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EVALUATION AT THE

PLANNING STAGE
PLANNING STAGE

Role of Development Role of Evaluation


Writing outlines, Preparing Examining the adequacy of
instructional Materials objectives, contents, strategies;
Judgment of material

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Evaluation of Instructional Objectives

Evaluation of Scope and Sequence of instruction

Evaluation of Teaching Learning strategies

Evaluation of Instructional Materials

Evaluation of Assessment Methods

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Brainstorm Activity
Classroom based Group activity

BRAINSTORM about how to evaluate,


• PLANNED INSTRUCTIONAL OBJECTIVES
• PLANNED SCOPE AND SEQUENCE OF THE CONTENTS
• PLANNED TEACHING AND LEARNING STRATEGIES
• PLANNED INSTRUCTIONAL MATERIALS
• PLANNED ASSESSMENT METHODS
Select one of the above for your group.
Select a common subject that members of the group teach in school

While evaluating the planned ………, make sure that the planned …………… would
really benefit the learners and meet the General Aims of the curriculum
• You need think about WHY (Justification), WHAT (Criteria and standards) and
HOW (Procedures) and WHO (Respondents) about the ONE among the above
collectively and record them in a poster.
• FIRST, brainstorm…. then
Continue…
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…continue from Brainstorm activity
Classroom based Group activity

• Read relevant parts of chapter 3, “Evaluation at


the planning stage”, and prepare an action plan!

HOMEWORK /CLASS ACTIVITY


• Prepare a working definition of curriculum
evaluation focusing on any of the six stages, and
for a subject you teach at school

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A: stages of
Evaluation is the provision -determining of aims, concerning…
of information at… -planning,
B: Entity
-tryout
-Teachers’ guide,
F: Role -field trail
-study material,
-modifying, -implementation
-instructional tools,
-revising the use -quality control
of the program -the whole package
for sake of
making decision from the point of view of
about
E: Mode of
Summary C: Criteria
-Quantitative, -Fit to standards,
-Qualitative, D: Data -eliciting processes,
-Mixed Methods -yielding outcomes
-judgment,
summarized in -observation,
-examination of
product on the basis of
What is Curriculum Planning?

Curriculum planning is an activity which


involves a series of organizational thinking on
instructional objectives, scope and sequence of the
contents, teaching and learning strategies,
instructional materials, assessment methods
focusing on achieving optimal student
comprehension.

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We do not implement poorly planned curriculum,
thereby saving human and financial resources

Role of Evaluation

Examining the adequacy of FOUR elements


 Instructional Objectives
 Scope and Sequence of the content
 Teaching Learning Strategies
 Instructional Materials
 Assessment Methods

How well the curriculum development team (CDT) have


selected, conceptualized and formulated them
 No flaws and inadequacies in planning and development stages

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Activities at Planning Stage of
Curriculum Development
Identification & Formulation of
Instructional Objectives

Specification of Scope &


Sequence of the content of
Instruction
Selection of Teaching Learning
Strategies (Types and modes
of learning)
Development of
Instructional Materials
Assessment methods

Planning Stage
of Curriculum Development
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Evaluation at Planning Stage

Instructional Objectives

Scope and Sequence of Instruction


What to Evaluate? Teaching Learning Strategies

Instructional Materials
Assessment methods

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Role of Evaluation at Planning Stage

To provide some form of


assurance that the five
EVALUATION components will lead to the
achievement of agreed-upon
educational goals.

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Evaluation of
INSTRUCTIONAL OBJECTIVES

To get some sort of agreement


from others outside the
curriculum team that the
instructional objectives are:
1. Related to the objective of the
program
AIM?
2. Clearly stated
3. Appropriate for, and attainable
by, target learners (based on
level and mental development).
4. Important enough to
encourage further learning
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Evaluation of Instructional Objectives

Seeking and Analyzing


relevant opinions and
How? judges by experts
(Curriculum specialists,
Psychologists, etc).

