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    Approaches To Curriculum Evaluation

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    Nur Khadijah
    This document discusses different approaches to curriculum evaluation. It describes the behaviorist, humanist, and cognitivist perspectives that evaluators may use. Evaluators may take a scientific or humanistic approach when collecting and analyzing data. Formative evaluation occurs during curriculum development to identify areas for improvement, while summative evaluation assesses the overall impact after implementation. The document also discusses intrinsic evaluation of a curriculum's design versus pay-off evaluation of its outcomes.

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    Approaches To Curriculum Evaluation

    Uploaded by

    Nur Khadijah
    16 views14 pages
    This document discusses different approaches to curriculum evaluation. It describes the behaviorist, humanist, and cognitivist perspectives that evaluators may use. Evaluators may take a scientific or humanistic approach when collecting and analyzing data. Formative evaluation occurs during curriculum development to identify areas for improvement, while summative evaluation assesses the overall impact after implementation. The document also discusses intrinsic evaluation of a curriculum's design versus pay-off evaluation of its outcomes.

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    This document discusses different approaches to curriculum evaluation. It describes the behaviorist, humanist, and cognitivist perspectives that evaluators may use. Evaluators may take a scientific or humanistic approach when collecting and analyzing data. Formative evaluation occurs during curriculum development to identify areas for improvement, while summative evaluation assesses the overall impact after implementation. The document also discusses intrinsic evaluation of a curriculum's design versus pay-off evaluation of its outcomes.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    16 views14 pages

    Approaches To Curriculum Evaluation

    Uploaded by

    Nur Khadijah
    This document discusses different approaches to curriculum evaluation. It describes the behaviorist, humanist, and cognitivist perspectives that evaluators may use. Evaluators may take a scientific or humanistic approach when collecting and analyzing data. Formative evaluation occurs during curriculum development to identify areas for improvement, while summative evaluation assesses the overall impact after implementation. The document also discusses intrinsic evaluation of a curriculum's design versus pay-off evaluation of its outcomes.

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    of 14

    APPROACHES TO CURRICULUM

    EVALUATION
    APPROACHES TO CURRICULUM EVALUATION

     Curriculum evaluators adopt different approaches depending on


    their Philosophy/Ideology perspective. Depending on whether they
    are a behaviorist or humanist or cognitivist, the approach is adopted.
     There are different ways in which evaluation can be carried out. It
    all depends on how the data are collected and analysed and which
    perspective is used as a basis of evaluation.
     If they believe in behaviorist , they look for prescriptive or a
    specific sequence, and according to the procedures they look for the
    achievement of intended outcomes. Similarly, if they are humanists,
    they go with their perspective where much attention is not paid to
    the student’s achievement and focus is on development of self-
    concept through different situation/contexts.
    SOME IMPORTANT APPROACHES
    • SCIENTIFIC AND HUMANISTIC APPROACH TO
    EVALUATION.
    • INTRINSIC AND PAY-OFF EVALUATION.
    • FORMATIVE AND SUMMATIVE APPROACH TO
    EVALUATION.
    SCIENTIFIC AND HUMANISTIC
    APPROACH TO EVALUATION.
    • It was identified by LEE CRONBACH.
    • He found that these two approaches are
    contradictory to each other and are on
    the two extremes on a continuum.
    Scientific Approach
    • The scientific approach believes in evidences
    (experimental evidences).
    • In a true experiment it assumes a cause and
    effect relationship. One influences the other.
    • More objectivity.
    • Quantitative data.
    • Similar or same instruments are used for all
    observe the impact.
    • It involves analysis, conclusions and
    generalizations.
    HUMANISTIC APPROACH
     This approach goes beyond scientific approach.
     It depends on observation.
     Qualitative nature.
     Focus on observation and thick description of
    what incidents occur during evaluation.
     In depth study.
    INTRINSIC AND PAY-OFF
    EVALUATION by Michael Scriven.
    INTRINSIC AND PAY-OFF
    EVALUATION.

    • Michael Scriven says evaluators can


    study the curriculum plan separately
    (intrinsic) and its outcome separately
    pay-off).
    INTRINSIC EVALUATION.
    • It looks at the curriculum itself.
    • The evaluator has to has to see how good is
    the curriculum, what is the worth of the
    content, the organization of the content and
    learning experiences etc. On the basis of
    which declared the worth of the program
    planned.
    • The outcome of the curriculum can be
    obtained after implementation.
    • Here the evaluator makes the judgment
    about the programe.
    PAY-OFF EVALUATION
    • It depends on the pre-test & post-test,
    experimental and control group selected and
    more so it depends on the quality of tools or
    instruments used in giving the result.
    • It is subjected to the worth and relevance of
    the tools and also the strengths of the tools
    which may give positive/negative results.
    • It may not work for long term.
    FORMATIVE AND SUMMATIVE
    APPROACH TO EVALUATION.
    FORMATIVE EVALUATION
     Formative evaluation is during the process of
    curriculum development.
     It is rather a continuous process which takes
    place in between any number of times or any
    number of aspects right from planning,
    organization, etc.
     Thus there is a chance to try out every aspect
    and rectify the error or gaps or the lacunae and
    change any number of times.
    SUMMATIVE EVALUATION
    After designing a program, it will be
    implemented in the field to the target group.
    At the end of the program implementation,
    the curriculum is evaluated to know the
    impact of the program – whether the
    objectives have been achieved or not on the
    whole in summative approach.

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