Sociograms

 A Sociogram can help reveal popular students (stars) and

unpopular students (isolates,rejectees),

- The technique is based upon students being asked their

preference for a companion to participate I specific activities.
Self-reports
 Determines the participants’ opinions about the process
being evaluated.
Curriculum development and design
Curriculum evaluation
 It is a procedure which seeks to make judgments about the
operation and effectiveness of a curriculum.
Curriculum evaluation algorithm

 This algorithm suggest that the process of curriculum

evaluation consists of seven integrally related sequential
steps.
1. Evaluation presage: understanding of the evaluation
context.
2. Task specification: Delineating the scope of the evaluation
(whom is it for, what is involved, relate to objectives).
3. Evaluation design: Devise plan for conducting evaluation.
4. Data Collection: Obtaining data both from existing sources
and by using techniques devised in design stage.
5. Data Analysis: Analysis, synthesis and interpretation of data
as organized in design stage.
6. Conclusion: Prepare conclusions based on results and
prepare report.
7. Present conclusions and recommendations to audience.
 Evaluation presage(context)

Task specification (purpose; audience)

Evaluation design

Data collection
Existing data Required data
Data analysis
Conclusions and report
Presentation (audience)
Evaluating curriculum materials
 Educators are constantly presented with curriculum
materials that may be used to facilitate their teaching.
Classroom teachers in particular are exposed to a wide array
of commercially produced and teacher-prepared materials

 Despite this several general criteria may be identified. By

posing the following questions, a teacher can quickly
determine the value of curriculum materials.
 Interest
- Will the material catch and hold the interest of users? Will it
stimulate curiosity? Can it be used to satisfy curiosity?.
 Authenticity
- Is the material factually accurate? Is it up to date? Are author
and/or producer well qualified to devise the materials?
 Appropriateness
- Does the material promote the general educational goals of
the school system?
 Organization and balance
- Is the material well organized and well balanced? Have
principles of learning been followed in its development? Is
the material presented logically and clearly? Is the material
presented imaginatively when imagination is really needed? Is
the quality of narration or dialogue satisfactory? Do the
music and background strengthens the presentation? Are
titles, labels or captions appropriate?
 Technical quality
- Is the technical quality of the material satisfactory? Is the
visual imagery satisfactory? Is the sound clear and intelligible?
Is color used effectively? Are sound and visual image
synchronized satisfactorily?