EVALUATING THE

CURRICULUM
PREPARED BY:
SAN BUENAVENTURA, GIO P.
LOPEZ, JERWIN V.
BTTE IV- B ELC

CURRICULUM EVALUATION: A
PROCESS AND A TOOL
ANALYSIS OF THE VARIOUS
DEFINITION REVEAL THAT EVALUATION
IS BOTH A PROCESS AND A TOOL.
AS

A PROCESS:
IT FOLLOWS A PROCEDURE BASED ON
MODELS AND FRAMEWORKS TOGET
THE DESIRED RESULT

CURRICULUM EVALUATION: A PROCESS AND A TOOL

AS

A TOOL:
IT WILL HELP TEACHERS AND
PROGRAM IMPLEMENTORS TO JUDGE
THE WORTH AND MERIT OF THE
PROGRAM AND INNOVATION OR
CURRICULAR CHANGE.
FOR BOTH PROCESS AND A TOOL,
THE RESLTS OF EVALUATION WILL BE
THE BASIS TO IMPROVE THE
CURRICULUM

HOW CURRICULARIST DEFINE

CURRICULUM EVALUATION

ORNSTEIN A. & 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.
GAY, L. (1985)
EVALUATION IS TO IDENTIFY THE WEAKNESSES
AND STRENGHTS AS WELL AS PROBLEMS
ENCOUNTERED IN THE IMPLEMENTATION, TO
IMPROVE THE CURRICULUM DEVELOPMENT
PROCESS.

 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.

REASONS FOR CURRICULUM

EVALUATION
CURRICULUM

EVALUATION IDENTIFIES
THE STRENGHT AND WEAKNESSES OF
AN EXISTING CURRICULUM THAT WILL BE
THE BASIS OF THE INTENDED PLAN.

WHEN

EVALUATION IS DONE IN THE

MIDDLE OF THE CURRICULUM
DEVELOPMENT, IT WILL TELL IF THE
DESIGNED CURRICULUM CAN PRODUCE
OR ITS PRODUCING THE DESIRED
RESULTS.

REASONS FOR CURRICULUM EVALUATION

BASED

ON SOME STANDARDS,
CURRICULUM EVALUATION WILL GUIDE
WHETHER THE RESULTS HAVE EQUALLED
OR EXCEEDED THE STANDARDS, THUS
CAN BE LABELLED AS SUCCESS.

CURRICULUM

EVALUATION PROVIDES
INFORMATION NECESSARY FOR TEACHERS,
SCHOOL MANAGERS, CURRICULUM
SPECIALIST FOR POLICY
RECOMMENDATIONS THAT WILL ENHANCE
ACHIEVED LEARNING OUTCOMES

CURRICULUM EVALUATION
METHODS
BRADLEY

EFFECTIVENESS MODEL

IN 1985, L.H. BRADLEY WROTE A

HANDBOOK ON CURRICULUM LEADERSHIP
DEVELOPMENT. THIS BOOK PROVIDES
INDICATORS THAT CAN HELP MEASURE
THE EFFECTIVENESS OF A DEVELOPED OR
WRITTEN CURRICULUM. FOR PURPOSES OF
THE CLASSROOM TEACHERS, SOME OF
THE STATEMENTS WERE SIMPLIFIED.

BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT

INDICATORS

INDICATORS

DESCRIPTIVE QUESTIONS

VERTICAL
CURRICULUM
CONTINUITY

DOES THE CURRICULUM REFLECT THE

FORMAT (i.e. K + 12, OBE, etc.) THAT
ENABLES TEACHERS QUICKLY ACCESS
WHAT IS BEING TAUGHT IN THE
GRADE/YEAR LEVELS BELOW OR ABOVE
THE CURRENT LEVEL?

HORIZONTAL
CURRICULUM
CONTINUITY

DOES THE CURRICULUM PROVIDE

CONTENT AND OBJECTIVES THAT ARE
COMMON TO ALL CLASSES OF THE SAME
GRADE LEVEL?

INSTRUCTION ARE LESSON PLANS / SYLLABI / COURSE

BASED ON
DESIGN DERIVED FROM THE CURRICULUM
CURRICULUM AND STRATEGIES? ARE THE MATERIALS
USED CORRELATED WITH THE CONTENT,
OBJECTIVES AND ACTIVITIES?

YES OR
NO

BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT

INDICATORS

INDICATORS

DESCRIPTIVE QUESTIONS

BROAD
INVOLVEMEN
T

IS THERE EVIDENCE OF INVOLVEMENT OF

THE DIFFERENT CURRICULUM
STAKEHOLDERS IN THE PLANNING,
DESIGNING AND IMPLEMENTATIONAND
REVIEW OF THE CURRIRCULUM

LONG RANGE
PLANNING

IS REVIEW CYCLE FOLLOWED WITHIN THE

PERIOD OF PLANNING AND
IMPLEMENTATION AND REVIEW OF THE
CURRICULUM?

POSITIVE
HUMAN
RELATIONS

DID THE INITIAL THOUGHTS ABOUT THE

CURRICULUM COME FROM TEACHERS,

PRINCIPALS, CURRICULUM LEADERS AND
OTHER STAKEHOLDERS?

YES OR
NO

 TYLER

OBJECTIVES CENTERED
MODEL
RALPH TYLER IN 1950 PROPOSED A
CURRICULUM EVALUATION MODEL WHICH
UNTIL NOW CONTINUES TO INFLUENCE
MANY CURRICULUM ASSESSMENT
PROCESSES. IN USING TYLERS MODEL,
THE FOLLOWING CURRICULUM
COMPONENTS AND PROCESSES ARE
IDENTIFIED IN CURRICULUM EVALUATION.

CURRICULUM
ELEMENTS

1. OBJECTIVES /
INTENDED
LEARNING
OUTCOMES

E VA LUATI O N

PROCESS

PRE DETERMINE INTENDED LEARNING

OUTCOMES OR OBJECTIVES

2. SITUATION OR
CONTEXT

IDENTIFY THE SITUATION/CONTEXT THAT

GIVES OPPORTUNITY TO DEVELOP
BEHAVIOR OR ACHIEVED OBJECTIVES

3. EVALUATION
INSTRUMENTS /
TOOLS

SELECT, MODIFY AND CONSTRUCT

EVALUATION INSTRUMENTS OR TOOLS.
CHECK ITS OBJECTIVITY, RELIABILITY AND
VALIDITY

4. UTILIZATION OF
TOOL

UTILIZE THE TOOLS TO OBTAIN RESULTS

COMPARE THE RESULTS OBTAINED FROM
SEVERAL INSTRUMENTS BEFORE AND
AFTER TO DETERMINE THE CHANGE

5. ANALYSIS OF
RESULTS

ANALYZE THE RESULTS OBTAINED TO

DETERMINE STRENGHT AND
WEAKNESSES.

6. UTILIZATION OF
RESULTS

USE THE RESULTS TO MAKE THE

NECESSARY MODIFICATIONS

YES
OR NO

BRADLEY EFFECTIVENESS MODEL FOR CURRICULUM DEVELOPMENT

INDICATORS

INDICATORS

DESCRIPTIVE QUESTIONS

YES OR
NO

THEORY INTO IS THERE CLARITY OF VISION, MISSION,

PRACTICE
GRADUATION OUTCOMES, 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