Evaluating CDS Program

Larry D. Bugaring
SDO Malabon
Malabon National High School
Types of Curriculum
INTENDED (WRITTEN) CURRICULUM
(What curriculum designers included in course documents)

IMPARTED (TAUGHT) CURRICULUM

(What the teachers eventually dispensed)

IMBIBED (LEARNED) CURRICULUM

(What the students actually acquired)
Evaluation
Evaluation of the curriculum keeps track of the progress of our
efforts at achieving desire goal.
“Validation”
Formative programs evaluation
Consists of periodic feedback arrangements to make continues,
on-going adjustments during the planning and implementing
phases.
Summative program evaluation
Comes at the end of the total curriculum plan. This the type of
feedback mechanism provides baseline data for the program in
the future, whether to continue, replace of modify.
CIPP
(Context, Input, Process and Product)
Context
Represent the environment, both internal and external to
the school
 Needs and interest of the clientele
 The school child or youth
 The environmental and sociological factors affecting the
school enterprise.
CIPP
(Context, Input, Process and Product)
Input
Refers to curriculum content and learning objectives used in
the program.
Process
Consists of wide range learning strategies and resources used
in the program as found in the Plantillas and sessions plans.
Product
Refers to the learning gains of the students as revealed by
tests and valuated against school standards.
“Ideal Graduate”
 CONTEXT
School Clientele and
environment

INPUT PROCESS PROCESS

Learning Learning Learning

Content Strategies Outcomes
/Resources

Ideal
Graduate
Focus
Context Input- Process Product
Relevance of school • Curriculum documents • Description,
purpose to – • Selection, analysis and
• expectations of prioritization, judgment of
clientele and organization of content outcome and out
community • Instructional delivery puts
• Contemporary and system capabilities • Relation to
future needs of • Human and material context and input
educands resources and services process
• Internal and • Teaching learning information
external factors modalities • Interpretation of
impacting on the • Technological data
school innovations
Methodology

Context Input- Process Product

• Documentary • Staff conference • Set up evaluative
analysis • Consultation with criteria
• Surveys curriculum experts and • Assess and
• Interview subject area specialist analyze data
• Pre-entry baseline • Benchmarking, inter- • Draw and
data school visitation interpret
• Inventory of resources conclusion, make
recommendations
Action
Context Input- Process Product
• Use evaluation • Make needed revisions • Make a report on
data to revise or in curriculum the evaluation
update school documents to match results
purpose, thrusts changes in goals and • Assist school in
and directions objectives. deciding what
• Make changes in • Update curriculum modifications
assumptions guides and materials need to be done
about the due to the revisions • Provide a support
clientele and • Update instructional system for
community serves resources, strategies changes to be
• Draw up next and support services made.
cycle of • Initiate retraining of
educational staff on curricular and
improvements instructional revisions