curicullum devt.

CORAZON C.
DAGALE CURRECULUM DEVELOPMENT 4TH ACTIVITY
ASSESSMENT 1
1. Curriculum evaluation is a necessary and important aspect of any national education
system. It provides the basis for curriculum policy decisions, for feedback on continuous
curriculum adjustments and processes of curriculum implementation. ... The
achievement of the goals and aims of educational programmes.
Yes, it can be, but without evaluation, there's no way to judge the effectiveness of the
curriculum. With no measure of effectiveness, there might not be an incentive to
complete the curriculum.
2. The term curriculum model refers to a conceptual framework and organizational

structure for decision making about educational priorities, administrative policies,
instructional methods, and evaluation criteria. Curriculum models provide a structure
for teachers to “systematically and transparently map out the rationale for the use of
particular teaching, learning and assessment approaches” in the classroom, and are
regarded as an effective and essential framework for successful teachers
3. Formative evaluation is typically conducted during the development or improvement of

a program or course. Summative evaluation involves making judgments about the
efficacy of a program or course at its conclusion
4. Congruence-Contingency Model
Stake’s model of curriculum evaluation is more than just an evaluation process. Stake’s
model also looks at the development of the curriculum. When using this model, it is
necessary to compare the developed curriculum with what actually happens in the
classroom.
There are six key terms, broken down into two groups of three, that we need to know in
order to understand Stake’s model and they are as follows.
Development Stage
 Potential prerequisites
 Potential Curriculum
 Potential results
Evaluation Stage
 Prerequisites applied in context

 Evaluation of operational curriculum
 Actual results
Prerequisites
The prerequisites is another way of saying “before” or the state of the context before the
intervention of teaching. This includes student’s attitude, motivation, prior academic
performance, teacher characteristics, and more. In the development stage, the teachers need
to identify what are some potential prerequisites that may impact learning. In the evaluation
stage, the evaluators determine what prerequisites actually impact the curriculum. In other
words, there is a comparison of what was anticipated and what actually was the case in terms
of the prerequisites.
Potential & Operational Curriculum
Potential curriculum is the “dream” curriculum that is developed. It includes everything that the
teachers want to do. The Operational curriculum is what was actually used. There is normally a
discrepancy between the two as it is difficult to cover all of the material and use all of the
activities. The evaluation will examine the difference between these two aspects of curriculum
as another criterion for assessing the quality of the curriculum.
Potential vs. Actual Results
Potential results are what the teachers hope to see as a result of the use of the curriculum.
Actual results are the real performance of the students. The difference between the potential
or desired results and actual results is another indicator of the quality of the curriculum in
Stake’s model.
Conclusion
Stake’s Model provides evaluators with an opportunity to compare the desired outcome with
the actual outcome. The benefit of this is that it is the curriculum developers that set the
criteria of evaluation. All the evaluators do is determine if the curriculum performed in a
manner that is consistent with the ideas of the developers
5. The Tyler Model, developed by Ralph Tyler in the 1940's, is the quintessential prototype
of curriculum development in the scientific approach. ... Originally, he wrote down his
ideas in a book Basic Principles of Curriculum and Instruction for his students to give
them an idea about principles for to making curriculum.
6. One of the strengths of CIPP model is, especially, that it is a useful and simple tool for
helping evaluators produce questions of vital importance to be asked in an evaluation
process. Evaluators can determine lots of questions for each component of the CIPP
model.

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CORAZON C.

DAGALE CURRECULUM DEVELOPMENT 4TH ACTIVITY

2. The term curriculum model refers to a conceptual framework and organizational

3. Formative evaluation is typically conducted during the development or improvement of

 Prerequisites applied in context

Potential & Operational Curriculum

Potential vs. Actual Results

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