Module 5:

Curriculum Evaluation and

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

Presented by:
Yasmin Joy P. Balla BSED- ENGLISH
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 is written, planned or
implemented. It will reference popular models of curriculum models
currently used in educational programs here and abroad.

Curriculum evaluation is a component of curriculum development

that responds to public accountability. It looks into educational
reforms or innovations that happen in the teacher's classrooms, the
school, district, division or the whole educational system as well. 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. For at the end, the
purpose of evaluation is to improve and not 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 as:
1.Do planned courses, programs, activities
as written and implemented produce
desired outcomes?
2. How can these school curricula be
improved?
Desired Learning Outcomes
• Acquired clear understanding of what
is curriculum evaluation
• Explained the need to evaluate the
curriculum and how its being done
• Expanded knowledge about different
curriculum evaluation models
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. 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 are some of the big
curriculum programs.
2. Curriculum Program Component Evaluation. A
curriculum component may include separate
evaluation of (a) Achieved learning outcomes (b)
curriculum process (teaching-learning methods
strategies) (c) instructional materials (d) books ,
modules, models)
Curriculum Evaluation: A Process and a Tool
Do you have a clear understanding of what curriculum
evaluation is all about? Is it synonymous to assessment of
learning? Analysis of the various definitions reveal 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 at how curricularists define
curriculum evaluation.
 PERSONS DEFINITIONS

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.

McNeil, J. (1997) Evaluation answers two questions.

1.) Do planned learning opportunities, programs, courses and
activities as developed and organized actually produced desired
results?
2.) How can a curriculum best be improved?
Gay, L. (1985) Evaluation is to identify the weaknesses and strengths as well as
problems encountered in the implementation ,to improve the
curriculum development process. Itis 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 curriculum processes presented by Tyler,
Taba and others at the end of the line or cycle
undergo an evaluation. All of the agree that
planning, designing and implementing are less
useful unless there is evaluation. Here are some
of the specific reason
• Curriculum evaluation identifies the strengths and
weaknesses of existing curriculum that will be the
basis of the intended plan, design or implementation.
This is 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 equaled or exceeded
the standards, thus can be labeled as success.

• Curriculum evaluation provides information necessary

for teachers, school managers, curriculum specialist for
policy recommendations that will enhance achieved
learning outcomes.
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 determined? 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
statements were simplified. First, you have to identify what
curriculum you will evaluate. Example: Elementary Science
Curriculum. Teacher Education Curriculum, Student Touching
Curriculum. Field Study Curriculum. Then find out if the
curriculum you are evaluating answers Yes or No. Answering 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
Continuity the format (i.e K to 12,OBE,
Inquiry, etc.) that enables
teachers quickly access what is
being taught in the grade/year
levels below or above the
current level? (Example: 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?
(Example: All English 10l for
all 1st year college students)
Instruction Based on Are lesson plans/ syllabi/
Curriculum course design derived from
the curriculum and strategies?
Are 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 Planning Is review cycle followed within
the period of planninga nd
implementation of the
curriculum?
Planned Change Are there tangible
evidence to show that
the internal and external
publics accept the
developed program?
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
outcomeprogram
philosophy, learning
outcomes in the
curriculum?
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
entitled 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 Action Taken Yes or No
1. Objectives/Intended 1. Pre-determine intended
Learning Outcomes learning outcomes or
objectives.
2. Situation or Context 2. Identify the
situation/context that gives
opportunity to develop
behavior or achieve
objectives.
3. Evaluation 3. Select, modify and
Instruments/Tools construct evaluation
instruments or tools. Check
its objectivity, reliability
and validity.
4. Utilization of Tool 4. Utilize the tools to obtain
results.
5. Compare the results
obtained from several
instruments before and after
to determine the change.
5. Analysis of 5. Analyze the
Results results obtained to
determine strength
and weaknesses.
Identify possible
explanation about
the reasons for the
particular pattern.
6. Utilization of 6. Use the results to
Results 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 Stufllebeam Model 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 for decision making.

There are four stages of program operation. These

include (1) CONTEXT EVALUATION,(2)
INPUTEVALUATION, (3) PROCESS EVALUATION and
(4)PRODUCT EVALUATION. However, any evaluator can
only take any of the four stages as the focus of
evaluation.
• Context Evaluation assess needs and problems in the
context for decision makers to determine the goals
and objectives of the program/curriculum.
• Input Evaluation-assess alternative means based on
the inputs for the achievement of objectives to help
decision makers to choose options for optimal 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

1. Context Evaluation Step 1: Identify the kind of decision to be made.

2. Input Evaluation Step 2: ldentify the kinds of data to make that

decision.
Step 3: Collect the data needed.

3. Process Evaluation Step 4: Establish the criteria to determine

quality of data.
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 than program intents.
Evaluation focuses more on the activities rather
than intent or purposes.
Robert Stake (1975) recommends to the
curriculum evaluator the following steps
 The curriculum evaluator follows the steps below.
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 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 problems 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 introduced this evaluation among

many others when education products flooded the market.
Consumers of educationalproducts which are needed to
support an implemented curriculum often use consumer-
oriented evaluation. These products are used in schools
which require a purchasing decision. These products include
textbooks, modules, educational technology like softwares
and other instructional 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 Form by Marvin Patterson of Florida
State University is adapted for better
understanding
Preliminary Information Recommendation

Title: ______Retain for further

Author(s) review
Publisher: ______Reject
Copyright date: (Comments)
Material Evaluator:
Use the following codes to rate the material:
+ means yes or good quality
- means no or poor quality
o means alright but not of good quality
NA means not applicable
 Criteria + means o - NA means
yes or means means not
good all right no or applicabl
quality but not poor e
of good quality
quality  

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        
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. Learning outcomes, competencies        

and/or tasks.

10. Degree of match between learning        

activities and intended learning
outcomes
12. Quality of direction on how        
students will process through the
materials.
13. Quality of drawings,        
photographs, and/or other
materials.
14. Overall design of the learning        
activities for individual instruction.
15. Quality of management        
procedures for teachers (TG)
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 any instructional support material 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 require less demands?
3. Can this curriculum be applied to any particular level!
(kindergarten, elementary, secondary, tertiary levels)
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, School Heads.
Participants (Teachers and Students)
Content Specialist; other stakeholders.

2. Identifying critical issues/ • Outcomes (expected, desired, intended)

problems Process (Implementation) Resources
(Inputs)
3. Identifying data source • People (teachers, students, parents,
  curriculum developers) Existing
documents. Available records: Evaluation
Studies.
 
4. Identifying techniques for • Standardized Test, Informal tests:
collecting data. Samplesof Students Work;
Interviews: ParticipantObservations.
Checklist, Anecdotal records,
5. Identifying established • Standards previously set by agency
standards and criteria (DepEd. CHED, Professional
  Organization,
6. Identifying techniques in • Content Analysis, Process Analysis,
data analysis Statistics, Comparison, Evaluation
Process

7. Preparing evaluation • Written; Oral; Progress, Final;

report Summary: Descriptive, Graphic,
Evaluative and Judgmental; List of
Recommendations
8. Preparing modes of display •Case studies; Test Scores
Summary: Testimonies: Multi
media representation: Product
Display (exhibits): Technical
Report .
 

The steps are easy to follow. Begin thinking of how

curriculum evaluators will proceed in finding out if
there is a need to modify, enhance or continue with
the implementation of the curriculum. After all the
main purpose of evaluation is to improve the existing
condition, so that it would benefit the students.
Thank you for listening!