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Criteria and Possible Evaluators for
Instructional Objectives

Experts Criteria

Related Stated Appropriate Important for Further


to Aims Clearly and Attainable Learning
Curriculum Specialist

Educational Psychologist

Educational Sociologist

Subject Expert

Educational
Administrator
Curriculum Evaluation
Specialist
Teachers

Potential Employer

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“Agreed Responses” for Evaluating
Instructional Objectives

Objective Criteria and Percentage of “Agreed” Response

Related to Stated Appropriate and Important for Further


Aims Clearly Attainable Learning

Objective 1

Objective 2

Objective 3

Etc

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Evaluation of Instructional Objectives

GEA
To achieve Specific Course
SPG Objectives in specific subject
matter areas, curriculum
programs must pay adequate
SSM attention to the types and
modes of learning
experienced by students.
SIO

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Evaluation of Instructional Objectives

Example:

Using Gagne’s Learning Categories,


one could reexamine the instructional
objectives to see which categories of
learning would need to be
strengthened and promoted through
the content of instruction and teaching-
learning strategies
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Evaluation of Instructional Objectives

FIVE CATEGORIES OF LEARNING OUTCOME Nine Instructional Events


1. Gaining Attention
Intellectual skills (“knowing how”) 2. Informing Learners of the
Objective
Verbal information (being able to state
3. Stimulating Recall of Prior
ideas, “knowing that”)
Learning
Cognitive strategies (ways of analyzing 4. Presenting the Stimulus
problems) 5. Providing Learning Guidance
6. Eliciting Performance
Motor skills (such as playing sports or 7. Providing Feedback
driving a car) 8. Assessing Performance
9. Enhancing Retention and
Attitudes (mental states that influence the
Transfer
choices of personal actions)

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Evaluation of Instructional Objectives
Matrix for Identifying Categories of Learning in IO
Objective Types of Learning
Chaining Verbal Multiple Concept Principle Problem
Association Discrimination Learning Learning Solving

Objective 1

Objective 2

Objective 3

Objective 4

Objective 5

An analysis can be conducted with the aid of a panel of educational


psychologists and curriculum specialist to find out whether a satisfactory
balance between different types of objectives has been established
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Scope and Sequence of the
Content

To seek wide representation of


view as to the relevance and
potential effectiveness in
achieving the course objective

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Evaluation of THE SCOPE & SEQUENCE
of the Content of Instruction

What should be known about content of instruction at


the planning stage:

1. Most Curriculum Program are Subject Based.


2. Some Programs select highly specific content from
specific discipline. (English for primary school)
3. Some select content from more than one discipline
as well as other sources of information in order to
achieve certain program objectives.
4. There is no standard procedure for the
presentation of the content of instruction. (i.e. table
of content, syllabus, scope & sequence chart)
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Evaluation of THE SCOPE & SEQUENCE
of the Content of Instruction

Relevance to Instructional Objectives

Possible Up-to-datedness of Content

Criteria for
The Relevance to the child and his
environment
Evaluation of Balance between various
subdivision of the subject
Course matter
Content Content Balance
Balance in the content in
terms of students’
activities envisaged.
Organizational Structure of the
content

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Evaluation of THE SCOPE & SEQUENCE
of the Content of Instruction
Criteria
Category of Respondent Possible Evaluation Responses
Instrument Sought
Relevance to Curriculum specialists Questionnaire, with structured Yes/No responses
Objectiveness Subject-matter specialists responses
Experienced teachers
Up-to-dateness Subject-matter specialists Questionnaire, with content Yes/No+ free
topic itemized responses and
corrections
Relevance to the Educational Psychologists Analysis Proforma, with ratings Ratings on
child and his Teacher-educators on relevance relevance;
environment Experienced teachers comments on weak
areas, alternative
suggestions
Content Balance Subject-matter specialists Questionnaire, setting out areas Yes/No responses;
Educational Psychologists of knowledge, attitudes, and skill with allowances for
Curriculum specialists components and related comments and
Experienced teachers students activities suggestions

Organizational As in section above As in section above As in section above


Structure of Content

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Evaluation of TEACHING LEARNING
STRATEGIES

Focus of the Teaching-Learning Strategies?

