What is

Curriculum?

The term curriculum refers to

the lessons and academic
content taught in a school or in
a specific course or program.

In dictionaries, curriculum is
often defined as the courses
offered by a school, but it is
rarely used in such a general
sense in schools.

Depending on how broadly

educators define or employ the
term, curriculum typically refers
to the knowledge and skills
students are expected to learn,

which includes the learning

standards
or
learning
objectives they are expected to
meet; the units and lessons that
teachers teach; the assignments
and projects given to students;

the books, materials, videos,

presentations, and readings
used in a course; and the
tests, assessments, and other
methods used to evaluate
student learning.

An individual teachers curriculum,

for example, would be the
specific
learning
standards,
lessons,
assignments,
and
materials used to organize and
teach a particular course.
(http://www.education.com/reference/article/curriculum-definition/)

Curriculum also refers to the

means and materials with which
students will interact for the
purpose of achieving identified
educational outcomes.
(http://www.education.com/reference/article/curriculum-definition/)

What is
Evaluation?

Evaluation is usually defined as

assessing the value, worth or
merit of something

Evaluation is a systematic
collection and analysis of data
in order to assess the strengths
and weaknesses of programs,
policies, and organizations to
improve their effectiveness.

Tuckman defines evaluation as

meeting the goals and matching
them with the intended
outcomes.

The term evaluation generally

applies to the process of making a
value judgment. In education, the
term evaluation is used in
reference to operations associated
with curricula, programs,
interventions, methods of teaching
and organizational factors.
(http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource
_Packs/TTCD/sitemap/Module_8/Module_8.html)

What is
Curriculum
Evaluation?

Curriculum evaluation may refer to

the formal determination of the
quality, effectiveness or value of
the program, process, product of
the curriculum.

McNeil (1977) states that curriculum

evaluation is an attempt to throw
light on two questions: Do planned
learning opportunities, programmes,
courses and activities as developed
and organised actually produce
desired results? How can the
curriculum offerings best be
improved? (p.134).

Ornstein and Hunkins (1998) define

curriculum evaluation as a process
or cluster of processes that people
perform in order to gather data
that will enable them to decide
whether to accept, change, or
eliminate
somethingthe
curriculum in general or an
educational textbook in particular
(p.320).

Worthen and Sanders (1987) define

curriculum evaluation as the
formal determination of the
quality, effectiveness, or value of a
programme, product, project,
process, objective, or curriculum
(p.22-23).

 .. the processes of determining

to what extent the educational
objectives are actually being
realized by the program curriculum
and instruction. (Tyler, 1949)

.. the collection and use of

information to make decisions
about an educational program.
(Cronbach, 1963)

.. an act of collecting systematic

information regarding the nature
and quality of educational objects.
(Nevo, 1995)

.. a diligent investigation of a
programs characteristics and
merits. (Fink, 1995)

Why
Evaluate?

Oliva (1988) defined curriculum

evaluation as the process of
delineating, obtaining, and providing
useful information for judging
decision alternatives. The primary
decision alternatives to consider
based upon the evaluation results
are: to maintain the curriculum as is;
to modify the curriculum; or to
eliminate the curriculum.

So you know whether its working

So you can be adaptable

To know how things are working

So youre aware of unintended outcomes

To focus your work

To help look after the people you work with

We evaluate courses and teaching

to enhance students' learning, by
providing content that is current,
relevant and appropriate to their
needs.

To continually improve learning

and teaching, we must continually
evaluate
it
by:
gathering information about the
quality of student learning that is
taking place in our courses and
programs making judgments based
on that information.

As educators we need to know how

we have affected the learning of
those we teach. We need to find out
whether we have:
Been able to create a shift in
understanding
Managed to provide students with
new knowledge
Strengthened their existing
understanding and knowledge.

Ideally,
everything
that
is
performed in the name of
education should be evaluated to
determine its worth and how
improvements can be made. Some
form of evaluation may be
expected at every level, such as:
national,
regional,
school,
classroom, and individual teacher.

As a curriculum manager you

would be expected to make a
significant contribution at the
school/college level and to be very
involved in other evaluations
within your institution.

However, your knowledge should

extend upwards so that you are
aware of evaluation work and its
possible implications for your
institution at the regional or
national level.

APPROACHES
IN
EVALUATION?

Behavioral Approach- Anchored on

the
behaviorist
principles,
behavioral approach to curriculum
is usually based on a blueprint. In
the blueprint, goals and objectives
are specified, contents and
activities are also arranged to
match with the learning objectives.

In education, behavioral approach

begins with educational plans that
start with the setting goals or
objectives. The change in behavior
indicates the measure of the
accomplishments.

Managerial Approach- The principal

is the curriculum leader and at the
same time instructional leader who
is supposed to be the general
manager.

The general manager sets the

policies and priorities, establishes
the direction of change and
innovation,
planning
and
organizing
curriculum
and
instruction.

Curriculum managers look at

curriculum
changes
and
innovations as they administer the
resources and restructure the
schools.

Some of the roles of the

Curriculum Supervisors are the
following:
1. Help develop the schools
education
goals.
2. Plan curriculum with students,
parents, teachers and other
stakeholders.

3. Design programs of study by

grade
levels.
4. Plan or schedule classes or
school
calendar.
5. Prepare curriculum guides or
teacher guides by grade level or
subject area.

6. Help in the evaluation and

selection
of
textbooks
7.Observe
teachers.
8.
Assist
teachers
in
the
implementation of the curriculum.
9. Encourage curriculum innovation
and change.

10. Develop standards for curriculum

and instructional evaluation.

System approach- The organizational

chart of the school represents a
system approach. It shows the line
staff relationships of personnel and
how decisions are made.

To George Beauchamp, the systems

theory of education see the following to
be
equal
importance
are
(1)
administration
(2)
counseling
(3)
curriculum (4) instruction and (5)

evaluation.

Humanistic
approach

This
approach is rooted in the progressive
philosophy
and
child-centered
movement.

The humanistic approach considers

the formal or planned curriculum and
the informal or hidden curriculum.

It considers the whole child and

believes that in curriculum the total
development of the individual is the
prime consideration. The learner is at
the center of the curriculum.