Evaluation of Curriculum

What is Meantby Assessment

andEvaluation?
Assessment is the process of
systematically gathering
information as part of
anevaluation.Evaluationis a
broader term that refers to all of the
methods used to find out what
happens as a result of using a
specific intervention or practice.

Educational Goals and

Curriculum Objectives

Bringing Life To Learning

And Learning To Life

Problems in achieving educational

goals
Unclear statements of objectives
Lack of public involvement
Lack of coordination between public
and educational experts
Goals are not revised as per the
requirement

Considerations in Selecting
Goals

Educational philosophy
Values and present needs of society
Historical background
Present standard and ability of
students
Possibility of achieving the goals
Learning theories
Measurability of goals

Three Domains

Revised Blooms Taxonomy

Revised Taxonomy

The
Knowledge
Dimension

Factual

Remember

Understand

Apply

Analyze

Evaluate

Create

Conceptual

Procedural

Metacognitiv

 An example matrix that has been

filled in might look something like
this:

The
Knowled
Remem Understa
ge
Apply
ber
nd
Dimensi
on
Facts

List

Evalua
Analyze
Create
te

paraphras
classify outline
e

rank

categoriz
e

Concept
Recall
s

explains

demons
contrast
trate

criticiz
modify
e

Process
outline
es

estimate

produce diagram

defend design

Procedu reproduc give an

res
e
example

relate

identify

critique plan

Principl
State
es

converts

solve

differentiat conclu
revise
es
de

Metacog proper
nitive use

interpret

discover infer

predict actualize

Curriculum Evaluation
Evaluation is a process of making
judgments to be used as a basis for
future planning
Curriculum Evaluation is the assessment of
the merit and worth of an educational
program
Basically curriculum evaluation has to see
Do the planned courses or program actually
produce desired results
How can the curriculum can be improved

Curriculum Evaluation
Curriculum evaluation is a necessary
and important aspect of any national
education system. It provides the
basis for curriculum policy
decisions, curriculum changes
and curriculum implementation.
Curriculum evaluation may be an
internal activity or may be done
through external bodies

Steps in Curriculum
Evaluation
Purpose of evaluation
curriculum objectives achieved or not

Who will be evaluators

Teachers
Parents
Students
Educational boards
Professionals

Selecting an evaluation instrument

Questionnaire
Interviews
Check list
Self reporting
Written tests

Steps in Curriculum
Evaluation
Data collection and interpretation
Recommendations
Modification of goals and objectives
Means and material changes

Statistical comparison of
two group
Research projects on the
effectiveness of the curriculum
are carried on using comparison
between:
Experimental group
Control group

Experimental Group vs Control

Group
Experimental group:
Asetofitemsorpeopleunderstudytodeterminethe
effectofanevent,asubstance,oratechnique
Control group:
Asetofitemsorpeoplethatservesasastandardorr
eferenceforcomparisonwithanexperimentalgroup.
Acontrolgroupissimilartothe
experimentalgroupinnumberandisidenticalinspec
ifiedcharacteristics,suchassex,age,annualincome,
parity,orotherfactors,but
doesnotreceivetheexperimentaltreatmentorinterv
ention.

Alternative to using experimental

approach to curriculum evaluation
Make an attempt to isolate characteristics
of curriculum to vary them independently
Statistics could be used to suggest the
process of learning as related to curriculum
elements. Look for trends ups & downs
Clinical studies can be done on
developmental psychology problems
Redefine the curriculum variable at the
point of its effect

purpose of evaluation
The purpose of evaluation is to determine the success
or failure of any programme is achieving its objectives.
In attempting to evaluate a programme, a record has
to be maintained for investigation regarding:
The objective of the programme.
The environment provided.
The transactions between the teachers and students.
The students progress.
The side-effects of other variables.
The merits and short-comings seen from divergent
viewpoints.

Evaluation standard
Depending on the interests/intents of
evaluators in the concerned field,
and considering the entity, standards
and anticipated decisions, some
major antecedents variables,
transactions between teachers and
students and outcomes are listed
below:

Antecedents

Student characteristics
Teacher characteristics
Curricular content
Curricular context
Instructional materials
Physical plant
School organization
Community context

Transactions

Communication flow
Time allocation
Sequence of event
Reinforcement schedule
Social climate

Outcomes

Student achievements
Student attitudes
Student motor skills
Effect in teachers
Institutional effects

Variables selection
Such a description as given above helps to
identify the many characteristics programme to
be evaluate. The evaluator must choose the
variables to be described and judged according
to his interest and talent. As for the sources of
information they may be described as teachers,
administrators, parents and so on. The evaluator
has to choose the relevant variables by using:

Intents
Observations
Standards
Judgements

To be more specific:
The intents are indicated by the different
goals of the people involved.
The observations refer to the perceptions
of what actually happens during
implementation of the programme.
The standards depends upon the opinions
of experts as to what should happens.
The judgements reflects the feelings of the
people about aspects of the situations.