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WEEK 4

CURRICULUM
EVALUATION
EDU555
C U R R I C U LU M & I N S T R U C T I O N
E N C I K M U H A M A D F U R K A N M AT
SALLEH

DEFINITION
General

Making judgments about the desirability of


certain changes in students by using
information to change teaching and the
curriculum

CURRICULUM EVALUATION
In education, the term evaluation is used in
reference to operations associated with
curricula, programs, interventions, methods
of teaching and organizational factors.
Curriculum evaluation aims to examine the
impact of implemented curriculum on student
(learning) achievement so that the official
curriculum can be revised if necessary and to
review teaching and learning processes in the
classroom.

Curriculum evaluation establishes:


1) Specific strengths and weaknesses of a
curriculum and its implementation;
2) Critical information for strategic changes and
policy decisions;
3) Inputs needed for improved learning and
teaching;
4) Indicators for monitoring.

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

DEFINITION
3. Smith & Glass (1987): the process of
establishing value judgments based on
evidence about a program / product
4. Stufflebeam et al. (1971): .. The process of
delineating, obtaining & providing useful info
for judging decision alternatives
5. Provus (1971): the comparison of
performance to some standards to determine
whether discrepancies existed

TYPES OF EVALUATION
Scriven (1967)
1) Formative evaluation
) on-going program
) program improvement
) provide data about educational program
to assist developer in improving the
program

TYPES OF EVALUATION
2) Summative evaluation

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
Curriculum should be continuously
reviewed & reviewed
Why ?
maintaining and sustaining:
- quality
of the program
- relevance
in meeting
- adequacy
the ever changing
- quantity
needs

EVALUATION IN CURRICULUM
DEVELOPMENT
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outdated materials?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
Wentling (1980): EVALUATION MUST DO
MORE THAN :
just analyze the extend to which a
program had adhered to an original plan
OR attained its primary goals and
objectives

EVALUATION IN CURRICULUM
DEVELOPMENT
So, based on Wentlings (1980)
suggestion..
Curriculum evaluation needs to go
beyond the assessment of student
behaviour
It should include the overall effect on
students, teachers and society

EVALUATION IN CURRICULUM
DEVELOPMENT
The task of evaluating the curriculum
involves a COMPLEX PROCESS
A comprehensive evaluation framework or
model is necessary to achieve a
systematic, effective and efficient
evaluation

MODEL (FRAMEWORK) FOR


CURRICULUM EVALUATION
CIPP model (Finch & Bjorquist, 1977)

CONTEXT
EVALUATION

INPUT
EVALUATION

PROCESS
EVALUATION

PRODUCT
EVALUATION

CURRICULUM INITIATION
CURRICULUM OPERATION
AND STRUCTURING

Context Evaluation
Involves analysis of problems and needs in a specific
education setting.
Environment, students background, classroom, school
situation, etc.
A needs is defined as a discrepancy between an existing
condition and a derived condition.

Input Evaluation
Concerns judgment about the resources and strategies
needed to accomplish program goals and objectives
The quality of teachers, staff, curriculum, syllabus
Environment and attitudes from other teachers / parents
e.g. facilities and infrastructure.

Process Evaluation
Involves the collection of data once the program has been
designed and put into operation
Teachers T&L methods
Facilities used, etc.

Product Evaluation
To determine the extent to which the goals of the program
have been achieved
Students performance
number and quality of the students
Accountability
Stakeholders feedback, etc.