Int. j. econ. manag. soc. sci., Vol(3), No (7), July, 2014. pp.

391-395

TI Journals

International Journal of Economy, Management and Social Sciences

www.tijournals.com

ISSN:
2306-7276

Copyright 2014. All rights reserved for TI Journals.

Comparison of Evaluation Patterns and Validation of Curriculum

Afsaneh Marziyeh
Assistant Professor, Department of Education, University of Sistan and Baluchestan, Iran.

Hossein Jenaabadi
Associate Professor, Department of Education, University of Sistan and Baluchestan, Iran.

Gholam Hasan Panahi

Assistant Professor, Cultural University, Iran.
*Corresponding author: Hjenaabadi@ped.usb.ac.ir

Keywords
Evaluation
Validity
Curriculum evaluation
Curriculum evaluation model

Abstract
Higher education systems in different countries because of world changes, have encountered trends in
two past decades that not only have influenced operational process, but also have changed their goals.
To response to increasing demands, they have created new opportunities for learning in education
systems by increasing careers, programs and creation of new institutions of higher education. However,
higher education has been encountered serious problem in developing countries. So, to encounter this
problem, it should be invested in improve systems and tools. Hence, improvement and quality
promotion of university systems, leaders and managers of higher education should be at the first
priority, since no attention to this important and vital matter resulted in non- realization of sustainable
development policies and the waste of human resources, financial and physical sizable community and
always fears that quality is sacrificed for quantity. In this regard, curriculum is considered as main and
vital bases of higher education. Programs should cover broad goals such as social, cultural, political,
scientific, moral and intellectual. Curriculum is considered as main elements in education system
especially in higher education that can be useful in improvement and developing of education system
and changing in society.

1. Introduction
Universities and higher education institutions are institutions that have acted to priority of their goals and in broad levels, promotion of
most desirable values, are responsible of leadership of elite group and society[16]. and for this reason, it is considered as development and
welfare bases. In modern societies, necessity of attention to stable development of societies has changed efficiency and effectiveness of
higher education[2]. Nowadays, these centers of knowledge and technology having been given the highest level of specialized more
validation and social change are major factors. Hence, they have more sensitive to performance, status and quality of this system compared
to other systems exist in society[8]. and countries seek to clarify the relationship between education and national development programs
and promote knowledge and technology are at the highest level possible.
It is now known that the quality of leadership in higher education should be the first priority[9]. For this reason, the quality of the university
system has been discussed in various dimensions. Some pundits education system synonymous with losing the ability, see the desired
results. Such as Salmon(1987), Quality changes desired (predetermined) to be considered successful learners, as well Gardun and
Partingtun have described the quality of higher education : quality time the Institute will provide the conditions for students to be able to
effectively learning objectives that include appropriate academic standards are achieved .and organizing the content and learning
experiences , and evaluation is performed.
The Levin, Tvmbz , Fayrvdr , Amy Chen tells curriculum elements opinion of experts ranging from one to nine elements[10], but almost all
experts about four goals, content, methods (performance) evaluation agree . Evaluation is an important element of the curriculum. Critical
component of the evaluation process program' is curriculum. Sensitivity and importance of curriculum evaluation in no reason that human
activities, especially those matters that are of particular complexity and subtlety cannot be set aside to improve the quality of evaluation.
After the implementation of the curriculum takes place. The evaluation component has a key role at the same time interact with other
components of the curriculum and phase[14].
The overall evaluation of the curriculum is lesson plan objectives. The curriculum is designed to meet the purposes for which it has? Is
choice of teaching methods, best decisions? Materials necessary to achieve the recommended feature is for educational purposes and the
evaluation method of choice, is the best choice? The specific elements and aspects of the curriculum and the curriculum are. It's a
widespread perception, evaluation, curriculum and program curriculum covers all stages of the design process is curriculum.
Hence, it is essential that we investigate all elements and dimensions of curriculum and base of this investigation, essential reformation
should be done in curriculum and its components. In this regard, according to that model, the situation turns out to describe, explain, predict
and even imagination can one position is unknown and different patterns of response to different questions and different ideas of rational
responses to their questions[1].
Curriculum, the curriculum identifies basic considerations relating to the justification decisions and the relationships between them and the
pattern can represent a useful and detailed aspects of the curriculum, especially in the field can provide. In this paper, it is tried that using
review methods along with quality discussions, evaluation and validation of curriculum, evaluation curriculum patterns are evaluated and
commonalities and distinguishing them with the goal of providing guidelines for implementation of the proposed mining process is.
In order to deeply understand quality assessment, is to continue to introduce concepts related to it.

