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Curriculum Evaluation: Two Methods
CURRICULUM
EVALUATION AND
THE TEACHER Prepared by:
Frances Rowena Mercado Samia
Instr uctor
Curriculum Evaluation: Two Methods
◦Curriculum Program Component Evaluation
◦ separate evaluation of the components of the curriculum
◦ examples, include evaluation of:
◦achieved learning outcomes
◦curriculum process
◦instructional materials
Definition of Curriculum Evaluation
◦ Ornstein, A. and 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)
◦ “Evaluation answers two questions: 1. Do planned learning
opportunities, programs, courses and activities as developed
and organized actually produced desired results? 2. How can a
curriculum best be improved.”
◦Curriculum Program Evaluation
◦ focus on the over-all aspects of the curriculum itself
◦ refers to big curriculum program
◦ examples: K to 12, Mother Tongue Curriculum, Teacher
Education Program, Process Approach in Mathematics
Curriculum, Outcomes-Based Curriculum in Teacher
Education, Experiential Teacher Education
Curriculum Evaluation:
A Process and a Tool
◦ A process
◦ it follows a procedure based on models and frameworks to get the
desired results
◦ A tool
◦ it will help the teachers and program implementers to judge the
worth and merit of the program and innovation or curricular change
◦ both process and a tool – results of evaluation will the basis to
IMPROVE the curriculum
Definition of Curriculum Evaluation
◦ Gay, L. (1985)
◦ “Evaluation is to identify the weaknesses and strengths as well
as problem encountered in the implementation, to improve
the curriculum process. It is to determine the effectiveness of
and the returns on allocated finance.”
◦ Oliva, P. (1988)
◦ “It is the process of delineating, obtaining and providing
useful information for judging alternatives for purposes of
modifying, or eliminating the curriculum.”
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Reasons for Curriculum Evaluation
◦ Curriculum evaluation identifies the strengths and
weaknesses of an existing curriculum that will be the basis of
the intended plan, design or implementation – needs
assessment
◦ When evaluation is done in the middles of the curriculum
development, it will tell if the designed or implemented
curriculum can produce or is producing the desired result –
monitoring
Important Process in Curriculum
Evaluation
◦Needs assessment
◦Monitoring
◦Terminal assessment
◦Decision making
Bradley Effectiveness Model
◦ wrote a hand book on Curriculum Leadership and
Development (1985)
◦ provide indicators that can help measure the effectiveness
of a developed or written curriculum
◦ first thing to do: identify the curriculum that you will evaluate
◦ answer Yes or No to the descriptive questions
◦ answering Yes to all the questions means a good curriculum
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Reasons for Curriculum Evaluation
◦ Based on some standards, curriculum evaluation will guide
whether the results have equaled or exceeded the standards,
thus can be labeled as success – terminal assessment
◦ Curriculum evaluation provides information necessary for
teachers, school managers, curriculum specialists for policy
recommendations that will enhance the achieved learning
outcomes – this is the basis of decision making
Curriculum Evaluation Models
◦Bradley Effectiveness Model
◦Tyler Objective Centered Model
◦Daniel Stufflebeam’s Context, Input, Process, Product
Model (CIPP)
◦Stake Responsive Model
◦Scriven Consumer Oriented Evaluation
Bradley Effectiveness Model for Curriculum Development Indicators (1985)
INDICATORS DESCRIPTIVE QUESTIONS YES or
NO
Vertical Curriculum Does the curriculum reflect the format (e.i. K to 12, OBE,
Continuity Inquiry etc.) that enables teachers quickly access what is being
taught in the grade/year level? (Example: If you are looking at
Science 5, below means Science 4, and above means Science 6)
Horizontal Does the curriculum provide content and objectives that are
Curriculum common to all classes of the same grade level? (Example: All
Continuity English 101 for all 1st year college students)
Instruction Based on Are the lesson plan/syllabi/course design derived from the
Curriculum 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?
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Bradley Effectiveness Model for Curriculum Development Indicators (cont.)

Tyler Objectives Centered Model
INDICATORS DESCRIPTIVE QUESTIONS YES or NO
Long Range Planning Is review cycle followed within the period of planning and
implementation of the curriculum? ◦ based on Tyler's monograph entitled Basic Principles of
Positive Human Did the initial though about the curriculum come from Curriculum and Instruction (1950)
Relations teachers, principals, curriculum leaders and other
stakeholders? ◦ his model, until now continues to influence many curriculum
Theory-Into Practice Is there a clarity of vision, mission, graduation outcomes, assessment processes
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.

Tyler Objectives Centered Model (1950)

CURRICULUM
ELEMENTS
1. Objectives/ILOs
2. Situation or Context
3. Evaluation
Instruments/Tools
4. Utilization of Tool
5. Analysis of Results
6. Utilization of Results
Obtaining all YES answer would mean the curriculum has PASSED the standards.
EVALUATION PROCESS
1. Predetermined ILOs or objectives.
2. Identify the situation/context that gives opportunity to
develop behavior or achieve objectives.
3. Select, modify and construct evaluation instruments or
tools. Check its objectivity, reliability and validity.
4. Utilize the tools to obtain results. Compare the results
obtain from several instruments before and after to
determine the change.
5. Analyze the results obtained to determine strength and
weaknesses. Identify possible explanations about the
reasons for particular pattern.
6. Use the results to make necessary modifications
ACTION TAKEN: Daniel Stufflebeam’s Context, Input, Process,
YES or NO
Product Model (CIPP)
◦ the model made emphasis that the result for evaluation should
provide data for decision-making, there are four stages of program
operation, these include:
◦ Context Evaluation – assess needs and problems in the context for
decision makers to determine 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

