CHAPTER 4

Evaluating the Curriculum

 MODULE 5
Curriculum Evaluation
and the Teacher
 LESSON 1
What, Why and How to
Evaluate a Curriculum
DESIRED LEARNING OUTCOMES
 Acquired clear understanding of what is
curriculum explanation;
 Explained the need to evaluate the
curriculum and how its being done; and
 Expanded knowledge about different
curriculum evaluation models.
Is a component of curriculum
development that responds to
public accountability.

It looks into educational reforms or

innovations that happen in the teacher’s
classrooms, the school, district, division or the
whole educational system as well.
 Do planned courses, programs, activities as
written and implemented produce desired
outcomes?

How can these school curricula be improved.

Curriculum Program Evaluation

Curriculum Program Component

Evaluation
• K to 12 Curriculum
• Integrated Science Program
• Teacher Education Program
• Mother Tongue Curriculum
• The Process Approach in Mathematics
Curriculum
• Outcomes-Based Curriculum in Teacher
Education
• Experiential Teacher Education
• Achieved learning outcomes
• Curriculum process (teaching-learning
methods/strategies
• Instructional materials
 CURRICULUM
EVALUATION: A
PROCESS AND A
TOOL
• Follows procedure based on models and
frameworks
• Help the teachers and program implementers
to judge the worth and merit of the program
and innovation or curricular change.
Curriculum evaluation
Is a process done in order to gather data that
enables one to decide whether to accept,
change, eliminate the whole curriculum of a
textbook.
Evaluation answers to questions :
1. Do planned learning opportunities,
programmes, courses and activities as
developed and organized actually produce
desired results?
2. How can a curriculum best be improved?
Evaluation
Is to identify the weaknesses and strengths as
well as problems encountered in the
implementation, to improve the curriculum
development process. It is to determine the
effectiveness of and the returns on allocated
finance.
It is a process of delineating, obtaining and
providing useful information for judging
alternatives for purposes of modifying, or
eliminating the curriculum.
REASONS FOR
CURRICULUM
EVALUATION
Needs assessment

Monitoring

Terminal assessment

Decision making
Curriculum evaluation identifies the
strengths and weaknesses of an
existing curriculum that will be the
basis of the intended plan, design or
implementation.
When evaluation is done in the middle
of the curriculum development, it will
tell if the designed or implemented
curriculum can produce or producing
the desired results.
 Based on the standards, curriculum
evaluation will guide whether the
results have equalled or exceeded the
standards, thus can be labelled as
success.
 Curriculum evaluation provides
information necessary for teachers,
school managers, curriculum specialist
for policy recommendations that will
enhance achieved learning outcomes.
 CURRICULUM
EVALUATION MODELS
 Bradley Effectiveness Model

Tyler Objectives Centered Model

Daniel Stufflebeam’s Context, Input, Process
Product Model (CIPP)

Stake Responsive Model

Scriven Consumer Oriented Evaluation

Handbook on Curriculum Leadership and Developmet

His book provides indicators that can help measure

the effectiveness of a developed or written
curriculum.
For purposes of the classroom teachers, some of the
statements were simplified.
1. Identify what curriculum you will evaluate.
Example: Elementary Science Curriculum
Teacher Education Curriculum
Student Teaching Curriculum
Field Study Curriculum.
Bradley’s Effectiveness Model for Curriculum Development Indicators
Indicators Descriptive Questions Yes or No

Vertical Does the curriculum reflect the format (i.e K to 12,

Curriculum OBE, Inquiry, etc.) that enables teachers quickly access
Continuity what is being taught in the grade/year levels below or
above the current level? (Example: If you are looking
at Science 5, below means Science 4 and above
means, Science 6)

Horizontal Does the curriculum provide content and objectives

Curriculum that are common to all classes of the same grade
Continuity level? (Example: All English 101 for all 1st year college
students)
Bradley’s Effectiveness Model for Curriculum Development Indicators
Indicators Descriptive Questions Yes or No

Instruction Are lesson plans/syllabi/course design derived from

Based on the curriculum and strategies? Are materials used
Curriculum correlated with the content, objectives and activities?

Broad Is there evidence of involvement of the different

Involvement curriculum stakeholders in the planning, designing
and implementation and review of the curriculum?
Long Range Is review cycle followed within the period of planning
Planning and implementation of the curriculum?
Bradley’s Effectiveness Model for Curriculum Development Indicators
Indicators Descriptive Questions Yes or No

Positive Did the initial thoughts about the curriculum come

Human from teachers, principals, curriculum leaders and
Relations other stakeholders?
Theory-Into Is there clarity of vision, mission, graduation
Practice outcomes, program philosophy, learning outcomes in
the curriculum?
Planned Are there tangible evidence to show that the internal
Change and external publics accept the developed program?
If any of the indicators is answered with a “No”, actions should be made to make
it Yes.
Ralph Tyler - Proposed a curriculum
evaluation model

Monograph (Basic Principles of

Curriculum and Instruction)

The following curriculum components and processes

are identified in curriculum evaluation.
Curriculum Elements Evaluation Process Action
Taken:
Yes or
No
1. Objectives/Intended 1. Pre – determine intended
Learning Outcomes learning outcomes or objectives.
2. Situation or Context 2. Identify the situation/context
that gives opportunity to develop
behavior or achieve objectives.
3. Evaluation 3. Select, modify and construct
Instruments/Tools evaluation instruments or tools.
Check its objectivity, reliability and
validity.
Curriculum Elements Evaluation Process Action
Taken:
Yes or
No
4. Utilization of Tool 4. Utilize the tools to obtain
results.
5. Compare the results obtained
from several instruments before
and after to determine the change.
5. Analysis of Results 5. Analzye the results obtained to
determine strength and
weaknesses. Identify possible
explanation about the reasons for
the particular pattern.
Curriculum Elements Evaluation Process Action
Taken:
Yes or
No
6. Utilization of Results 6. Use the results to make the
necessary modifications.
Phi Delta Kappa committee

