Module 5: Evaluating the Curriculum

Module Overview:
This module is all about curriculum evaluation in the context of its definition and the
role of the teacher as an evaluator. It will present the ways of evaluating the curriculum as
written, planned or implemented.

Lesson 1: What, Why and How to Evaluate a Curriculum

Intended Learning Outcomes:

 Acquire clear understanding of what is curriculum evaluation
 Explain the need to evaluate the curriculum and how it’s being done
 Expand knowledge about different curriculum evaluation models

Take Off
Curriculum evaluation is a new idea for many teachers, not knowing that everyday,
the teachers is involved in several components of evaluation. There are two ways of looking
at curriculum evaluation:

1. Curriculum Program Evaluation may focus on the overall aspects of a curriculum or the
curriculum itself. More often, it refers to a big curriculum program. Examples of these
programs that may undergo a curriculum program evaluation are the K to 12 Curriculum,
the Integrated Science Program, the Teacher Education Program, the Mother Tongue
Curriculum, the Process Approach in Mathematics Curriculum, the Outcomes-Based
Curriculum in Teacher Education, or Experiential Teacher Education.

Program Evaluation will be using program evaluation models like Bradley Effectiveness
Model, Tyler’s Objective Centered Model, Stufflebeam’s CIPP Model, Scriven’s
Consumer – Oriented Model among others.

2. Curriculum Program Component Evaluation. A curriculum component may include

separate evaluation of (a) achieved learning outcomes (b) curriculum process (c)
instructional materials.

Curriculum program component evaluation refers directly to the assessment of the

curriculum contents and processes as implemented in view of the learning outcomes
either formative or summative.

The first lesson will attempt to teach us how to look into curriculum evaluation from
two examples which are curriculum program evaluation using the curriculum evaluation
models and curriculum evaluation of the specific component of curriculum program as in
instructional materials evaluation.
Lesson 2 will be all about curriculum evaluation in the classroom for the formative
and summative assessment of the achieved learning outcomes.

Content Focus

Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about? It is
synonymous to assessment of learning? Analysis of the various definitions reveals that
evaluation is both a process and a tool. As a process it follows a procedure based on models
and frameworks to get to the desired results. As a tool, it will help teachers and program
implementers to judge the worth and merit of the program and innovation or curricular
change. For both process and a tool, the results of evaluation will be the basis to IMPROVE
curriculum.
 Let’s look how curricularists define curriculum evaluation. Read what each of them
say.

Persons Definition
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.
Mc Neil, J. (1977) Evaluation answers two questions: 1. Do planned
learning opportunities, programmes, course and
activities as developed and organized actually
produce desired result? 2. How can a curriculum best
be improved?
Gay, L. (1985) Evaluation is to identify the weakness and strengths
as well as problems encountered in the
implementation, to improve the curriculum
development process. It is to determine the
effectiveness of and the returns on allocated finance.
Oliva, P. (1988) It is a process of delineating, obtaining and providing
useful information for judging alternatives for purposes
of modifying, or eliminating the curriculum.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The c curriculum processes presented
by Tyler, Taba and others at the end of the line or cycle undergo an evaluation. All of them
agree that planning, designing and implementing are less useful unless there is evaluation.
Here are some of the specific reasons.

 Curriculum evaluation identifies the strengths and weaknesses of an existing

curriculum that will be the basis of the intended plan, design or implementation. This
referred to as the needs assessment.
 When evaluation is done in the middle of the curriculum development, it will tell if the
designed or implemented curriculum can produce or is producing the desired results.
This is related to monitoring.
 Based on some standards, curriculum evaluation will guide whether the results have
equalled or exceeded the standards, thus can be labelled as success. This is
sometimes called terminal assessment.
 Curriculum evaluation provides information necessary for teachers, school
managers, curriculum specialist for policy recommendations that will enhance
achieved learning outcomes. This is the basis of decision making.
In curriculum evaluation, important processes were evolved such as (a) needs
assessment, (b) monitoring, (c) terminal assessment and (d) decision making.
Curriculum Evaluation Models
Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is
a big idea that collectively tells about the value or worth of something that was done.
How can a merit or worth of an aspect of a curriculum be determine? Curriculum
specialists have proposed an array of models which are useful for classroom teachers
and practitioners. Let us look at some of these.

1. Bradley Effectiveness Model

In 1985 L.H. Bradley wrote a hand book on Curriculum Leadership and 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 statement were
simplified.
 First, you have to identify what curriculum you will evaluate. Example: Elementary
Science Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field
study Curriculum. Then find out if the curriculum you are evaluating answers Yes or No.
Yes to all the questions means good curriculum as described by Bradley.