Daniel Stufflebeam’s Context, Input, Process,

Product Model (CIPP)
◦ 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 series of recycling decisions

Context, Input, Process, Product Model (CIPP)

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Four Question in CIPP Evaluation
◦ What should we do? (Context)
◦ This involves collecting and analysing needs assessment data to
determine goals, priorities and objectives.
◦ For example, a context evaluation of a literacy program might
involve an analysis of the existing objectives of the literacy
programmed, literacy achievement test scores, staff concerns
(general and particular), literacy policies and plans and community
concerns, perceptions or attitudes and needs.
Four Question in CIPP Evaluation
◦Are we doing it as planned? (Process)
◦ This provides decision-makers with information about how well the
program is being implemented.
◦ By continuously monitoring the program, decision-makers learn
such things as how well it is following the plans and guidelines,
conflicts arising, staff support and morale, strengths and
weaknesses of materials, delivery and budgeting problems.
Using CIPP in the Different Stages of the
Evaluation
◦ the CIPP model is unique as an evaluation guide as it allows
evaluators to evaluate the program at different stages,
namely:
◦ before the program commences (formative assessment) by
helping evaluators to assess the need
◦ at the end of the program (summative assessment) to assess
whether or not the program had an effect
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Four Question in CIPP Evaluation
◦How should we do it? (Input)
◦ This involves the steps and resources needed to meet the
new goals and objectives and might include identifying
successful external programs and materials as well as
gathering information
Four Question in CIPP Evaluation
◦Did the program work? (Product)
◦ By measuring the actual outcomes and comparing them to the
anticipated outcomes, decision-makers are better able to decide if
the program should be continued, modified, or dropped altogether.
◦ This is the essence of product evaluation.
Using CIPP in the Different Stages of the
Evaluation
◦ Context: What needs to be done? Vs. Were important needs
addressed?
◦ Input: How should it be done? Vs. Was a defensible design
employed?
◦ Process: Is it being done? Vs. Was the design well executed?
◦ Product: Is it succeeding? Vs. Did the effort succeed?
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Daniel Stufflebeam’s Context, Input, Process, Product Model (CIPP)

Stages of CIPP Models Steps Taken in All the Stages

Stake Responsive Model
1. Context Evaluation Step 1: Identify the kind of decision to be made.
◦ Robert Stake (1975)
Step 2: Identify the kinds of data to make that decision.
◦ oriented more directly to program activities that program
2. Input Evaluation
Step 3: Collect the data needed. intents
3. Process Evaluation
Step 4: Establish criteria to determine the quality of data. ◦ evaluation focuses more on the activities rather than the
Step 5: Analyze data based on the criteria. intent or purposes
4. Product Evaluation Step 6: Organize needed information for decision makers.

Scriven Consumer Oriented Evaluation Scriven Consumer Oriented Evaluation

◦ Michael Scriven (1967) ◦ uses criteria and checklists as a tool for either formative or
◦ used by consumers of educational products which are summative evaluation purposes
needed support an implemented curriculum ◦ the use of criteria and checklist was proposed by Scriven for
◦ these products are used in schools which require a adoption by educational evaluators
purchasing decision
◦ these products includes textbooks, modules, educational
technology like soft wares and other IMs

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Example of IM Review Form by Marvin Patterson (Florida State University)
CRITERIA
1. Content covers a significant portion
of the course competencies.
2. Contents are p to date.
3. Reading level is appropriate for most
students who will use the material.
4. Intended learning outcomes,
competencies are stated.
5. Formative and summative assessments
are included
A Simple Way of Curriculum Evaluation
+ 0 - NA Process
Yes or good All right but No or poor Not
not so good applicable Just ask the following questions and any NO answer to an item will
indicate a need for a serious curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demand?
3. Can this curriculum be applied to any particular level?
(kindergarten, elementary, secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught ©
supported (d) tested and (e) learned?

Steps in Conducting Curriculum Evaluation (ASCD, 1983)

A Simple Way of Curriculum Evaluation STEPS
Process 1. Identifying primary
audiences
5. Does the curriculum include formative assessment?
2. Identifying critical
6. Does the curriculum include summative assessment? issues/problems
7. Does the curriculum provide quantitative methods of assessment? 3. Identifying data source
8. Does the curriculum provide qualitative methods of assessment?
4. Identifying techniques for Standardized test, informal tests, samples of students work,
9. Can the curriculum provide the data needed for decision making?
collecting data
10. Are the finding of evaluation available to stakeholders?
5. Identifying established
standards and criteria
WHAT TO CONSIDER
Curriculum Program Sponsors, Managers and
Administrators, School Heads, Participants (Teachers and
Students), Content Specialist; other stakeholders
Outcomes (expected, desired, intended), Process
(implementation), Resources (inputs)
People (teachers, students, parents, curriculum developers),
existing documents, available records, evaluation studies
interviews, participant observations, checklist, anecdotal
records
Standards previously set by agency (DepEd, CHED, and
other professional organizations)

Steps in Conducting Curriculum Evaluation (ASCD, 1983) cont.

STEPS WHAT TO CONSIDER

6. Identifying techniques in
data analysis
Content analysis, process analysis, statistical analysis,
comparison, evaluation process GOOD LUCK ON
YOUR FINAL EXAMS!!
7. Preparing evaluation Written or oral, progress, final, summary, descriptive,
report graphic, evaluative and judgmental, list of recommendations
8. Preparing modes of Case studies, test scores summary, testimonies, multimedia
display presentations, product display (exhibits), technical report