Chapter 4 – The Teacher as a Curriculum Evaluator

Curriculum evaluation is a component of curriculum development that responds to public

accountability. It is establishing the merit and worth of a curriculum, Merit refers to the value and worth
of the curriculum. Test results will only be used as one of the pieces of evidence of evaluation. The
purpose of evaluation is to improve and mot to prove.

Curriculum evaluation is premised on the concept of alignment of planned, written, and

implemented curriculum. It is an attempt to answer two big questions:

1. Do planned courses, programs, activities as written and implemented produce desired

outcomes?

2. How can these school curricula be improved?

Module 5, Curriculum Evaluation and the Teacher consists of three lessons.

Lesson 1 - What, Why, and How to Evaluate the Curriculum.

This lesson will attempt to teach you how to look into curriculum evaluation from two examples
using the curriculum evaluation models and curriculum evaluation of the specific component of
curriculum program such as instructional materials evaluation (book or module)

Intended Learning Outcomes:

• Acquired clear understanding of what is curriculum evaluation

• Explained the need to evaluate the curriculum and how it is being done
• Expanded knowledge about different curriculum evaluation models

Take Off:

Curriculum evaluation is a new idea for many teachers not knowing that everyday the teacher 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 such as the K to 12 program, the
Integrated Science Program, The Teacher Education Program. The Mathematics Curriculum, etc.

2. Curriculum Program Components Evaluation. A curriculum component may include separate

evaluation of (a) achieved learning outcomes, (b) curriculum process (teaching-learning
methods/strategies) (c) instructional materials (books. Modules, models).

Content Focus:

Curriculum Evaluation: A Process and a Tool. Curiculum evaluation is both a process and a tool.
As a process, it follows a procedure based on models and frmeworks to get the desired results. As a tool,
it will help teachers and program implementers to judge the worth and merit of a program ot innovation
or curriculum change. For both process and a tool the results of evaluation will be the basis to improve
curriculum.

Take a look at how curricularists define curriculum evaluation.

 Curriculum evaluations defined by curricularists:

Persons Definitions
Ornstein, A Huskins, F (1998) Curriculum evaluation is a process done in order
to gather data to decide whether to accept,
change, eliminate the whole curriculum or a
textbook.
Mc Neil, J. (1977) Evaluation answers two questions: 1) Do planned
learning opportunities, programmes, courses and
activities developed and organized actually
produce desired results? 2) How can a curriculum
best be improved?
Gay, L (1985) Evaluation is to identifu the weaknesses and
strengths as ell as the 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, obraining and
providing useful information for judging
alternatives for purposes of modifying oe
eliminating the curriculum.

Reasons for Curriculum Evaluation. The curriculum process presented by Tyler, Taba and others
show that 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 is referred to as 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 deired results. This is
related to monitoring.
• Based on some standards, curriculum evaluation will guide whther the results have equaled or
exceeded the standards, thus it can be labelled as success. This is sometimes called terminal
assessment.
• Curriculum evaluation provides information necessary for teachers, school managers,
curriculum specialists 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:

1. Bradley Effectiveness Model. This model provides indicators of curriculum effectiveness. This
model requires to identify what curriculum to evaluate, then provide indicators of success.

Indicators Descriptive Questions Yes or No

Vertical Curriculum Continuity
Does the curriculum reflect the
format (i.e. K to 12, OBE, etc.)
that enables teachers quickly
acess 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 Curriculum Does the curriculum provide
Continuity content and objectives that are
common to all classes of the
same grade level? (i.e. All
English 101 for all 1st year
college students.
Instruction based on Are all lesson plans, syllabi,
curriculum course design derived from the
curriculum and strategies? Are
all materials used correlated
with content, bjectives and
activities?
Broad Involvement Is there evidence of
involvement of the curriculum
stakeholders in the planning,
designing and implementation
and review of the curriculum?
Long Range Planning Is review cycle followed within
the period of planning and
implementation of the
curriculum?
Positive Human Relations Did the initial thoughts about
the curriculum come from
teachers, principals, curriculum
leaders and other
stakeholders?
Theory-into Practice Is there clarity of vision,
mission, graduation, outcomes,
programs philosophy, learning
outcomes in the curriculum?

Planned Change Are there tangible evidence to

show that the onternal and
 external public accept the
developed program?
NOTE: If any of the indicators
is answered with a “NO”,
action should be made to
make it “YES”.

2. Tyler Objectives Centered Model: In using this model, the following curriculum components and
processes are identified in curriculum evaluation:

Curriculum Elements Evaluation Process Action Taken

Yes or No
Objectives/Intended Learning Predetermined learning
Outcomes outcomes or objectives
Situation/Context Identify situation/context that
gives opportunity to develop
behavior or achieve objectives
Evaluation Instruments/Tools Select, modify, construct
instruments or tools. Check its
objectivity, reliability and
validity.
Utilization of Tools Utilize the tools to obtain
results. Compare the results
obtained from several
instruments before and after
to determine the change.
Analysis of Reults Analyze the esults obtained to
determine strength and
weaknesses, identify possible
explanation about the reasons
for the particular pattern.
Utilization of Results Use the results to make
necessary modification
NOTE: If the answer to all the
items is “YES”, it means the
curriculum has passed the
standard.