Made emphasis that the result of evaluation

should provide data for decision making.
 Program operation

1 Context evaluation

2 Input Evaluation

3 Process evaluation

4 Product evaluation
Assesses needs and problems in the
context for decision makers to
determine the goals and objectives of
the program/curriculum
Assesses alternative means based on
the inputs for the achievement of
objectives to help decision makers to
choose options for optimal means.
Monitors the processes both to
ensure that the means are actually
being implemented and make
necessary modifications.
Compares actual ends with intended
ends and leads to a series of recycling
decisions.
Stages of CIPP Model Steps Taken in All the Stages
1. Context Evaluation Step 1: Identify the kind of decision to be
2. Input Evaluation made.
3. Process Evaluation Step 2: Identify the kinds of data to make
that decision
4. Product Evaluation
Step 3: Collect the data needed.
Step 4: Establish the criteria to determine
quality of data
Step 5: Analyze data based on the criteria
Step 6: Organize needed information needed
for decision makers.
Is oriented more directly to program activities rather
than intent.

Evaluation focuses more on the activities rather

than intent or purposes.
The curriculum evaluator follows the steps below.
Step 1 Meets with stakeholders to identify their perspectives and
intentions regarding curriculum evaluation.

Step 2 Draws from Step 1 documents to determine the scope of

the evaluation.
Step 3 Observes the curriculum closely to identify the unintended
sense of implementation and any deviations from
announced intents.
Step 4 Identifies the stated real purposes of the program and the
various audiences.
The curriculum evaluator follows the steps below.
Step 5 Identifies the problems of the curriculum evaluation at
hand and identifies an evaluation design with needed
data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.

Step 9 Decide with stakeholders the most appropriate formats for

the report.
Preliminary Information Recommendation
Title: _____Retain for further
Author(s) review
Publisher: _____Reject (Comments)
Copyright date:
Material Evaluator:
Use of the following codes to rate the material
+ means yes or good quality - means no or poor quality
0 means all right but not of good quality NA means not applicable

+ yes 0 all right but not - No NA not

Criteria applica
or so good or
ble
good poor

1. Content covers a significant

portion of the course
competencies.
2. Contents are up-to-date.
3. Reading level id appropriate for
most students who will use the
material.
 + yes 0 all right but not - No NA not
Criteria applica
or so good or
ble
good poor

4. Intended learning outcomes,

competencies are stated.
5. Formative and summative
assessments are included.
6. Activities are varied to meet the
needs of students.
7. Teacher’s guide is included with
management suggestions.
 + yes 0 all right but not - No NA not
Criteria applica
or so good or
ble
good poor

8. Materials are presented in

logical order.
9. Learning outcomes,
competencies and /or tasks.
10. Degree of match between
learning activities and intended
learning outcomes.
11. Quality of test items and
degree of match with intended
learning outcomes.
 + yes 0 all right but not - No NA not
Criteria applica
or so good or
ble
good poor

12. Quality of direction on how

students will process through the
materials.
13. Quality of drawings,
photographs, and /or other
materials.
14. Overall design of the learning
activities for individual
instruction.
 + yes 0 all right but not - No NA not
Criteria applica
or so good or
ble
good poor

15. Quality of management

procedures for teachers(TGs)
16. Optional (List course map
competencies covered by the
instructional material)
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less
demands?
3. Can this curriculum be applied to any particular level?
4. Can the curriculum aspects be assessed as (a) written
(b) taught (c) supported (d) tested and (e) learned?
5. Does the curriculum include the formative assessment?
6. Does the curriculum include the summative
assessment?
7. Does the curriculum provide quantitative methods of
assessment?
8. Does the curriculum provide for qualitative methods of
assessment?
9. Can the curriculum provide the data needed for
decision making?
10. Are the findings of evaluation available to
stakeholders?
 STEPS IN
CONDUCTING A
CURRICULUM
EVALUATION
Summary
Steps What to Consider
1. Identifying primary audiences • Curriculum Program Sponsors,
Managers and Administrators,
School Heads, Participants
(Teachers and Students)
Content Specialist; other
stakeholders.
2. Identifying critical issues/ • Outcomes (expected, desired,
problems intended) Process
(Implementation) Resources
(Inputs)
Steps
3. Identifying data source
4. Identifying techniques for
collecting data
What to Consider
• People (teachers, students,
parents, curriculum
developers) Existing
documents; Available records;
Evaluation Studies.
• Standardized Test, Informal
tests; Samples of Students
Work; Interviews; Participant
Observations, Checklist,
Anecdotal records.
Steps What to Consider
5. Identifying established • Standards previously set by
standards and criteria agency (DepEd, CHEd,
Professional Organization.
6. Identifying techniques in data • Content Analysis, Process
analysis Analysis, Statistics, Comparison,
Evaluation Process
7. Preparing evaluation report • Written; oral; Progress; Final;
Summary; Descriptive; Graphic;
Evaluative and Judgemental; List
of Recommendations
Steps
8. Preparing modes of display
What to Consider
• Case studies; Test Scores
Summary; Testimonies; Multi
media representation; Product
Display (exhibits); Technical
Report