Bradley’s Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or No
Vertical Curriculum  Does the curriculum reflect the format (i.e. K
Continuity to 12, OBE, Inquiry, etc.) that enable teachers
quickly access what is being taught in the
grade/year levels below or above the current
level? (Ex: If you are looking at Science 5,
below means Science 4 and above means
Science 6)
Horizontal  Does the curriculum provide content and
Curriculum objectives that are common to all classes of
Continuity the same grade level? (Ex.: All English 101
for all 1st year college students)
Instruction Based on  Are lesson plans/syllabi/course design
Curriculum derived from the curriculum and strategies?
Are the materials used correlated with the
content, objectives and activities?
Broad Involvement  Is there evidence of involvement of the
different curriculum stakeholders in the
planning, designing and implementation and
review of the curriculum?
Long Range  Is review cycle followed within the period of
Planning planning and implementation of the
curriculum?
Positive Human  Did the initial thoughts about the curriculum
Relations come from teachers, principals, curriculum
leaders and other stakeholders?
Theory-Into Practice  Is there clarity of vision, mission, graduation
outcomes, program philosophy, learning
outcomes in the curriculum?
Planned Change  Are there tangible evidence to show that the
internal and external public accept the
developed program?
If any of the indicators is answered with a NO, actions should be made to make it YES

2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now
continues to influence many curriculum assessment processes. His monograph was entitle
Basic Principles of Curriculum and Instruction.
In using the Tyler’s model, the following curriculum components and processes are
identified in curriculum evaluation

Curriculum Elements Evaluation Process Yes or No

Objectives/Intended Pre-determined learning outcomes or objectives
Learning Outcomes
Situation or Context Identify the situation/context that gives
opportunity to develop behaviour or achieve
objectives
Evaluation Select, Modify and construct evaluation
Instruments/Tools instruments or tools. Check its objectively,
reliability and validity.
Utilization of Tool 1. Utilize the tools to obtain results
 2. Compare the results obtained from several
instruments before and after to determine the
change
Analysis of Results Analyze the results obtained to determine
strength and weaknesses. Identify possible
explanation about the reasons for the particular
pattern.
Utilization of Results Use the results to make the necessary
modifications.

Using all the steps to evaluate the curriculum and obtaining all YES answer would mean
the curriculum has PASSED the standards. Tyler’s model of evaluating the curriculum is
relatively easy to understand which many teachers can follow.

3. Daniel Stufflebeam’s Context, Input, Process Product Model (CIPP)

The CIPP model of Curriculum Evaluation was a product of the Phi Delta Kappa
committee chaired by Daniel Stufflebeam. The model made emphasis that the result of
evaluation should provide data from decision making. There are four stages of program
operation. These include: 1. Context Evaluation, 2. Input Evaluation 3. Process
Evaluation and 4 Product Evaluation. However any evaluator can only take of any of the
four as the focus of evaluation.
 Context Evaluation – assesses needs and problems in the context for decision
makers to determine the goals and objectives of the program/curriculum
 Input Evaluation-assesses alternative means based on the inputs for the
achievement of objectives to help decision makers to choose options for optional
means.
 Process Evaluation-monitors the processes both to ensure that the means are
actually being implemented and make necessary modifications.
 Product evaluation-compares actual ends with intended ends and leads to a series of
recycling decisions.

For all the four stages, the six steps are suggested.

Stages of the CIPP Model Steps Taken in All the Stages

Step 1: Identify the kind of decision to be made.
1. Context Evaluation
Step 2: Identify the kinds of data to make that decision.
2. Input Evaluation Step 3: Collect the data needed.
Step 4: Establish the criteria to determine quality of data.
3. Process Evaluation
Step 5: Analyze data based on the criteria.

4. Product Evaluation Step 6: Organize needed information needed for

decision makers/

4. Stake Responsive Model. Responsive model is oriented more directly to program

activities that program intents. Evaluation focuses more on the activities rather than intent or
purposes.
Robert Stake (1975) recommends to the curriculum evaluate the following steps.
The curriculum evaluator follows the steps below.
Step 1 Meets with stakeholders to identify their perspective and intentions
regarding curriculum evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the evaluation
Step 3 Observes the curriculum closely to identify the unintended sense of
implementation and any deviations from announced intents.
Step 4 Identifies the stated real purposes of the program and the various
audiences.
 Step 5 Identifies the problem of the curriculum evaluation at hand and identifies
an evaluation design with needed data.
Step 6 Selects the means needed to collect data or information
Step 7 Implements the data collection procedure
Step 8 Organizes the information into themes
Step 9 Decides with stakeholders the most appropriate formats for the report.