3. Daniel Stufflebeam’s Context, Input, Process, Product Model (CIPP). This model emphasizes that
the result of the evaluation should provide data for decision making. There are four stages of
program operation: (1) CONTEXT, (2) INPUT, (3) PROCESS, (4) PRODUCT. However any evaluator can
only take any of the four stages 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 optimal means.
• Process valuation 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.

Stages of CIPP Model Steps Taken in All the Stages

Content Evaluation Step 1: Identify the decisions to be made.

Step 2: Identify the kinds of data to make
Input Evaluation that decision.
Step 3: Collect the data needed.
Process Evaluation Step 4: Establish the criteria to determine
the quality of data.
Product Evaluation Step 5: Analyze data based on the criteria
Step 6: Organize needed information
needed for decision making.
4. Stake Responsive Model. Developed by Robert Stake, this model is oriented more directly to
program activities than program intents. Evaluation focuses more on activities rather than intents or
purposes. The steps are as follows:

The program evaluator:

• Step 1: Meets with stakeholders to identify their perspectives and intentions regarding
curriculum evaluation.
• Step 2: Draws from Step 1 documents to determine the scope of 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 purpose of the program and the various audiences.
• Step 5: Identifies the problem of the curriculum evaluation at hand and identifies an evaluation
design with the needed data.
• Step 6: Select the means needed to collect data or information.
• Step 7: Implements the data collection procedure.
• Step 8: Organize the information into themes.
• Step 9: Decides with stakeholders the most appropriate format for the report.

5. Scriven Consumer Oriented Evaluation Model. When education products flooded the market (i.e
textbooks, modules, educational technology like softwares, other instructional materials such as maps,
charts), Michael Scriven introduced the consumer oriented model of curriculum evaluation. This model
uses criteria and checklist as a tool either for formative or summative evaluation purposes.

An example of an Instructional Material Review Form by Marvin Patterson of Florida State

University is adapted for better understanding of Scriven’s model.
 Preliminary Information Recommendation
Title Retain for further review
Author(s)
Publisher Reject (comments)
Copyright date
Material Evaluator

Use the following codes to rate the material:

+ means yes or good quality - means no or poor quality

O means all right but not of good quality NA means not applicable

Criteria Rating
1. Content covers a significant portion of the course competencies.
2. Reading level is appropriate for most students who will use the material.
3. Contents are up-to-date.
4. Intended learning outcomes, competencies are stated.
5. Formative and summative assessments are included.
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 .Degree of match between learning activities and intended learning outcomes.
10. Quality of test items and degree of match with intended learning outcomes.
11. Quality of direction on how students will process through the materials.
12. Quality of drawings, photographs, and or other materials.
13. Overall design of the learning activities for individual instruction.
14. Quality of management procedures for the teacher (TG
15. List course map competencies covered by the instructional material (optional)

A Simple way of Curriculum Evaluation Process

For a very simple and practical way of curriculum evaluation, responding to the following
questions will provide evaluation data for curriculum decision. A NO answer to an item will indicate a
need for serious curriculum evaluation process.

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculu require less demand?

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, (e)
learned?

5. Does the curriculum include formative assessment>

6. Does the curriculum include summative assessment?

7. Does the curriculum include quantitative methods of assessment?

8. Does the curriculum provide qualitative methods of assessment?

9. Can the curriculum provide the data needed for decision making?

10. Are the findings of evaluation available to stakeholders?

Whatever model of curriculum evaluation ot be used. The ASCD, 1983 suggests the following
steps:

Steps What to Consider

1. Identify primary audiences Curriculum Program sponsors, managers,
administrators, school heads, participants
(teachers and students) content specialist, other
stakeholders.
2. Identifying critical issues Outcomes (expected, desired, intended) process
(implementation) resources (inputs)
3. Identifying data source People (teachers, students, parents, curriculum
developers) existing documents, available
records, evaluation studies
4. Identifying techniques for data collection Standardized test, informal tests, samples of
students work, interviews, participant
observation, checklists, anecdotal records
5. Identifying established criteria and standards Standards sett by DepEd, CHED, Professional
Organizations
6. Identifying techniques in data analysis Content analysis, Process analysis, statistics,
comparison.
7. Preparing evaluation report Written oral progress, final, summary,
descriptive, graphic, evaluative and judgmental,
list of recommendations.
8. Preparing modes of display Case studies, test score summary, testimonies,
multi media representation, product display.
Exhibits, technical report

End of Lesson Activity: Take Action

1. Be a curriculum material evaluator. As a group,

• review a module (any subject)

• Use a Consumer-Oriented Evaluation Approach by Scriven adapted from the original
work of Marvin Patterson.
• Make a matrix similar with that of Patterson.
• Review the whole module and reflect your answer on the matrix itself.
• What are your major comments?
• What decision you would like to recommend?
Reference:

1. Bilbao, P. F. Dayagbil, & B. Corpuz (2015). Curriculum Development for Teachers

Lorimar Publishin Inc. Quezon City, Phil.

:NOTE No. of Activity for submission: Group Activity (1)