Studies of Society and Environment

7.

Initial In-service Materials

Curriculum evaluation
Purpose
The purpose of this section is to enhance understandings of how to
evaluate school programs that are based on an outcomes approach to
education.

Teacher outcomes
Teachers:
understand the purposes of curriculum evaluation
develop a curriculum evaluation design matrix.

Topics
Purpose of curriculum evaluation
Focus of curriculum evaluation
Curriculum evaluation design

What you need

Years 1 to 10 Studies of Society and Environment Syllabus
Years 1 to 10 Studies of Society and Environment Sourcebook Guidelines
Years 1 to 10 Studies of Society and Environment Sourcebook Modules

Website references
The following Studies of Society and Environment sections of the
Queensland School Curriculum Council website (www.qscc.qld.edu.au) are
relevant to this section:
sourcebook modules
sourcebook guidelines.

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Purpose of curriculum evaluation

The purpose of curriculum evaluation is to provide a basis for decision making
about the need for and direction of change. The outcomes of the evaluation
process will assist in improving student learning, implementing key learning
area syllabuses and providing curriculum support services by schools.
Evaluation may focus on school curriculum programs, units and activities.
While evaluation is an ongoing process, it may also take place at the
conclusion of a program, unit or period of time. Regular and systemic
evaluation will lead to programs that are current, relevant and sensitive to the
changing needs of students, stakeholders and society.

Focus of curriculum evaluation

The process of collecting, analysing and interpreting information enables
judgments to be made about the appropriateness, effectiveness and efficiency
of student learning through current programs, units and activities developed to
implement the Studies of Society and Environment syllabus. The sourcebook
guidelines provide information on the process of collecting, analysing and
interpreting information. Further advice about evaluation is also available on the
Queensland School Curriculum Council website (www.qscc.edu.au).
Curriculum evaluation should provide data on the appropriateness,
effectiveness and efficiency of those aspects being evaluated. Aspects that
could be considered within the curriculum evaluation process include:
student learning in relation to demonstration of learning outcomes
materials developed and purchased to implement key learning area
syllabuses and associated materials
curriculum support services provided within the school or accessed by the
school community
school programs, units and activities and their relationship to syllabuses and
needs of students.
These aspects are explained in the Studies of Society and Environment
sourcebook guidelines.

Curriculum evaluation design

The design of any curriculum evaluation should include consideration of the
purpose, a description of what is to be evaluated, an overall evaluation
approach, identification of key stakeholders, focus questions, data collection
processes, an analysis of collected data and reporting. Other considerations
should include deciding who will perform the evaluation and who will manage
the evaluation, oversee the tasks and outline the timeline within which the
evaluation will be conducted. The following template is provided to support
teachers and administrators and offers some practical guidelines to assist in
this process.

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Example of evaluation design template for school

programs
Purpose
The purpose of the evaluation could be, for example, to evaluate the
appropriateness, effectiveness and efficiency of the school program for
Studies of Society and Environment in order to account for and improve
current and future programs which in turn will improve student learning
outcomes.
Description
The description of the program being evaluated could include an outline of
the context and any significant issues for example, An initial
implementation program for the key learning area of Studies of Society and
Environment for Years 1 to 3.
Overall evaluation approach
Evaluation approaches are many and varied. The following approaches
may be incorporated.
Goal-based evaluation may be used to determine the extent to which
the program has been achieved within a specified period of time and in
given circumstances. Goal-based evaluation is useful for evaluating the
impact of a program as it focuses clearly on the relationship between
the intentions and outcomes of a program.
Responsive evaluation may be used to consider the worth of the
program with respect to the views of all identified stakeholders.
Responsive evaluation focuses on discovering the issues and perceived
problems of the program and is useful because it provides a description
of the strengths and weaknesses of a program that can be used as a
basis for future development.
Utilisation-focused evaluation may be used to provide information about
how the program may be improved.
Identification of the key stakeholders
Key stakeholders involved in the evaluation could include students,
teachers, school administrators and parents/caregivers.
Focus questions
Focus questions should address appropriateness, effectiveness, efficiency
and improvements. Some considerations are:
To what extent is the program appropriate for stakeholders, particularly
students? In particular:
To what extent does the program provide opportunities for students
to demonstrate core learning outcomes?
To what extent does the program match the development and
learning needs of students?
To what extent does the program demonstrate consideration of
equity issues such as inclusiveness and relevance?
To what extent does the program meet the syllabus requirements?
To what extent does the program provide appropriate learning
experiences, pedagogy and assessment procedures?
To what extent does the program meet stakeholder needs?
To what extent is the program effective? In particular:
To what extent have the intentions of the program been achieved?
To what extent is the program sequenced and comprehensive?
continued

