Lesson 1 bb.docx
- 1. Lesson 1: What, Why and How to Evaluate a Curriculum Objectives: Acquired clear understanding of what is curriculum evaluation Explained the need to evaluate the curriculum and how it is done Expanded knowledge about different curriculum evaluation models What is Curriculum Evaluation? It isa newideaformany teachers thatis involvedandusedinseveral componentsof evaluation. There are two ways of looking at a curriculum. 1. CurriculumProgramEvaluation- Itfocusesonthe overallaspectsof acurriculumorthe curriculum itself.Itrefersthebigcurriculumprogram.Examplesofthese programsare the Kto12Curriculum, the IntegratedScienceProgram,the TeacherEducationProgram, the MotherTongue Curriculum, the Process Approach in Mathematics Curriculum, the Outcomes-Based Curriculum in Teacher Education. 2. Curriculum Program Component Evaluation- A curriculum component may include separate evaluation of achieved learning outcomes, curriculum process (teaching-learning methods/strategies) and instructional materials like books, modules and models. Curriculum Evaluation: A Process and a Tool According to the many definitions, assessment is both a process and a tool. To achieve the intended objectives,itfollowsatechnique basedonmodelsandframeworks.Asatool,itwill assistinstructorsand programimplementersindeterminingthe value andmeritof aprogram, innovation,orcurricularreform. The assessment data for both a method and a tool will be used to enhance the curriculum. Persons Definition Ornstein, A. & Hunkins, F. (1998) 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. McNeil, J. (1977) Evaluationanswerstwoquestions: 1.Do plannedlearningopportunities programs, courses and activities as developed and organized actually produce desired result? 2. How can a curriculum best be improved? Gay, L. (1985) Evaluation is to identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculumdevelopmentprocess.Itis to determine the effectivenessof and the returns on allocated finance. Oliva, P. (1988) It is a processof delineating,obtainingandprovidinguseful information for judging alternatives for purposes of modifying or eliminating the curriculum.
- 2. Reasons for Curriculum Evaluation The CurriculumProcessespresentedbyTyler,Taba andothers at the end of the line or cycle undergoan evaluation.Allof themagree thatplanning,designingandimplementingare lessuseful unlessthereisan evaluation. NeedsAssessment- Curriculumevaluationidentifiesthe strengthandweaknessesof an existing curriculum. It can be the basis of the intended plan, design or implementation. Monitoring- When evaluation isdone in the middle of the curriculumdevelopment,it will tell if the designed or implemented curriculum can produce or is producing the desired results. Terminal Assessment- Based on some standards, curriculum evaluation will guide whether the results have equaled or exceeded the standards. Decision Making- Curriculum evaluation provides information necessary for teachers, school managers,curriculum specialistforpolicyrecommendationsthatwill enhance achievedlearning outcomes. Curriculum Evaluation Models Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big idea that collectively talks about the value or worth of something that was done. 1. Bradley Effectiveness Model This bookprovidesindicatorsthatcan helpmeasure the effectivenessof a developedorwritten curriculum. For purposes of the classroom teachers, some of the statements were simplified. Bradley’s Effectiveness Model for Curriculum Development Indicators Indicators Descriptive Questions Yes or No Vertical Curriculum Continuity Does the Curriculum reflectthe format (i.e K to 12, OBE, Inquiry, etc.) that enables teachers quickly access what is being taught in the grade/year levels below or above the current level? (Example: If you are looking at Science 5, below meaning Science 4 and above means Science 6) Horizontal Curriculum Continuity Does the curriculum provide content and objectives that are commonto all classes
- 3. of the same grade level? (Example: All English 101 for all 1st yearcollege students) Instruction Based on Curriculum Are lesson plans/ syllabi/ course design derived from the curriculum and strategies? Are materials used correlated with the content, objectives and activities? Broad Involvement Is there evidence of involvement of the different curriculum stakeholders in the planning, designing and implementation and review of the curriculum? Long Range Planning Is review cycle followed within the period of planning and implementation of the curriculum? Positive Human Relations Didthe initial thought about the curriculum come from teachers, principals, curriculum leaders and other stakeholders? Theory-Into Practice Is there clarity of vision, mission, graduation outcomes, program philosophy, learning outcomes in the curriculum? Planned Change Are there tangible evidence to show that the internal 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.
