Evaluation strategies, process of curriculum change
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The document discusses the importance and methodologies of curriculum evaluation and change. It elaborates on different types of evaluation, such as formative, summative, and diagnostic, and their roles in improving educational programs. Additionally, it outlines the processes involved in curriculum change, including the planning, implementation, and evaluation phases, while emphasizing the roles of various stakeholders in these processes.
Evaluation strategies, process of curriculum change
- 1. Evaluation strategies, process of curriculum change Soumya Ranjan Parida
- 2. Definition Evaluation is the process of examining a program or process to determine what is working, what is not and why. Evaluation determines the value of programs and act as blueprints for judgment and improvement. (Rossett and sheldon,2001) • Evaluation is the process of gathering and using information to help in making decisions or judgment.
- 3. Curriculum Evaluation • Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
- 4. Concept of curriculum evaluation Objectives (end result) Evaluation (evidence of accomplishment of objectives) Teaching learning process Learning experiences (means)
- 5. EVALUATION OF CURRICULUM • Curriculum evaluation involves: – An assessment of the philosophy of the institution, – Goals of the institution, – Nursing content taught in each course, – Course objectives, – Teaching- learning methods, – Course evaluation methods – The relationship of non nursing courses to the overall plan of study.
- 6. NEED FOR CURRICULUM EVALUATION • It determines the value of the curriculum. • To find out the cause for defective curriculum. • It clarify objectives and also to know the extent of objectives achieved. • It leads to the improvement of institution, teaching-learning process. • To diagnose difficulties in curriculum process. • To gather information for administrative purpose. • To provide quality control in education.
- 7. Two fold points of view of evaluation of curriculum 1. C E is concerned with the measurement of the achievement of objectives. 2. C E is the collection and use of information to make decisions about the educational program.
- 8. Methods and techniques of curriculum evaluation • Discussions • Experiments • Interview – individual & group • Opinions • Observations • Questionnaire • Schedules • Practical performance • Anecdotal records
- 9. Types of Curriculum Evaluation • Formative evaluation is generally any evaluation that takes place before or during a project’s implementation with the aim of improving the project’s design and performance 1. Formative Evaluation
- 10. Formative evaluation includes: 1. Judgmental data. This type of evidence is gathered by rating, questionnaires, interviews. 2. Observational data. This type of evidence is obtained by direct observations in a free manner. 3. Student Learning This type of evaluation approaches the central problems of curriculum development. What kind of student learning take place when the curriculum materials and method are used properly. Here the main evidence has to do with student learning that takes place in relation curriculum.
- 11. Benefits of Formative Evaluation • It identifies problems in teaching and learning and helps to correct it. • By being formative it diagnose weakness at an early stage for purpose of remediation or individual teaching. • Formative is also ideal for future planning in terms of changing teaching methods and pupils activities through resetting objectives, use of effective media, regrouping and assessment methods as it helps to plan also extension work for the excelling students. • It is not used for certification.
- 12. 2. Summative Evaluation • Summative evaluation can take place during the project implementation, but is most often undertaken at the end of a project. • As such, summative evaluation can also be referred to as ex-post evaluation. • Persons other than the writer or the developer of curriculum material will do it.
- 13. Benefits • Describe the extent to which the programme has attained the objectives. • Provide guidelines for decision about curriculum revision, modification and shift of emphasis. • Designed to protect the society by preventing incompetent personnel from practicing. • Establish overall attitudes of teachers anf pupils to the course.
- 14. 3. Diagnostic Evaluation • Usually analysis of this evaluation occurs when: content of curriculum is updated, something is added, something is taken out. • Teachers take evaluation by these methods
- 15. Benefits of Diagnostic Evaluation • It is helper in solving problems of students. • It is helper in making teacher’s performance better. • It is helper in encouraging students and teachers
- 16. PRINCIPLES OF CURRICULUM EVALUATION • Consists of finding out to what extend the objectives are being achieved. • Objectives for evaluation should be in terms of behaviour changes. • Be comprehensive enough to measure adequately the significant behaviour. • Techniques and methods used in evaluation should be on the basis of specific behaviours expected and measured.
- 17. Cont.. • Include a variety of evaluation tools or instrument. • The decision on whether the student has had adequate experience in a given area should be in terms of excellence of performance and not in terms of time spent. • Record of clinical practice should reflect the objectives of practice and give evidence of the extent to which students have achieved the objectives
- 18. Requirements for curriculum evaluations 5 M’s 1. Man 2. Money 3. Materials 4. Methods 5. Minutes
- 20. Curriculum evaluation plan 1. The rationale of evaluation Need for evaluation, approach and benefits 2. Objectives of evaluation study, specification of standards 3. Curriculum description Curriculum objectives, philosophy, content, procedures, description of learners 4. Evaluation design Evaluation models Appropriateness of evaluation design Methods of collecting information Data analysis, Schedule of events budget 5. Evaluation report Findings of evaluation programme Suggestions for further study
- 22. Evaluation by Outsiders • Outsiders may be consultants, inspectors or administrators. • They are considered experts because they have spent years teaching, running projects or training, with the drawback of not having being involved with the programme to be evaluated.
- 23. When to use External Evaluators? • The legal base specifies that the activity needs an external evaluation. • There is reason to believe that an internal evaluation would not meet the principles of objectivity and independence.
- 24. Advantages of Evaluation by Outsider • Minimization of bias, at least internal bias • Perceive to be impartial • Ability to look at matters from a fresh perspective Disadvantages of Evaluation by Outsider • Costly • External evaluations take more time • Evaluators may experience resistance from organizational members. • The findings of external evaluations may not be well- received by stakeholders.
- 25. Evaluation by Insider • Insiders may be teachers, students, staff and anyone else closely involved in the development and implementation of the programme.
