EDLM 6004:

Leadership for Effective Supervision and Curriculum Implementation

Assignment # 2
Analysis of an Excerpt of a Curriculum Document

Submitted by:
Peter Christie
Group Facilitator: Mrs. Wilma McLean
Course Coordinator: Timar Stephenson
Date of Submission

Table of Contents
Page

Introduction-----------------------------------------------------------------------------------------2

Steps to conduct an evaluation--------------------------------------------------------------

Report-------------------------------------------------------------------------------------------

Recommendations-----------------------------------------------------------------------------

Conclusion-------------------------------------------------------------------------------------

References---------------------------------------------------------------------------------------

28/10/2019, 11R42
PM
Page 1 of
Introduction
This is evaluation of an excerpt from a Curriculum guide published by The Government
of Jamaica, Ministry of Education, Youth and Information. The Ministry of Education
implemented the National Standards Curriculum (NSC) for all age primary and secondary schools
on the island. It accentuates focus on building competence and skills through inclusive and
differentiated learning. There is a separate guided part of another secondary curriculum which
fixates on project-based and problem-solving learning with Science, Technology, Engineering,
and Mathematics (STEM) incorporated at all levels.
The Ministry and school bellwethers introduced the incipient curriculum to amend the
general academic performance, attitude, and performance of students which will redound to the
positive shaping of the national, social, and economic fabric. This curriculum sanctioned
students to cerebrate and expound in their own words.
Many researchers have identified steps in conducting a curriculum evaluation. Cuban, L.
(2001).) proposed the following steps in his PowerPoint slide (Slide 34/40).
1. Identification of the initial objectives/goals
2. Deciding the instructional approach
3. Using instructional resources available
4. Feedback for modification of curriculum document
5. Observation and evaluation of teaching and learning
Burke B. (2001). recommended these steps
1. Identifying the primary audiences
2. Identifying the issues/problem
3. Locate the source of the data
4. Located techniques use to collect data
5. Build standards and criteria
6. Select techniques in data analysis
7. Create evaluation report
8. Preparing modes of display
Eoyang, G., & Berkas, T. (2000). Highlighted a six step model use to evaluate a curriculum.
These steps are:
1. Select particular component of the curriculum to be evaluate
 2. Gather the information needed
3. Put the information in order
4. Review/analyze the information
5. Report the information
6. Reuse the information for continuous feedback, made adjustments
Steps to conduct the Evaluation
Upon careful and in-depth scrutinization of the various strategies for the assessment of an educational
curriculum, it appears that the means proposed by Burke B. are more reasonable, and subsequently I will
utilize Burke's means for the examination of the National Standards Curriculum (NSC) which are enlisted
below:
Step 1 (Identifying the primary audiences)
After taking a gander at the NSC secondary curriculum guide for eighth grade, a group interview will be
conducted with 2 educators and 10 understudies of eighth grade. Besides, a questionnaire was also offered to
sixth-grade students to answer specific questions on related exercises.
Step 2 (Identifying the issues/problem)
Throughout the years, the Ministry of Education and curriculum planners have been encountering issues of
poor performance in the areas of Science, Mathematics, Engineering, and Technology as understudies were
merely able to recall as opposed to thinking and analyzing themselves. Besides, it was noted by the Ministry
of education to present a National Standards Curriculum (NSC) to help students with their critical thinking
and approaches to solve the problems from Infant school.
Step 3 (Locate the source of the data)
In order to get the data required on the National Standard Curriculum utilized in 8th grade (Curriculum
guided) for students, the thoughts, information sources, and perspectives of the instructors were significant.
Moreover, it was essential to get the perspectives of the curriculum developer/official answerable for making
the NSC.
Step 4 (Located techniques use to collect data)
To gather the required information, two focus groups were interviewed: The fist group consisted
of 10 students of grade eighth chose randomly and the second group included 3 teachers of grade
sixth.
As indicated by White R. A. (2005), a focus group is a gathering of deliberately selected people who
participate in a planned discussion intended to elicit consumer perception about a particular topic. To collect
this information, questionnaires were utilized to gain specific information from students as it was related to
the implementation of the curriculum in the classroom. By exploiting a questionnaire, the researchers obtain
a decent chance to get various perspectives on the feelings of pupils.
Step 5 (Build standards and criteria)
The National Standard Curriculum (NSC) for secondary school was presented three (3) years prior to its
introduction to the post-secondary education system. The Curriculum and Development Unit of the Ministry
of Education, Youth and Information had declared guidelines that schools, instructors, and pupils ought to
pursue and stick to.
The procedure began with a pilot in a few secondary schools in 2017 across the island, and the Ministry of
Education conducted several stakeholders’ refinements seamier and sessions to clarify the role of the new
curriculum execution at the primary school level. During these workshops, the curriculum guide and different
materials were shared with the partners. Principals directed the instructors to incorporate the NSC into the
timetable of every grade.
The curriculum guide expressed that the main objective of the NSC is to amend the general scholastic
presentation, attitude, and conduct of pupil which will redound to the favorable formation of the national,
social, and monetary fabric. Under the new framework, accentuation will be set on project-based and
problem-solving learning.
Step 6 (Select techniques in data analysis)
The whole gathered data was scrutinized and separated in percentage, and it was presented in both qualitative
and quantitative answers given by the teachers and pupils.
Step 7 (Preparing evaluation report)
In view of prerequisites for this task, I have chosen to evaluate a curriculum guide that is utilized
at all the government primary and secondary schools across the 14 areas in Jamaica. In addition, I
have decided to evaluate the objectives of the grade eighth component of the curriculum guide as
an excerpt of the whole guide. I will be utilizing Stufflebeam's assessment model of context,
procedure, input, and product CIPP.