Afsaneh Marziyeh, Hossein Jenaabadi *, Gholam Hasan Panahi

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International Journal of Economy, Management and Social Sciences Vol(3), No (7), July, 2014.

2.

Materials

2.1 Evaluation of Quality in Higher Education

Evaluation in Higher Education, is the process of clarifying goals, accountability, and improve the quality of its performance is given. Since
evaluation is basically parallel and simultaneous process with any education process that its goal is reformation and improvement of
As the definition implies, various views put forward in the field of evaluation and orientation, reflecting the views of experts in the field.
This led to the formation of a variety of perspectives and ideas, approaches and models have been evaluated. Following definitions are
presented for evaluation of higher education:
A continuous and regular process and data analysis about performance of all internal and external factors affecting higher education system
and comparison with goals and criterion appropriate for especial features and performances of university that considered ultimate goal of
improvement and developing for continuous higher education through recognition and on time resolving of defects and making essential
changes and reformations[5].
Valuation models can be considered from different aspects and categorized. The simplest category Askryon (1967) has suggested. He was a
formative assessment models and the final classification. The division oversees the functions of evaluation. Other ideas that have been
presented by other authors such as they can be classified in seven Assessment Center (University of California) noted. The Seven
categorized as follows:
1- target patterns; 2- Decision-oriented patterns 3- Patterns accountable; 4- models based on experimental research design (causal
explanation) 5- target patterns - free, 6- patterns based advocacy; 7- Patterns application-oriented.
Another category of models used in the assessment of higher education institutions by Harman (1996) has been released.
1- Self assessment; 2 - External Assessment; 3 - Analysis of statistical data on performance indicators; 4 - surveys of students, graduates
and employers; 5 - Examining the knowledge, attitude and skills of graduates.
Among these approaches internal evaluation and external evaluation is a rich theoretical framework. These two approaches are based on a
theory of change, so that we can use them proper conditions for the development of higher education provided at different levels . The
difference between the two approaches is who, how and carpel critical to the judgment of Higher Education.
Unfortunately, in many cases, a single evaluation is going to document the success or failure of the program or activity. However, effective
evaluation, not only of achieving program objectives, but also causes the analysis and interpretation of data and research findings into a
plan of action to follow. However, careful evaluation is a great responsibility because the body lacks theoretical training systems are quite
stabilized so candidly about the success or failure of it to pay the judgment. On the other hand, applying the results of the evaluation is not
limited to financing and beyond, it is the obligation of members within the system demands. In other words, the lack of context for the
application of evaluation results, the validity of the evaluation procedures and tarnished its findings to invalid.
Validation.
If we define quality as components of six indicators, effectiveness, efficiency, effectiveness, accountability, capacity for innovation and
educational, we can express that validation is a stride for improvement and promotion of quality that by highlighting response performance,
it can be the responsibility of the higher education system in the state and society, consumer resources, transparent and accountable to it [8].
Self-adjusting through validation is originated from this tradition Philosophy that free people can and are expected to manage themselves
through explicit, flexible and responsive system[4].
Validation highlight the quality of the educational experience is based. Suppliers of higher education should be clear about your goals and
extensively expressed and demonstrate that quality assurance systems to ensure that these goals have been established (CPA, 2009).
Accreditation of institutions traditionally expected of an institution in relation to a set of standards, assessment, and did. In some countries
it is still in the spotlight and in all countries remains an important element validation[7].
Thus improving the quality and ensure that the results of the validation process is essential to productivity and efficiency are directly related
to an institution or program[9].
Types of evaluation and validation
Generally there are two types of validation:
1Institutional, this type of validation usually are done at whole level of institution and indicate that any what is role of any part of
institution to achieve goals of institution; although not necessarily all sections the same level of quality. The whole issue of accreditation of
institutions and relationships wards is very important and it should be special. Perform validation requires the institution itself - Evaluation
of different combinations of for general judgments about the credibility of the institution. Although the general framework of institutional
accreditation and program but in a little different way of judging criteria and standards implementation and considerable differences
between them is observed.
2- Specialized (Program) credit programs on different levels mainly to be aware of the quality of the program elements . A validation
program usually plan, groups or school used as a part of the institution.
An investigation of a university or college or school curriculum is within a string. Although there may be some other standards -based
authentication agency action, such as facilities and institutional support, faculty and general contents program or curriculum or specific
section[9]. Since the objective of this program is to focus on the assessment described in the field of curriculum evaluation discussed.
3- Curriculum evaluation
Curriculum evaluation is an interactive process to define and judge the nature and value of something to detect. Evaluators always try first
thing to describe and understand the value and shortcomings will be shown and judged. Accordingly, curriculum evaluation is a process
that is judged appropriate curriculum choices to.
Curriculum evaluation process for ink and materials research to improve the curriculum, administrative procedures, educational methods
and learning and influence student behavior[11].
Curriculum evaluation is originated in two distinct and complex area, curriculum and evaluation that although their emergence as
independent area is at 60 decade, typical of the early work in this regard as well - can be seen in the years before [11].
- Patterns of curriculum evaluation
In other words, the new model curriculum is designed. The old methods are still used in curriculum evaluation[11]. This is something that
Levin as the gap between curriculum development and curriculum evaluation notes. But all of this can be seen a significant change in
direction for curriculum evaluation, curriculum evaluation, most experts believe it.
Lee Cronbach quoted Orenshtain (1988) two conflicting approaches in curriculum evaluation suggests that the two front ends are on a
continuum. These two approaches are: scientific and humanistic approach is applying standard tests to evaluation of scientific approach