- 4. 2. Tyler Objectives Centered Model A proposedcurriculumevaluationmodelwhichuntil now continuestoinfluencemanycurriculum assessmentprocesses.HismonographwasentitledBasicPrinciplesof CurriculumandInstruction. Curriculum Elements Evaluation Process Actions Taken: Yes or No 1. Objectives/Intended Learning Outcomes 1. Pre-determine intended learning outcomes or objectives. 2. Situation or Context 2. Identify the situation/context that gives opportunity to develop behavior or achieve objectives. 3. Evaluation Instruments/ Tools 3. Select, modify and construct evaluation instruments or tools. Check its objectivity, reliability and validity. 4. Utilization of Tool 4. Utilize the tools to obtain results. Compare the results obtained from several instruments before and after to determine the change. 5. Analysis of Results 5. Analyze the results obtained to determine strength and weaknesses. Identify possible explanation about the reasons for the particular pattern. 6. Utilization of Results 6. Use the resultstomake the necessary modifications. 3. Daniel Stufflebeam’s Context, Input, Process Product Model (CIPP) ContextEvaluation- assessesneedsandproblemsinthe contextfordecisionmakerstodetermine the goals and objectives of the program/curriculum. Input Evaluation- assesses alternative means based on the inputs for the achievement of objectives to help decision makers to choose options for optimal means, Process Evaluation- monitors the processes both to ensure that the means are actually being implemented and make necessary modifications. Product Evaluation- compares actual ends with intended ends and leads to a seriesof recycling decisions.
- 5. Stages of the CIPP Model Steps Taken in All the Stages 1. Context Evaluation Step 1: Identify the kind of decision to be made Step 2: Identify the kinds of data to make that decision Step 3: Collect the data needed Step 4: Establish the criteria to determine quality of data Step 5: Analyze data based on the criteria Step6: Organize neededinformationneededfordecisionmakers. 2. Input Evaluation 3. Process Evaluation 4. Product Evaluation 4. Stake Responsive Model Responsivemodel isorientedmore directlytoprogramactivitiesthanprogramintents.Evaluationfocuses more on the activities rather than intent or purposes. The curriculum evaluator follows the steps below Step 1 Meets the stakeholders to identify their perspectives and intentions regarding curriculum evaluation. Step 2 Draws from Step 1 documents to determine the scope of evaluation. Step 3 Observesthe curriculumcloselytoidentifythe unintendedsenseof implementation and any deviations from announced intents. Step 4 Identifies the stated real purposes of the program and the various audiences. 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 Decides with stakeholders the most appropriate formats for the report. 5. Scriven Consumer Oriented Evaluation Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or summative evaluationpurposes.The useof criteriaandchecklistwasproposedbyScrivenforadaptionbyeducational evaluators. Preliminary Information Recommendation Title: Author(s) Publisher: Copyright date: Material Evaluator: ____Retain for further review ____Reject (Comments)
- 6. Use the following codes to rate the materials + means yes or good quality - means no or poor quality O means all right but not of good quality NA means not applicable Criteria + yes or good quality O all right but not of good quality - no or poor quality NA not applicable 1. Content covers a significant portion of the course competencies 2. Contents are up-to-date 3. Readinglevelisappropriateformoststudentswhowill use the material. 4. Intendedlearningoutcomes, competenciesare 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. 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. 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 activitiesfor individual instruction. 15. Qualityof managementproceduresfor teachers(TGs) 16. Optional (List course map competencies coveredby the instructional materials)
- 7. A Simple Way of Curriculum Evaluation Process A very simple and practical way of curriculum evaluation, responding to the following questions will provide andevaluationdataforcurriculumdecision.Justaskthe followingquestionsandanyNOanswer to an item will indicate a need for a serious evaluation process. 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? (kindergarten, elementary, secondary and tertiary levels) 4. Can the curriculumaspectsbe assessedas(a) written(b) taught (c) supported(d) tested and(e) learned? 5. Does the curriculum include formative assessment? 6. Does the curriculum include 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? In summary, whatevermodelsof curriculum evaluationto be used, ASCD, 1983 suggeststhe following steps. Steps in Conducting a Curriculum Evaluation 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/ problems Outcomes (expected, desired, intended) Process (Implementation) Resources (Inputs) 3. Identifying data source People (teachers, students, parents, curriculum developers) Existing documents; Available records; Evaluation Studies 4. Identifying techniques for collecting data Standardized Test, Informal Tests; Samples of Students Work; Interviews; Participant Observations, Checklist, Anecdotal Record 5. Identifying Established standards and criteria Standards previously set by agency (DepEd,CHED,Professional Organization) 6. Identifying techniques in data analysis Content Analysis, Process Analysis, StatisticsComparison,EvaluationProcess 7. Preparing evaluation report Written; Oral; Progress; Final; Summary; Descriptive, Graphic, Evaluative and Judgmental; List of Recommendations
- 8. 8. Preparing modes of display Case Studies; Test Scores Summary; Testimonies; Multi media representation; Product Display (exhibits); Technical Report