5. Scriven Consumer Oriented Evaluation. Michael Scriven, in 1967 intriduced this

evaluation among many others when education products flooded the market. Consumers of
educational products which are needed to support an implemented curriculum often use
consumer-oriented evaluation. These products are used in school which require a
purchasing decision. These products include textbooks, modules, educational technology
like software and other constructional materials. Even teachers and schools themselves
nowadays write and produce these materials for their own purposes.
Consumer-oriented evaluation uses criteria and checklist as a tool for either
formative or summative evaluation purposes. The use of criteria and checklist was proposed
by Scriven for adoption by educational evaluators.
An example of an Instructional Material Review from by Marvin Patterson of Florida
State University is adapted for better understanding.
Preliminary Information Recommendation
Title: ____Retain for further review
Author:
Publisher: ____Reject (Comments)
Copyright date:
Material Evaluator:

Use the following codes to rate the material

+ means YES or good quality
0 means all right but not of good quality
- means no or poor quality
NA means not applicable

Criteria + 0 - NA
1. Content covers a significant portion of the course
competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most students who will use
the material.
4. Intended learning outcomes, competencies are stated.
5. Formative and summative to meet the needs of students.
6. Activities are varied to meet the needs of students.
7. Teacher’s guide is included with management suggestions.
8. Materials are presented in logical order.
9. Learning outcomes, competencies and / or tasks.
10. Degree of match between learning activities and intended
learning outcomes.
11. Quality of test items and degree of match with intended
learning outcomes
12. Quality of direction and how students will process through
the materials.
13. Quality of drawings, photographs and/or materials
14. Overall design of the learning activities for individual
instruction.
15. Quality of management procedures for teachers (TGs)
16. Optional (List course map competencies covered by the
instructional material)
 Using the checklist for instructional material review or evaluation may help any
curricularist make a decision as to which textbook, modules or nay instructional support
materials will be used, revised, modified or rejected.

A Simple Way of Curriculum Evaluation Process

For a very simple and practical way of curriculum evaluation, responding to the
following questions will provide an evaluation data for curriculum decision. Just ask the
following questions and any NO answer to an item will indicate a need for a serious
curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum requires less demands?
3. Can this curriculum be applied to any particular level?
4. Can the curriculum aspects be assessed as (a) written, (b) taught (c) supported (d) tested
and (e) learned.
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?

In summary, whatever models of curriculum evaluation to be used, ASCD, 1983 suggests

the following steps.

Steps in Conducting a Curriculum Evaluation

Steps What to Consider
1. Identifying primary audiences Curriculum Program Sponsors, Managers
and Administrators, Schools Heads,
Participants
2. Identifying critical issues/problems Outcomes, Process, Resources
3. Identifying data source People; Existing documents; Available
records; Evaluation Studies
4. Identifying techniques for collecting data. Standardized tests, Informal tests, samples
of students work, interviews, checklist,
anecdotal records
5. Identifying established standards and Standardized test, informal tests, samples
criteria of students work
6. Identifying techniques in data analysis Content analysis, process analysis,
statistics, comparison, evaluation process
7. Preparing evaluation report Written, oral, progress, final, summary,
descriptive, graphic, evaluate and
judgemental, list of recommendations
8. Preparing modes of display Case studies, test score summary,
testimonies, multi media representation,
product display, technical reports.
 Take Action
Activity 1: Making a Simple Rapid Curriculum Evaluation
.

1. Choose an existing curriculum in Elementary, Secondary.

2. Interview the teacher who is using such curriculum.
3. Using the identified questions, make a rapid evaluation
4. Fill up the matrix with the answers given by your interviewee (teacher)

Name of School:
Curriculum to be Evaluated:
Questions to be answered based on your evaluation:
1. Does the curriculum emphasize learning outcomes? Y or N
2 Does the implemented curriculum require less demands? Y or N
3. Can this curriculum be applied to any particular level? (K, elem.
secondary)
4. Which of the curriculum aspects can be assessed? (Written, taught, etc.)
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Can curriculum provide information needed for decision making?

Self Check

Test what can I remember?

Persons Evaluation/Model and Short Description
1. L.H Bradley
2. Michael Scriven
3. Robert Stake
4. Daniel Stufflebeam
5. Ralph Tyler

Self Reflect

Reflect on your current and past experiences on the different curricula you went
through form the time you entered school up to the present.
Read the “I wonder if”. Based on your reflection, choose the number and write your
answer on the box provided then based on your response on “I wonder if”, complete the
sentence, “I think”.

I wonder if . . . . . .
1. my teacher have reviewed the textbooks we used in High School
2. the instructional materials we are using now will not be used in the future.
3. what I have learned now still be relevant in the future
4. evaluation of a curriculum will still be a task of a teacher
5. there is really a need to evaluate the curriculum

1. I wonder if . . . . .

2. I think . . . . . .