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International Journal of Economy, Management and Social Sciences Vol(3), No (7), July, 2014.

indicators and in fact, this approach goes back approach is the ruling on education. Humanistic approach in the last three decades it has
grown to feature which is trying to gain a more complete picture of the curriculum.
Data obtained via a human approach to significantly differ significance of scientific evaluation. In this approach, often qualitative methods
such as observation, interviews and data are use. In fact, this approach represents both quantitative and qualitative approaches in the field of
evaluation. This is by George Wills has also been emphasized. According to his curriculum, there are basically two methods of
investigation. The most common way is that the curriculum as a sequence of courses or a program of what is thought to occur in the
classroom. Assessment based on technical evaluation of this approach is based on the belief that better results can be evaluated to determine
the payments. In the second method, curriculum, not as a program but as what actually happens to students is viewed. The evaluation
approach is based on this approach is more human approach[1].
Evaluation can also be divided into two categories: utilitarian and intuition oriented.
Utilitarian category deals with the evaluation of a large group such as a school or a school focused on teaching and attention of the whole
group. Here the focus is on the fact those students in small groups and how they function.
Scientific and positivist models of curriculum evaluation
Samples and positivist scientific models that have been proposed so far are:
- Discrepancy evaluation model
This model is provided by Pros very good example of the scientific approach. Including the four components include: 1 - Standards of
Program; 2- Program Performance; 3- Comparison of Performance Standard; 4- Determining whether there is a difference between
performance and standards. Standards are compared and differences are extracted.
- Consistent evaluation model dependence
This model has been presented by Robert stick. He can distinguish between formal and informal assessment procedures. The challenge
evaluator to identify correlations, and the consensus of the three categories. Dependency is a relationship between variables in three
categories: background, exchange and outcome. One issue is expected to be observable and measurable variables in the two other
categories of guidance. Agreement between intended outcomes and is visible.
Judicial approach to evaluation
In this approach, a person or a group investigates curriculum and try extracts all strength and positive points, at that time, other team extract
problems and weaknesses of program by its investigation. In other words, this team is rival of first team, then people who are affected by
the new curriculum with the curriculum of the two methods have been brought to court and they are [11].
Humanistic and natural patterns of curriculum evaluation
In approaches that are mentioned in above items, quantity and technical methods are important, but as it is mentioned above, in humanistic
approach, often qualitative methods such as observation, interviews and data collection are used for some of the most valuation models
based on humanistic approach is as follows:
- News model and educational criticism
The model proposed by Elliot Eisner and is based on the belief that to evaluation methods used in the art may be used. Understanding act
smart and clever art experts refers generally defined as the art of understanding. This criticism is necessary expertise. The major distinction
between criticism and expertise of the experts in the understanding of art and art criticism disclosures and what is perceived by the expert.
After many experiences that the experts recommended.
- Responsive evaluation model.
By help of this model are presented. This model , like Eisner pattern instead of the standard tests and tests on informal relationships and
normal stresses . According to him, this pattern consists of ten steps :
1) Negotiations and discussions with sponsors about the framework for evaluating
2) Select the topics, issues, and questions of supporters
3) Formulate questions to guide the evaluation
4) Identify areas of curriculum activities: identifying customer needs
5) Observation, interviews, case studies, etc.
6) Identifying key problems or questions
7) Presented preliminary results of an experiment reported
8) the most complete analysis of interactions and investigate concerns
9) Evaluate conflicting evidence and Validation Results
10) Report the results
- Evaluation Model of Enlightenment
This model is sometimes also called Anatomy are provided by Parlet and Hamilton. In this model, identify problems and important features
of the program. Stages of this model are:
View: This phase includes a general overview of the curriculum and is consistent with the underlying recommended that the curriculum is
implemented. All factors that influence the curriculum are examined.
Further research on these important issues from the trivial problems here evaluator separates.
Explanation: In this stage the evaluator to describe and explain the factors influencing the curriculum and the community in which the
program describes what is happening and why.
- Picture model
Sarah Lawrence died this way light is extracted from the field of anthropology. The implementation of this model is evaluation within the
school and what is happening with regard to the curriculum is all. The individual teachers and students in the classroom and looking at
students' work and school documentation and questionnaires runs puts him Arrange interviews . The evaluation of the sources explained
and small (thin) is produced. The explanation is actually limited to what has been recorded. After completing this evaluation are explained
and accounted for more (thicker which deals with the interpretation of what is to come in a little explanation [11].
Arnshtayn 1988 in a stratified pattern quality evaluation are divided into five categories , which include the interpretive artist , systematic ,
focused and critical theory liberation
Interpretive approach requires the evaluator to determine the educational scene to become familiar with the different agents. Evaluator must
interpret the meaning and significance of the agents' actions. Given the importance of the social context of the situation, Experts and
educational criticism is an artistic approach, the approach that has been suggested by Eisner . The approach is a systematic approach that is

