Phases of Curriculum Design:

Evaluation
Stufflebeams CIPP Model

Dr. Katherine Korkidis

April 19, 2009

In this presentation:
1. Steps in the implementation phase for schools is reviewed.
2.Overview of developing a evaluation plan using the CIPP model.

Context decision to adopt a curriculum

Overview of developing a teaching schedule.

Elements to include in staff professional development.

Input goals for restructuring curriculum

Product- goals achieved or not

Addressing specifics needs or concerns.

Potential problem areas on first implementation.

Process- monitoring during implementation

Outputs of the implementation phase.

KK Evaluation Criteria of
Content/Alignment with Standards
Curriculum
NJCCCS
Program Organization

Scope and sequence

Incorporation of 21st skills
Curriculum design

Assessment
Standardized testing

Universal access
NCLB

Instructional planning and support

Teaching schedule and resources

Curriculum Evaluated
Andover Schools Technology Education in the MS
Grades 6-8
East Haddam Schools Physical Science in the MS
Grades 7,8
Both schools are in the implementation phase .

Analysis

IMPLEMENTATION

Design
Development
Implementation
Evaluation / Maintenance

In the implementation phase, the schools conduct the course and

carry out a plan to evaluate how well your methods and materials work
in practice.
It may be necessary to go back and modify the output from the
development phase, based on the results of the evaluation study.

Evaluation Plan
Expectation

Reality

In

the evaluation plan, the schools specify

how they will determine whether or not the
course and its components worked.
The evaluation plan addresses both the
course as a whole and the individual lessons
and units within the course.
The point of the evaluation study is to
compare the expectations for the course and
the reality from teaching it.

CIPP Evaluation Plan for Both Schools

The CIPP plan addresses:
Class achievement.

Expectation

Reality

Validity and reliability of evaluation instruments.

Student feedback.
Instructor feedback.
For each of these the plans:
1. Define expectations: What will be acceptable? Unacceptable?
2. Specify data collection methods; develop collection instruments.
3. Specify data analysis methods.
4. Specify actions for unacceptable elements.

CLASS ACHIEVEMENT
Expectation

Reality

For each unit in the course, the schools considered the following
questions:
How well has the class done?
Did a majority of the students successfully complete each part of
the unit?
Did parts of the unit pose particular problems for the class or a
group of students within the class?
Did students who did not perform well on the unit have common
traits or backgrounds?

STUDENT FEEDBACK
When implementing a course, students are your
immediate customers. It makes sense to find
out what they think of the course. This will be
true every time the course is presented, but
student feedback is even more important for
the first iteration of a course.

Expectation

Reality

Questionnaires for student feedback focus on the students perception

of the content and conduct of the course:
Were the learning objectives clear?
Was there sufficient time to meet the learning objectives?
Did the students understand the purpose of the
lesson/unit/module?
Were study aids sufficient? Useful?
Was the material too hard? Too easy?
Were audiovisual materials useful?
Were the instructors knowledgeable? Helpful? Clear?

OTHER CONSIDERATIONS

The implementation plan should also include a time line or POA&M

(Plan of Action and Milestones) for getting ready for the first
class of students.
It should allow enough lead time for ordering supplies and
equipment, printing or duplicating materials for students, conducting
the instructor orientation, and completing personalization of the
lesson topic guides.

OUTPUTS FROM THE IMPLEMENTATION PHASE

Outputs from this phase included:
Validation Report
Summary of student achievement.
Summary of student input.
Summary of instructor input.
Reliability data, summary analysis for test instruments and items.
Summary of adjustments made during implementation.
List of recommended changes from validation process.

SUMMARY
Although the slides in this presentation address the implementation
phase for a new curriculum, most of the steps are also needed for
implementing subsequent iterations of the curriculum.
The evaluation plan can be modified and used to monitor the
effectiveness of instruction.
The school district may not need as much detail, but should continue
to watch student and instructor reactions to the materials and
methods, reliability and validity of testing instruments, and general
class achievement (or its negative side: attrition rate).
The staff professional development plan becomes a plan for
orientation of new instructors.
The teaching schedule becomes the model for later schedules.