Rubric
5. Learning Log

4 | Page

THE ANECDOTAL RECORD

Is a short narrative describing
both a behaviour and the context in which
the behaviour occurred;
Should objectively report specific
and observed behaviours;
Describes students performance
in detail and in writing.
THE CHECKLIST
Is a list of actions or descriptions
that a rater (teacher) checks off as the
particular behaviour or expectation is
observed.
Is a written list of performance
criteria which is used to assess student
performance through observation, or may
be used to assess written work.
Is a list of skills, concepts,
behaviours, processes, and/or attitudes
that might, or should occur in a given
situation.
THE RATING SCALE
Is a simple tool for assessing
performance on a several- point scale
ranging from low to high. It may have as
few as 3 points, or as many as 10 points.
Assess the extent to which
specific facts, skills, attitudes, and/or
behaviours are observed in a students
work or performance.
Is based on a set of criteria which
allows the teacher to judge performance,
product, attitude, and/or behaviour along
a continuum.
Is used to judge the quality of a
performance.
THE RUBRICS
Is a series of statements
describing
a
range
of
levels
of
achievement of a process, product or a
performance.

Contains
a
brief,
written
descriptions of the different levels of
student performance
Defines desired expectations with
specific performances outlined for each
level.
Uses criteria and associated
descriptions
to
assess
the
actual
performance.
THE LEARNING LOG
Is 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 and/or doing through frequent
recordings over time.
NON- TEST MONITORING AND ASSESSMENT
Strategy: Structured Overview
Many of the following suggestions are
similar to the suggested teaching strategies.
Those who advocate increased use of non-test
monitoring and assessment argue that instruction
and assessment at their best are intertwined.
Good
instruction
involves
observing
and
analysing student performance and the most
valuable assessment activities should be learning
experiences as well.
1. Oral and Written Reports- Students
research a topic and then present either orally or

in written form. 2. Teacher Observation- The

teacher observes student while they work to
make certain the students understand the
assignment
and
are
on
task.
Example:
Cooperative Learning.
3. Journal- Student writes daily on assignment
or personal topics. Example: What is the thing
you remember about yesterdays lesson.
4. Portfolio of Students Work- Teacher
collects samples of students work and saves for
determined amount of time. Example: Dated
sample of students writing, test, etc.
5. Slates or Hand Signals- Students use slates
or hand signals as a means of signaling answers
to the teacher. Example: Review questions write
answers and hold up slate.
6. Games -Teachers utilize fun activities to have
the students practice and review concepts.
Example: Science Trivia.
7. Projects-The students research on a topic and
research on a topic and present it in a creative
way.
8. Debates- The students take opposing position
on a topic and defend their position. Examples:
The pros and cons of environment legislation.
9. Checklist- The teacher will make a list of
objectives that students need to master and then
check off the skill as the students masters it.
10. Cartooning- Students will use drawings to
depict
situation
and
ideas.
Example:
Environmental Issues.
11. Models-The student produce a miniature
replica of a given topic. Example: Molecules.
12. Notes-Students write a summary of a lesson.
13. Daily Assignments-The students complete
work assigned on a daily basis to completed at
the school or home. Example: Worksheets issues.
14. Anecdotal Record- The teachers record a
students behaviour. Example: A daily log of
students success.
15. Panel- A group of students verbally present
information. Example: A discussion presenting
both the pros and cons of the environmental
issues.
16. Learning Centers- Students use teacher
provided activities for hands- on learning.
Example: An activity folder on frog dissection.
17. Demonstration- Students present a visual
enactment of a particular skill or activity.
Examples: Proving that air has a weight.
18. Problem Solving- Student follow a step by
step solution of a problem.
19. Discussions- Students in a group verbally
interact on a given topic. Example: Environmental
issues. 20. Organize Note Sheets and Study
Guides- Students collect information to help pass
a test. Example: one 3x5 note card with
information to be used during a test.

