 The curriculum should be evaluated at every

step of its development.

 In determining a schedule for development,
the task force should conduct a needs
assessment.
 The most important evaluation, however, will
occur at school and classroom levels as the
principal and teachers corporate in a rigorous
evaluation of curriculum quality.
 The comprehensive framework of teacher-
relevant curricula include;
◦ The assessed or tested curriculum
◦ The supported curriculum
◦ The written curriculum
◦ The taught curriculum
◦ And the learned curriculum
 The assessed or tested curriculum usually
includes four kinds of tests/assessment of
student learning:

 Standardized test
 State tests
 District tests
 Classroom tests
 Teacher will need the assistance of the
principal in developing and evaluating
classroom tests

 Developing a valid and reliable classroom

tests is an important and complex skill.
Step 1: examines some practical considerations -
what constraints will place limits on the nature of
the test and what resources are available to help
the teacher develop the test

Step 2: there are two useful ways of analyzing what

was taught.
 Berlinear uses three classifications:
• knowledge/comprehension,
• application and
• analysis/synthesis/application
Step 3: Alternative method using the illustrated
Unit Analysis Form (This method conceptualize
the units: terms, facts and information, big
ideas, skills and processes, critical thinking
and problem solving).
 List the facts and List the big ideas
List the terms taught
information taught taught

List the learning

strategies and List of the skills and
problem-solving process taught
skills taught
 Step 1 - conceptualize the units: terms, facts and
information, big ideas, skills and processes, critical
thinking and problem solving.

 Step 2 - determine which objectives will be tested.

Teachers should consider: items that they believe should
be tested, considering elements such as the importance of
that item for future work, the amount of time that was
devoted to teaching it, the resources available and time
required for testing it.

 Step 3 - determine relative weights (in form of % figure?

for all objectives to be tested. Three purposes: they help
the teacher prepare the test, help students allocate time
during the test, they aid the teacher in scoring the test.
 Step 4 - write the test items by using the information
collected in previous steps. Determine types of
questions aligned with each objective, weighing both
issues of validity (which type will be easiest to score?)

 Step 5 - the next step is to assemble the test and

write the directions.

 Step 6 - final step is to write clear directions. Test

developers should use simple language that the
students can read and understand.

 Step 7 - Teachers are ready to review and revise the

test.
 The supported curriculum includes all the
learning materials used to support the written
curriculum, including texts and software.

 Again, the alignment process can be useful in

determining the congruence between the
supported and the written curriculum.
 IF major gaps are found to exist, three
options are available:

 Purchase/choose other Materials

 Change the curriculum
 Develop supplementary materials to fill the
gap
 Format, Appearance and Durability

Are the materials of high quality in their

physical make-up: clear in format, attractive to
the eye, made of durable materials?
 Style

 Are the materials readable by intended users

but not oversimplified?

 Are the materials free of bias based in

gender, ethnicity and age?
 Content

 Does the content suitably reflect the nation's

culture diversity?

 Does the copyright date indicate that the

content is current?

 Is the content congruent with the curriculum?

 Authorship

 Does the authorship include both scholars in

the field and experienced classroom
teachers?
 Evaluation

 Have the materials been rigorously field

tested?
 The written curriculum includes the scope
and sequence chart and the district
curriculum guide. When the district
developers have produced the first draft of
the scope and sequence chart for a given
subject, principals and teachers should
evaluate it critically as it provides a
foundation for the detailed curriculum guide.
The taught curriculum is the curriculum that
the teacher actually delivers (instruction).

Three approaches used in evaluating the

taught curriculum;

Approach 1
-Informal observations conducted periodically
as a means of monitoring the curriculum
Approach 2
-Formal evaluation of teaching by the principal
should include one item that refers to
implementation of the curriculum: observation
for evaluation purposes should include an
assessment of this component

Approach 3
- Peers can observe each other and then give
objective. Non evaluative feedback focusing on
delivery of the curriculum
 The most important evaluating question to
ask examines the learned curriculum: Have
students achieved the learning goals of the
curriculum: Have students achieved the
learning goals of the curriculum?
• Assessing Student Learning in Every Class
• The function of classroom evaluation is to
guide instructional process.
Assess Plan Teach Assess Modify Plan Teach
1. Begin the instructional session with a brief
oral or written quiz that checks student's
knowledge taught in prior lesson

2. Explain concept or skill, monitor

attentiveness by observing student behavior,
remembering that such monitoring does not
always yield reliable results.
3. After you have explained a concept or
demonstrated a skill, check for student's
understanding

4. From time to time, evaluate their learning by

asking them to write a brief response to a
question or to explain their understanding.
5. Finally, close class with a brief evaluation of
what has been learned. Use methods for this
end-of class evaluation;

• Conducting a brief oral quiz, written quiz of

requiring all students to write summary of the
lesson's highlights.
 The other approach to evaluating the learned
curriculum is to analyze the results of end-
of-unit test. Teachers will need help in
analyzing the using test results because it is
time consuming.
 The following process should work for most
teachers:

1. Prepare a large chart. Across the top, list the

major areas covered by the test
2. Record on the chart how each student
performed on each section of the chart, using
one of these symbols:

E: excellent performance
S: satisfactory performance
U: unsatisfactory performance

3. Analyze the results, examining both

dimensions (which students, which area)
4. On the basis of the analysis of results, use
one of the following options:

• Provide for individual remediation of only a

few students did not achieve mastery.
• Proceed with the next unit for entire class
• Provide for group remediation/delay
introducing new units: let achievers work on
enrichment content
• Re-teach the whole class as needed if most of
the students did not achieve mastery.