EDU555 CURRICULUM AND INSTRUCTION

WEEK 4

Introduction
0 This lecture will consist of the following:
1.

Curriculum Evaluation:
Types, Purposes, Procedures

2.

CIPP Model

Definition of Curriculum
Evaluation
0 Making judgments about the desirability of certain

changes in students + using info to change teaching

and the curriculum

Definition
Various definitions:
1.

Tyler (1950): the process of determining to what extend

educational objectives are being attained

2.

Borg & Gall (1983): the process of making judgment abt

the merit, value or worth of educational prog, projects,
materials and techniques

Definition
3.

Smith & Glass (1987): the process of establishing value

judgments based on evidence abt a program / product

4.

Stufflebeam et al. (1971): .. The process of delineating,

obtaining & providing useful info for judging decision
alternatives

Definition
0 Provus (1971): the comparison of performance to

some standards to determine whether discrepancies

existed

Types of Evaluation
0

Scriven (1967)

1) Formative evaluation
0

on-going program

program improvement

provide data abt educational program

to assist developer in improving the program

Types of Evaluation
2) Summative evaluation
0

done at the completion of a program

concerned with overall effectiveness of the

program

Provide data to determine the worth of the

program

Evaluation in curriculum
development
0 Evaluation part of the curriculum development

process
0 Enables curriculum makers reviewing and

modifying to cater the current and future needs

Evaluation in curriculum
development
0 Curriculum shd be continuously reviewed & reviewed
0 WHY??
0 maintaining and sustaining:

quality
relevance

of the program

in meeting

adequacy

the ever changing

quantity

needs

Evaluation in curriculum
development
0

QUESTIONS SHOULD BE ASKED:

1)

Are the program (curriculum) meeting existing or

expected needs?
2)

Does the program contain extraneous and outdated

materials?

3)

Are the students able to perform adequately once they

finish their study?

Evaluation in curriculum
development
0 Wentling (1980): EVALUATION MUST DO MORE

THAN :
0 just analyse the extend to which a program had

adhered to an original plan

0 OR attained its primary goals and objectives

Evaluation in curriculum
development
0 So, based on Wentlings (1980) suggestion..
0 Curriculum evaluation needs to go beyond the

assessment of student behaviour

0 It should include the overall effect on students,

teachers and society

Evaluation in curriculum
development
0 The task of evaluating the curriculum involves a

COMPLEX PROCESS
0 A comprehensive evaluation framework or model is
necessary to achieve a systematic, effective and
efficient evaluation

CIPP Model For Evaluation

0 Introduced by Daniel Stufflebeam in 1966.
0 A comprehensive framework for guiding

formative and summative evaluation of

Programs (Curriculum, course design, etc.)

Projects
Personnel
Products
Institutions
Systems

CIPP Model For Evaluation

0 The model has been widely applied by:
Government officials
Foundation officers
Program and project staffs
International assistance personnel
School administrators

Evaluators, etc.

Model (framework) for

Curriculum Evaluation
0 CIPP model (Finch & Bjorquist, 1977)

CONTEXT
EVALUATION

INPUT
EVALUATION

CURRICULUM INITIATION
AND STRUCTURING

PROCESS
EVALUATION

PRODUCT
EVALUATION

CURRICULUM OPERATION

Context Evaluation
0 Involves analysis of goals and needs in a specific education

setting

0 Needs a discrepancy between an existing condition and

desired condition

0 Evaluation of context includes:

Environment
Students
Background
School climate
Goals and objectives of offering the program, etc.

Input Evaluation
0 Concerns judgment about resources and

strategies needed to accomplish program goals

and objectives
0 This includes the quality of:

The curriculum and syllabus

Students
Teachers
Staffs
Facilities and infrastructures, etc.

Process Evaluation
0 Involves the collection of data once the program

has been designed and put into operation.

0 Data which is collected over a period of time is
useful in detecting strengths and weaknesses of the
program.
0 Process including:
Teachers methods
The facilities used
The students performance, etc.

Product Evaluation
0 To determine the extent to which the goals of the program

have been achieved.

0 Data collected can be used to make decisions about the

program and making modifications for improvement.

0 This can be done through feedback from former students

or graduates, employers and the society.

0 Concerns accountability i.e. the number of quality of the

students and graduates produced.

Thank you