PLANNING,
IMPLEMENTING
EVALUATING-UNDERSTANDING
CONNECTIONS
PLANNING

AND
THE

Planning is an initial process in

curriculum
development.
It
includes
determining the needs through an
assessment. Needs would include those of
the learners, the teachers , the community

5 | Page

and the society as these relate to

curriculum. After the needs have been
identified the intended outcomes should
be SMART. Intended outcomes should be
double, achievable and desired.
After establishing these, then a
curricularist should find out in planning the
ways of achieving the desired outcomes
.These are ways and means and the
strategies to achieve outcomes .Together
with the methods and strategies are the
identification the support materials. All of
these should be written, and should to
include the means of evaluation.
IMPLEMENTING
What should be implemented?
The planned curriculum which was written
should be implemented. It has to be put
into action or used by a curriculum
implementer
who
is
the
teacher,
curriculum plans should not remain as a
written document.
A curriculum planner can also be
a curriculum implementor. In fact a,
curriculum planner who implements the
curriculum must have a full grasp of what
is to be done.
With the well written curriculum
plan a teacher can execute this with the
help of instructional materials, equipment,
resources materials and enough time. The
curriculum implementor must also see to
it that the plan which serves as guide is
extended correctly. The skill and the ability
of the teacher to impart guide learning are
necessary
in
the
curriculum
implementation
EVALUATING

Curriculum evaluation as a big

idea may follow evaluation models which
can be used for programs and projects.
These models discussed in the previous
lesson guide the process and the
corresponding tools that will be used to
measure outcomes.

However
when
used
for
assessment of learning, which is also
evaluation more attention is given to
levels of assessment for the levels of
learning outcomes.
As defined by the Department of
Education , the use of the description for
the proficiency the learner described by
the qualified values of the weighted test
scores in an interval scale.

That
broader
perspective
mentioned
above
requires
a
less
constricting view of both the Purposes and
foci of curriculum evaluation.
In reviewing the literature and
acquiring a Broader understanding of
purpose, two concepts delineated by Guba
and Lincoln (1981)
Seem especially useful: merit and
worth. Merit, as they use the term, refers
to the intrinsic
Value of an entityvalue that is
implicit, inherent, and independent of any
applications.

 Merit is established without

reference to a context. Worth, on the other
hand, is the value Of an entity in reference
to a particular context or a specific
application.
It is the pay off Value for a
given institution or group of people.
The same course, however may
have relatively little worth for a teacher
instructing unmotivated working- class
Youth in an urban school: It may
require teaching skills that the teacher has
not mastered And learning materials that
the students cannot read.
In this sense, then, curriculum
evaluation should be concerned with
assessing both merit and worth.
EVALUATION STRATEGIES
The following are strategies that
successful
administrators
use
in
developing assessment and evaluation
programs.
Setting Goals and Indicators
The evaluation and assessment
process must be linked back to the original
mission statement and objectives of the
district. Indicators of successful curriculum
integration for the purposes of evaluation
should be established during the early
planning stages of the program.
.

Identifying
Target
Populations
Successful
evaluation
and
assessment procedures should focus on
targeting specific external and internal
population groups. Parents and community
represent external groups. Trustees,
administrators, teachers, and students
represent internal target groups. Data
collection needs to focus specifically on
these target areas and how they relate to
school and curriculum.
Evaluation Centers
Provides a wealth of information on
technology evaluation and assessment.
Regional Technology Training
Centers
They also provide conferences and
workshops on evaluation strategies.
Regardless of the process used to evaluate
a program, planners need to be willing to
utilize data and make changes and
adjustments where necessary. They must

6 | Page

understand that curriculum improvement

and
instructional
improvement
are
interconnected and that a change in one
area will probably elicit a change in
another area
. Problems and concerns
Can cloud issues at hand, making
evaluation an important tools. With higherquality and more detailed information at
our disposal, curriculum leaders will be
able to focus more on how technology can
help teachers with student achievement in
the future.
Implementing the Evaluation Design
With the design developed, the evaluation
team can move expeditiously to implement the
design and report the results. Two matters should
be stressed here: First, the implementation
process should be flexible. If new issues develop
or if additional data sources become apparent,
they should be built into a revised design and
incorporated into the implementation process.
Second, the results should be reported in ways
that will accommodate the special needs of the
several audiences
Thus, several reports might be envisioned: a
summary written in plain language for the public,
an action plan presented to the board and school
administrators, and a detailed technical report for
the broader educational community. Once people
know, firsthand, and are able to measure the
benefits of effective curriculum planning and
evaluation, the public support for funding will
become viable. Indicators of success used to
measure the impact of student achievement in
schools will be a determining factor.
It is hoped that future research will be based on
these indicators to give educational planners a
more complete picture as to the impact of
technology on teaching and learning in our
nations classrooms. A key to the success of any
curricular program in the future is the ability of
school leaders to develop awareness and
understanding through the implementation of an
effective evaluation program. Throughout the
entire evaluation process, the focus for
administrators should be on combination
appropriate strategies with measurable results
indicating positive correlations with teaching and
learning.