According to Fitzpatrick, J., Sanders, J., and Worthen, B. (2011), the CIPP model was created to
assess instructive choice. The CIPP model is unique as an evaluation guide as it enables
evaluators to evaluate the program at various stages which helps the evaluators to assess the
requirements before the commencement of the program and to know if the program had ensuing
impacts.

CIPP model enables you to pose developmental inquiries toward the start of the program, and
afterward, it gives you a manual for the assessment of the projects' effect by letting you pose
summative inquiries on all parts of the program.

Report - National Standard Curriculum (NSC) Secondary school curriculum guide for
grade eighth
The analysis of the information gathered from both the questionnaires and focus groups
highlighted a few issues. The CIPP evaluation technique used to investigate one specific
module/objective of the grade eighth STEM curriculum. Moreover, the researcher tailored
questions in an organized way to discover progressively about the module to check whether it
addresses the students' problems.
As indicated by Sargent, S. S. (200), humanistic theory believes that the students must be given
consideration as they are in the middle of the curriculum. The school cited in their vision
statement that “Each child much develops in a holistic way that will enable him/her to effectively
function in the world”.
The questionnaire which was given to the students contained six items, six of which were
chosen open-ended questions. These open-ended questions expected students to answer
logically. The answer of students demonstrated that they delighted in STEM exercises. 70% of
the responders expressed that the exercise is excessively short, and they required time for the
practical aspect. Out of the 11 students, 9 students responded that STEM exercises were full of
excitement and fun, and the other two griped that the exercises were exhausting.
Students' answer to the question regarding the integration of STEM lessons in the college was
balanced. 50% of students expressed that many exercises are not enjoyable, while 40% expressed
that there ought to be increasingly dynamic discourses during the class. The rest 10% of the
students said STEM required an excess of hands-on work. Also, they expressed that they needed
to undergo tests weekly.
Numerous students said that they needed to take more exams/tests and the lessons to be
increasingly interactive and enjoyable. Students believe that STEM ought to be integrated to all
degrees of the educational system, while various students (5 out 11) said that the class is
outstretched, and 2 out of 11 students said that the exercises ought to be increasingly charming.
Besides, the interview(focus group) with another set of grade eighth students suggested that
some of the students' perspectives were changed demonstrating that a number of them savored
the STEM lessons since they got a hand-on experience which is engaging and fun.
Numerous students said that they have to work in groups and make group projects. Meanwhile, a
few students grumbled that the classes are outstretched, thereby getting exhausted as compared to
the earlier phases of the implementation. A portion of the objectives are students-centered, and
then it is expected that the class activities should meet students' expectations, and consequently,
they responded that they anticipated more educational videos, games, songs, and poems. Two
students expressed that STEM ought to be additionally coordinated into different subjects like
Food and Nutrients, Drama, Guidance and Counseling, Spanish, and Arts.
Most students believe that STEM is fun and is imperative to their development and advancement.
In the questionnaire finished by the other group of students in a solid perspective on the
fundamental objective of the STEM curriculum, the outcomes from the teachers' focused group
demonstrated that one of the two teachers knew the meaning of the acronym. Besides, one out of
the two teachers said that the overall implementation was for two years. After the discourse with
the Ministry of Education, Curriculum teams, and stakeholders, it was said that the curriculum
had to be piloted in some schools in one year's timeframe in 2017, and was to entirely presented
in all schools in the forthcoming year.
In this manner, an assessment is critical to give all the essential data. One instructor said that the
goal is to empower understudies to be to a greater degree a specialized vocation, while the
viewpoint of the second was unique. The educators expressed that the understudies displayed
extraordinary enthusiasm for the educational plan, in spite of the fact that understudies are yet to
pick up learning to choose their profession decision forever. The two instructors imagined that
the guide is anything but difficult to pursue and laid out an understudy focused methodology.
Moreover, the two educators completely concurred that the targets were clear and brief. It was
clear in educators' reactions that understudies should be tended to in the educational plan.
All of the teachers said that the curriculum is essential to the national development and
advancement, and the two instructors concurred that the STEM ought to be fused in the other
subject. This view was expressed by certain students in the answers to their questionnaire. One
of the teacher said that the STEM ought to be left discrete as an individual educational plan as
required. On the other hand, all the grade eighth teachers completely concurred that STEM ought
to remain in the secondary educational system.

