Curriculum Evaluation

CURRICULUM EVALUATION
CHAPTER 7
CURRICULUM EVALUATION
• In general, evaluation is concerned with giving value or making
judgments.
• A person acts as evaluator when he or she attributes worth or

judgment to an object, place, process, or a behavior.
• Evaluation is done using a set of criteria.
• This enables the evaluation process to be always objective rather

than subjective.
Various curriculum scholar define curriculum evaluation based
on how they view curriculum, the purpose of curriculum,
curriculum influences, and curriculum is implemented.
• the process of delineating, obtaining, and providing information useful for

making decisions and judgements about curricula (David, 1980)
• the process of examining the goals, rationale, and structure of any curriculum
(Marsh, 2004)
• the process of assessing the merit and worth of a program of studies, a course,
or a field of study (Print, 1993)
• the means of determining whether the program is meeting its goal (Bruce
Tuckman, 1985)
• the broad and continuous effort to inquire into the effects of utilizing content
and processes to meet clearly defined goals (Doll, 1992)
Various curriculum scholar define curriculum evaluation based
on how they view curriculum, the purpose of curriculum,
curriculum influences, and curriculum is implemented.
• the process of delineating, obtaining, and providing useful information for

judging decision alternatives (Stufflebeam, 1971)
• in this book, curriculum evaluation is defined as the process of making objective
judgement to a curriculum–its philosophy, goals and objectives, contents,
learning experience, and evaluation.
Curriculum evaluation is also concerned about finding out whether the

curriculum is relevant and responsive to the needs of society and learners. It is a
scientific and dynamic process of understanding the merit of any curriculum.
PURPOSES OF CURRICULUM EVALUATION
Print(1993) identified several important purpose and functions of
evaluation settings:
•Essential in providing feedback to learners -provides useful information in

helping the students improve their performance and helps teachers
identify the strengths and weaknesses of the learners.
•Helpful in determining how well learners have achieved the objectives of

the curriculum -describe whether the student learned or mastered the
desired outcomes and objectives of the curriculum.
•To improve curriculum -the result of evaluation serves as basis for

improving curriculum and for suggesting innovations to improve learning.
PURPOSES OF CURRICULUM EVALUATION
In addition curriculum evaluation is also useful to administrators and
teachers any afferent ways. For example:
•Evaluation helps in making decisions about improving teaching and learning

processes
•It helps in shaping academic policies.
•It guides in initiating curricular changes and innovations.
•it ensures quality of any curricular program, •It helps schools align their
curriculum to different curriculum sources and influences
•It determines the level of success of the school's vision and mission.
Conducting curriculum evaluation is a determinant of an academic

institution or school's commitment to quality and continuous improvement.
It shows how serious a school can be in realizing its philosophy, vision, and
mission.
CURRICULUM EVALUATION IN THE CLASSROOM
Doll (1997) asserted that the classroom in fact could be the
first site of gathering important data that will lead to
curriculum evaluation. Within the classroom, teachers and
administrators can collect data using several instruments like:
• test results;
• anecdotal records;
• checklists;
• interview guides;
• observation guides;
• personality inventories;
• rating scales;
• IQ tests; and
• interest inventories.
CURRICULUM EVALUATION AT THE SCHOOL OR SCHOOL SYSTEM LEVEL
•Opinion Polls
•Surveys
•Focus-group discussion
•Follow-up studies (Graduate tracer studies)
•Standard evaluation instruments
•Results of district or national tests
The schools that gather and analyze data on the

implementation of the curriculum can also do research
activities,
MODELS OF CURRICULUM EVALUATION
Curriculum scholars and curriculum workers have identified various models that
can be used for evaluating curriculum. Each of these models is a product of
endless works of curriculum scholars trying to assess the value of a particular
curriculum.
A. Provus' Discrepancy Evaluation Model

This model for curriculum evaluation was developed by Malcolm Provus (1971) to
evaluate projects under the Elementary-Secondary Education Act in the United
States. Using the taxonomy of program content developed by Robert Stake.
Four major stages of conducting curriculum evaluation

1. Determining program standards
2. Determining program performance
3. Comparing performance with standards
4. Determining whether a discrepancy exists between performance and
standards
B. Tyler Model of Curriculum Evaluation
Ralph Tyler (1950) proposed seven steps for evaluating a curriculum

1. Establishment of goals and objectives
2.Classification of the objectives.
3. Definition of the objectives in behavioral terms
4. Identification of situations in which achievement of the objectives could be
shown
5. Selection of criterion of measurement procedures 6.Collection of data about
pupil performance
7. Comparison of findings with the stated objectives
C. Stufflebeam's CIPP Model
Context—Input—Process—Product
Context evaluation, according to Stufflebeam, is the most basic kind of

evaluation. Its purpose is to provide a strong rationale for determining
curriculum objectives.
Input evaluation aims to provide information for determining how resources are
utilized to achieve curriculum objectives.
Process evaluation focuses on providing periodic feedback while the curriculum

is being implemented.
Product evaluation aims to gather, interpret, and apprise curricular attainments

not just the end of an implementation of a curriculum.
D. Stakes' Congruency-Contingency Evaluation Model
Robert Stake (1975) claimed that curriculum evaluation is not complete
unless three categories of data are made available. These categories of
data are:
1. Antecedents - include data on students and teachers, the curriculum to

be evaluated, and the community context
2. Transactions - include time allotment, sequence of steps, social climate,
and communication flow
3. Outcomes - encompass students' learning in the form of understandings,
skills, and values or attitudes, as well as the effects of the curriculum on the
teachers, students, and the school
E. Eisner's Educational Connoisseurship Model
Elliot Eisner (1985) provided a qualitative way of evaluating a

curriculum. This model does not have methodical procedures
compared with other evaluation models. Eisner's model calls
for a deeper and wider observation results of evaluation that
are expressed in written form. The results, however, are not
merely descriptions; they provide excellent and accurate
interpretation and appraisal
CONCLUSIONS
• The purpose of curriculum evaluation is to make judgment
on the effectiveness of a curriculum
• Curriculum evaluation follows a scientific and logical
process.
• Each curriculum evaluation model is based on a set of
principles that embodies a curriculum theory or education
principles.
• Gathering of data for evaluation and analysis is important in
curriculum evaluation.
• The results of curriculum evaluation are essential in making
curricular decisions.
THANK YOU
VERY MUCH!

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CURRICULUM EVALUATION

• A person acts as evaluator when he or she attributes worth or

• Evaluation is done using a set of criteria.

• This enables the evaluation process to be always objective rather

• the process of delineating, obtaining, and providing information useful for

• the process of delineating, obtaining, and providing useful information for

Curriculum evaluation is also concerned about finding out whether the

•Essential in providing feedback to learners -provides useful information in

•Helpful in determining how well learners have achieved the objectives of

•To improve curriculum -the result of evaluation serves as basis for

•Evaluation helps in making decisions about improving teaching and learning

Conducting curriculum evaluation is a determinant of an academic

The schools that gather and analyze data on the

A. Provus' Discrepancy Evaluation Model

Four major stages of conducting curriculum evaluation

Ralph Tyler (1950) proposed seven steps for evaluating a curriculum

Context evaluation, according to Stufflebeam, is the most basic kind of

Process evaluation focuses on providing periodic feedback while the curriculum

Product evaluation aims to gather, interpret, and apprise curricular attainments

1. Antecedents - include data on students and teachers, the curriculum to

Elliot Eisner (1985) provided a qualitative way of evaluating a

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