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International Journal of Economy, Management and Social Sciences Vol(3), No (7), July, 2014.

more attuned to the fact that the minds of the students and teachers are not paid and can descriptive methods. In fact, rather than theorybased approach to curriculum specialists are employed. Thus the domain of the humanities to employ existing theories to explain and
analyze events explored the classroom.
And ultimately redemptive criticism approach that is more closely associated with viewpoint-based theory is supported by curriculum
specialists Extremist. In this approach, evaluator investigates effectiveness and quality as what about those social factors that limit their
growth will drop. This theory is rooted in the view of Marx and Haber March.
Posner (1995) in his book entitled the curriculum analysis of two conflicting views of curriculum refers evaluation based integrated
measurement and evaluation.
1)The evaluation is based on measurements:
This model is based on two assumptions:
The learning outcomes of education by teachers who are seeking to achieve it are justified.
These outcomes can be measured.
This approach, the evaluation has been dominant in recent decades. In this approach goals are often expressed through behavioral tests
measured levels of its accomplishment. Accordingly, teachers, teaching materials and activities are for the realization of such goals. This
approach was developed during the 60's and Ralph Tyler in this regard is important. The evaluation approach is based on two fundamental
orientation is determined by first determining the final assessment of competence and providing educational qualification for the tests in
order to evaluate the specialists, standardization needs. Final evaluation compared with the previous efforts of the new curriculum seeks to
explain the costs and resources required for implementation of the new plan. The second formative evaluation for this kind of evaluation
experts criterion-oriented tests based on a set of behavioral objectives and usually applies to personal preference. In summary, the
evaluation approach based on the measurement of behavioral perception is closely associated with the training is focused on behavioral
outcomes [11&13].
Integrated assessment approach :
Such as education and the experimental evaluation, partnership, growth oriented, dynamic infrastructure, the informal, flexible, which is
controlled by the students themselves . Integrated assessment of psychological, behavioral and psychometric methods instead of principles
such as anthropology, psychotherapy, cognitive psychology and the language is borrowed. Anthropological ethnography means that
borrowed is originated from the classroom environment to understand the perspective. Methods of Psychotherapy Conference and the
clinical interview techniques borrowed from cognitive psychology. Accordingly, we place emphasis on formal tests of the feature-based
evaluation is measured. Integrated evaluation of natural observations, conferences and interviews for data collection and evaluation
emphasizes natural settings so uses. The most point and main different in these two approaches is that Students in this situation are given
information by the information that is collected by teachers in test situations are different
Conclusion
What was mentioned as one of the most important elements is the evaluation of educational programs. Through the various stages of
curriculum evaluation can increase the efficiency and effectiveness of curricula and textbooks can design a system for continuous
improvement of programs. Along with differences in evaluation approaches of curriculum, classification of any of these patterns in
appropriate approach has a process for evaluation that according to the study, the process of curriculum evaluation framework is presented
below:
1-aspects of
curriculum that
should be
investigated

2- data collection

Evaluate what is the assessment of the entire school system, a particular region or a
particular class determines. Objective assessment activity is clearly stated.

Evaluate the data collected and tools to collect data included review, questionnaires, etc.
The test is a set of documents. Evaluate the people who are responsible for data collection
to determine.

3-information
analysis

Data collection and analysis are presented. Often develop statistical tools to compare the
differences between variables are used.

4-information
reporting

The report describes the findings and interpretation of the data is written. Based on these
findings, conclusion can be drawn on the effectiveness of curriculum implementation
efforts. Proposals for the revision of certain aspects of the curriculum is given.

Fig1. the process of curriculum evaluation framework

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