The two teachers have the points of view that one of significant imperatives that the guardians and school
organization is confronting is the expense of finding the appropriate materials needed to make hand-on
 projects. Consequently, all of the teachers rated that the curriculum objectives ought to be improved
particularly as it identifies the students' assessment.
These are the following recommendations.
1. The activities used in the lessons by the classroom teachers should be more student-
centered.
2. There should be group discussion in which the students are to be more engaged with their peers.
3. Students should be given more assessment through the use of quizzes, oral presentation,
and tests as stated by a student in the focus group interview.
4. It was noted that no feedback was given by specialist during their observation, therefore,
it is recommended that observations should be shared to ensure proper monitoring.
5. Teachers are given a lot of work, and as a school leader, I noted that the curriculum
pressurize teachers to create lesson plans, and many topics require expert’s assistance.
Curriculum planners to review the guide and get in expert’s teachers in specific areas to
help the proper delivery of the lessons.
Step 8 (Preparing modes of display)
In view of the outcomes exhibited, this will be imparted to partners to help them in their basic
leadership to improve the educational program. Additionally, a workshop will be directed with
instructors to assemble their comprehension and thoughts that can be use make STEM exercise
increasingly fun and effectivity.

As per Love, A. (2005), the assessment in any educational program is critical to the general achievement and
the effect that it will have on understudies over the long haul.
Conclusion
As per Cousins, J., and Whitmore, E. (2003), the assessment is a deliberate method to see any subject worth,
and by and large hugeness of the results. Michael proceeded to clarify that the educational plan assessment is a
strategy used to get the general adequacy of the educational program. There are numerous partners with
enthusiasm for the educational program assessment these are the guardians, educators, network, and managers
to check whether the educational plan is satisfying its motivation and whether understudies are learning.
References:

Burke B. (2001). Using step to Evaluating for a curriculum:

reflections on participatory methodology. New Directions
for Evaluation 1998;(80):43-56
Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches
and practical guidelines (4th Ed.). New York: Allyn & Bacon. Canadian Publisher: Pearson.
ISBN: 978-0-205-57935-8

Stufflebeam, D. (2003). The CIPP model of evaluation. (Eds.),

the use of the CIPP in the education system: International
handbook of educational evaluation. Retrieved from
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Cuban, L. (2001). A Curriculum change in schools. (Ed.),
Handbook on the use the curriculum: A project of the
American Educational Research Association. New York:
Macmillan
White, R. A. (2005). Focus groups: A guide for applied research. Newbury Park, CA: Sage
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Sargent, S. S. (200). The Humanistic approach and ways of life. In J. F. T. Bugental (Ed.),
Challenges of humanistic psychology (pp. 127-33). New York, NY: McGraw-Hill.
Stufflebeam, D.L. (1974). the use of the CIPP model in
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Cousins, J.,& Whitmore, E. (2003). Framing participatory evaluation. In Understanding and
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