- 26. When to do Internal Evaluation? • Additional valuable knowledge can be gained by doing the evaluation in-house that would not be obtained if it was commissioned to external evaluators • The information that will be used during the evaluation is confidential. • We do not have enough money to pay for external evaluators.
- 27. Advantages of Evaluation by Insider • Flexibility • Low Cost • Tend to have greater familiarity with the organization itself and the evaluated program Disadvantages of evaluation by insider • Actual and perceived bias. • Subsequent findings may completely overlook significant problem areas.
- 28. Combined Strategies • Effective evaluation requires a combination of insiders and outsiders. • An effective evaluation design encourages stakeholder participation, concentrates on skill development, and establishes the usefulness of the report and its recommendations. • It uses a variety of data collection and analysis tools that encourage participation and ownership.
- 29. Advantages of Combined Strategies • Increase the reliability and validity of the results • Evaluation becomes more democratic Issues and Concerns • Finding the ideal point of balance within and between internal and external evaluation. • The issue of evaluators’ expertise and professionalism
- 30. PROCESS OF CURRICULUM CHANGE
- 31. MEANING OF CURRICULUM REVISION/ CHANGE • Means changing or altering the existing curriculum and making the curriculum different in some way. To improve the existing curriculum Alteration can be in any area where there is a deficit The philosophy, objectives, courses, teaching – learning methods or evaluatory procedures
- 33. NEED FOR CURRICULUM CHANGE 1. To restructure the curriculum according to the needs of learner’s society. 2. To eliminate unnecessary units, teaching methods and contents. 3. To introduce latest and updated methods of teaching and content, new knowledge and practices. 4. To add or delete number of clinical hours of instruction.
- 34. Factors influencing change in curriculum 1. General societal changes population growth population pattern move towards urbanization consumption of natural resources 2. Health care changes Increasing govt. control in health care increasing need of health care professionals increasing socialization in health field Rapid increase of practice, skills and knowledge level
- 35. Phases of curriculum changes Implementat ion Evaluation Planning
- 36. PHASE- I - PLANNING • Reviewing of curriculum is the first phase of curriculum change, curriculum should be reviewed by committee to identify areas that need to be changed. • The curriculum committee have to study, report and make plans for the change in curriculum. • Involvement of faculty ,administration and students in curriculum change is necessary..
- 37. PHASE – II - IMPLEMENTATION • Once curriculum has been finalized, course modification steps have to taken. • The change plan will be implemented by formulating objectives ,course content, learning methods, teaching approaches and evaluation process. • The behavioral changes expected in the students with the implementation of the curriculum.
- 38. PHASE – III- EVALUATION • Evaluation methods and procedures are made at planning. • Evaluation must be used to monitor the progress of the student learning to determine the extent to which the objectives have been achieved and to find ways of improving teaching and learning methods.
- 39. CONT.. • Implementing the plan of change in curriculum required a system development of the content ,learning experience and evaluation. • Certain principles to be made for the use of curriculum when changing a curriculum. • Change occurs within the institution and in the participants of change.
- 40. Role of students/ parent in curriculum change • Students have an essential need to be actively involved in curriculum development, changes and implementations. • If parents are qualified they may be involved in syllabi modification and evaluation.
- 41. Role of faculty in curriculum change • Helps to propagate the concepts and principles of curriculum development and its implementation. • Conduct evaluation and research on curriculum change.
- 42. Role of coordinator in curriculum change 1.Planning - develop philosophy and objectives for educational programme. • Identifies the present needs related to educational programme. • Investigates, evaluates and secures resources. • Formulates the plan of action. • Selects and organizes learning experience. • Participates in the formulation of admission and recruitment policies
- 43. Cont.. 2. Organizing - Determine the number of position and scope and responsibility of each faculty and staff. • Analyses and prepares the job description, indicates line of authority, responsibility in the relationship and channels of communication by means of organizational chart. • Delegates authority with responsibility. • Maintain a plan of work load among staff members
- 44. Cont. 3. Directing - Recommends appointments and promotions based on qualification and experience. • Provides adequate orientation to staff members. • Guides and encourages staff members in their job activities. • Consistently makes administrative decision based on establishment policies. • Creates staff involvement in designing educationally sound programme.
- 45. Role of administrators in curriculum change • To ensure the educational polices and goals are properly reflected by the curriculum. • Responsible for the realization of the curriculum goals through its effective implementation. • Tryout is made properly after curriculum changes. • Priorities to be given to different programmes at different levels.
- 46. Role of the Union Government • It has an advisory role. • It has advisory bodies like NCERT which helps in developing necessary guidelines for development of curriculum, instructional and evaluation materials.
- 47. Role of national bodies (INC) • It formulates philosophy, objectives, syllabi and framework of all the courses. • It will give permission to start and to continue the course. • It can stop the program if it feels that school/ college is not having necessary facilities.
- 48. Role of state govt. • It permits the school/college to start and continue the course according to the infrastructure. • Has responsibilities to produce and publish text books, teacher’s hand book, and other instruction materials to be used for classroom instruction. • Responsible for curriculum development and implementation in schools.
- 49. Role of statutory bodies & other stakeholders in curriculum change • Educational organizations – play active role in planning, developing, implementing, evaluating and producing educational materials. • Methodology experts- help in curriculum planning • Making syllabi • Evaluating curriculum • Reviewing curriculum.
- 50. Equivalency of courses: transcripts
- 51. Cont.
- 52. Credit system
- 53. Summary • With changing time, curriculum should also change reflecting the needs and aspirations of the people. • There cannot be a uniform curriculum for all the countries for all the time • Curriculum content should be based on current information and not on the past information. • There is need for constantly changing and updating the curriculum content.