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Example of evaluation design template for school programs continued

To what extent does the program reflect the characteristics of

worthwhile learning activities?
To what extent have students demonstrated learning outcomes?
Which students have and have not demonstrated learning
outcomes?
What actions could be taken to ensure that more students
demonstrate learning outcomes next time?
Are the expectations of student demonstrations of learning outcomes
at particular levels appropriate?
To what extent is the assessment appropriate, effective, efficient and
reflective of the principles of assessment?
To what extent have the program, materials and resources
supported student learning and demonstration of outcomes?
To what extent has the program promoted active student
involvement and self-reflection?
To what extent is the program efficient? In particular:
To what extent is the program usable/workable in terms of resources
and time?
To what extent does the program allow students multiple
opportunities to demonstrate outcomes?
To what extent does the program integrate/intersect with other key
learning area school programs?
To what extent do the resources and time required compare with
those used in programs with similar intentions for example,
programs for other key learning areas?
To what extent are the resources used cost-effective?
Consider what improvements could be made to the program in
response to the above questions.

Data collection
Data sources and modes through which the data could be collected should
be identified. Modes of data collection could include analyses of the
program, interviews, focus groups, discussions and questionnaires and
must be appropriate to the sources. A data collection matrix detailing focus
questions, data sources and modes of collection may be an efficient and
beneficial representation of the evaluation to be conducted.
Data analysis
Both qualitative and quantitative data should be analysed to ensure that the
responses to the focus questions are accurately represented.
Reporting
Reports should present the results of the evaluation clearly, simply and
accurately and should be able to be accessed and considered by all
stakeholders. Reports should identify conclusions and recommendations
for future program development based on these conclusions.

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Studies of Society and Environment

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Activity 7.1: Evaluating a curriculum program

To clarify your understandings, answer these sample evaluation questions in
relation to a school program developed for Studies of Society and
Environment (you may like to apply these questions to your schools current
program).
To what extent is the program appropriate for stakeholders?
Does the program reflect the Rationale section of the syllabus? Consider
the nature of the key learning area; the key values, processes and concepts;
the contribution to the valued attributes of a lifelong learner; cross-curricular
priorities; understandings about learners and learning; principles of equity
and the uniqueness of the key learning area.
Does the program provide opportunities for students to demonstrate core
learning outcomes?
Does the program meet the development and learning needs of students?
Does the program demonstrate consideration of equity issues such as
inclusiveness and relevance?
To what extent do the intentions of the program meet stakeholder
needs?
How has the program enhanced teacher practice?
How have teachers used the program for planning learning and planning
assessment in their units of work?
How have teachers provided opportunities for students to demonstrate core
learning outcomes?
How have teachers used core learning outcomes for planning of assessment
and collection of evidence?
How have teachers used core learning outcomes for reporting?
To what extent does the program impact on school policy, timetabling
and staffing requirements?
What are the implications for the professional development of teachers?
To what extent have the intentions of the program been achieved?
To what extent were the core learning outcomes used to provide a
framework for planning learning and assessment?
To what extent has the program supported teachers to assess and report on
the performance and progress of all students in relation to demonstration of
learning outcomes?
To what extent has the program allowed teachers to meet the needs of all
students?
To what extent is the program usable/workable in terms of resourcing
and time?
What resources and time are required by teachers to plan, implement and
assess the program?
What support materials have assisted teachers to implement the program
and why have they helped?
What could make planning and implementing more efficient?
How could the program be organised to best facilitate use?
To what extent are the resources and time required to implement the program
comparable with those required by programs for other key learning areas?
Reflect on your answers to these questions and consider what
improvements could be made to the program.

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