Changes in students behavior through the


use of some structured processes
involving the use of instructional materials.

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Evaluation of TEACHING LEARNING
STRATEGIES

Teaching learning strategy includes:

a. Principles for structuring teacher activities and


corresponding students’ activities
b. Instructional materials for use by teachers and/or
students, e.g., textbook, worksheet, self-
instructional materials, actual environmental
phenomena.

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Evaluation of Teaching-Learning
Strategies

Effectiveness & Economy

Criteria Feasibility in Classroom


Teacher Competence

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Evaluation of TEACHING LEARNING
STRATEGIES

Criteria Procedure

In-House Experts’ Simulation Limited Tryout


Analysis Panel at Center in Schools
Effectiveness and Economy

Feasibility

Teacher Competence

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Evaluation of INSTRUCTIONAL
MATERIALS

What are instructional Materials at the planning


stage?
Textbooks, workbooks, Supplementary readers, etc.

Each curriculum project would determine what


materials are to be planned and developed, and in
what form.

It depends on the course objectives, course content,


teaching-learning strategies, as well as the
competence personnel and the financial resources.
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Evaluation of INSTRUCTIONAL
MATERIALS

Evaluation
Instructional Criteria Practical
Characteristics Characteristics

Contents related to
Cost Range
instructional objectives

Flexibility to adapt the


Contents valid and reliable
programs to TL condition

Contents Logically Organized Easiness to use

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Subject - Logical structure
- organization of the
Matter content
Experts

Who Should -Relatedness


-Appropriateness
Curriculum
Evaluate? Specialists
-Adaptability
-Grading & Articulation

-Appropriateness
- Adaptability
Experienced - Time to master
- Students’ interest
Teachers

- Congruent to LD
Educational - Conform to PL
Psychologist -Sequenced learning
- Reinforcing
s - Transfer of learning

-Cost Range
Material - Durability
Production -Reproductability
Experts -Attractiveness
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Evaluation of INSTRUCTIONAL
MATERIALS

Panel • Specific Category of experts


• Subject specialists or teachers
Evaluation • Mixed panel

Evaluation • Check List


• Questionnaire
by Mail • Analysis proforma

User’ • Try out


Reactions
• Detail Analysis of the hierarchical structure of
Task task
• Specifies the sequence, operations, and the like
Analysis needed to perform.

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Evaluation of INSTRUCTIONAL
MATERIALS
Possible Areas of Evaluation concern by category of “Evaluators”
Criteria/ Evaluators
Instructional
Characteristics Subject Curriculum Experienced Educational Material Students
Matter Specialists Teachers Psychologists Production
Experts Experts
Contents Related to
Objectives
Contents’ Validity and
Reliability
Logical Organization
Psychologically Relevant
Accuracy and suitability of
Language
Appropriately Sequenced
Learning Task
Hierarchical Structure &
Sequence of Learning
Tasks
Reinforcing to Students
Understanding and Critical
Thinking

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Evaluation of INSTRUCTIONAL
MATERIALS
Possible Areas of Evaluation concern by category of “Evaluators”
Criteria/ Evaluators
Practical
Characteristics Subject Curriculum Experienced Educational Material Students
Matter Specialists Teachers Psychologists Production
Experts Experts

Cost Range

Adaptability

Durability
Easy to Use
Attractiveness

Adequate Guides

Replaceability

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CONCLUSION

1. Planning stage is very essential in the curriculum


development, as when it has been done well, the
waste of time of human and financial resources at
a later stage can be considerable
2. Curriculum Planning should be a cooperative
venture among educators, curriculum specialists,
educational psychologists and sociologists,
subject-matter experts, experienced teachers and
even students.

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CONCLUSION

3. Evaluation activities at planning stage may be


hindered by the demand of administered bodies to
hasten development activities
4. Evaluation at the planning stage covers five areas;
Evaluation of instructional objectives, Scope and
sequence of content, teaching-learning strategies,
instructional materials and assessment methods .

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