CURRICULUM

EVALUATION
CURRICULUM EVALUATION
• It 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.
CURRICULUM EVALUATION
• It is a new idea for many teachers ,not knowing
that everyday, the teacher is involved in several
components of evaluation.

• It is also a premised on the concept of alignment

of planned, written, and implemented
curriculum.
CURRICULUM EVALUATION
It is an attempt to answer two big question as:
1. Do planned courses ,programs, activities as
written and implemented produce desired
outcomes?
2. How can these school curriculum be improved?
MERITS
• This refers to the value and worth of the
curriculum.
TEST RESULT
• This will only be used as one of the pieces of
evidence of evaluation.

• For in the end, the purpose of evaluation is to

improve and not to prove.
What, Why, and How to Evaluate Curriculum
Desired learning Outcomes:
 Acquired clear understanding of what is curriculum
evaluation

 Explained the need to evaluate the curriculum and how

it’s being done

 Expanded knowledge about different curriculum

evaluation models
TWO TYPES OF CURRICULUM
EVALUATION
CURRICULUM PROGRAM
EVALUATION
This may focus on the overall aspects to a big curriculum
or the curriculum itself.
 K12 Curriculum
 Integral Science Program
 Mother Tongue Curriculum
 Process Approach in Mathematics
 Outcome-Based Curriculum in Teacher Education
 Experiential Teacher Education
CURRICULUM PROGRAM
COMPONENT EVALUATION
It is a curriculum component may include separate
evaluation of:
 Achieved learning outcomes
 Curriculum process (teaching-learning methods)
 Instructional materials (books, modules, models)
Persons Definition
Omstein, A.& Hunkins, F. Curriculum evaluation is a process done in order
(1998) to gather data that enables one to decide whether
to accept, change, eliminate the whole curriculum
of a textbook.
McNeil (1977) Evaluation answers two questions:
1. Do planned learning opportunities,
programmes, courses and activities as developed
and organized actually produce desired results?
2.How can a curriculum best be improved?
Persons Definition
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. 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.
PROCESS AND TOOLS
 Do you have a clear understanding of what curriculum
evaluation is all about?

 It is synonymous to assessment of learning?



 As a process it follows a procedure based on models and

frameworks to gets to the desired results.
PROCESS AND TOOLS
 As a tool, it will help teachers and program implements
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.
REASONS FOR CURRICULUM
EVALUATION
NEEDS ASSESSMENT
 Curriculum evaluation identifies the strengths and
weaknesses of an existing curriculum that will be the
basis of the intended plan, design or implementation.
MONITORING
• 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 results.
TERMINAL ASSESSMENT
• Based on some standards, curriculum evaluation will
guide whether the results have equaled or exceeded
the standards, thus can be labeled as success.
DECISION MAKING
• Curriculum evaluation provides information
necessary for teachers, school managers, curriculum
specialist for policy recommendations that will
enhance achieved learning outcomes.
CURRICULUM EVALUATION
MODEL
BRADLEY EFFECTIVENESS
MODEL
 In 1985, L.H Bradley wrote a book on Curriculum
Leadership Development.
 This book provides indicators that can help measure the
effectiveness of developed or written
Indicator Descriptive Questions
Vertical Curriculum Continuity Does the curriculum reflect the format that
enables teacher quickly access what is being
taught in the grade/year level below or above
the current level?
Horizontal Curriculum Does the curriculum provide content and
Continuity objectives that are common to all classes of
the same grade level?
Instruction Based on Curriculum Are lesson plans/syllabi/course design derived
from the curriculum and strategies? Are the
materials used correlated with the content,
objectives, and activities?
Indicator Descriptive Questions
Broad Involvement Is there evidence of involvement of the
different curriculum stakeholders in the
planning, designing, and implementing review
of the curriculum?
Long Range Planning Is review cycle followed within the period of
planning and implementation and review of
the curriculum?
Positive Human Relations Did the initial thoughts about the curriculum
come from teachers, principals, curriculum
leaders, and other stakeholders?
Indicator Descriptive Questions
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 accepts the
developed program?
TYLER OBJECTIVE CENTERED
MODEL
 Ralph Tyler in 1950 proposed a curriculum evaluation
model which until now continues to influence many
curriculum assessment procedures.
 His monograph was entitled Principles of Curriculum
and Instruction.
DANIEL STUFFLEBEAM
 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 program operation.
DANIEL STUFFLEBEAM
• Context Evaluation – assesses needs and problem in the
context for decision makers to determine the goals and
objectives of the program/curriculum.
• Input Evaluation – assesses alternative means based on the
input for the achievement of objectives to help decision
makers to choose options for optimal means.
• Product Evaluation – compares actual ends with intended
ends and leads to series of recycling decision.
STAKE RESPONSIVE MODEL
 Developed by Robert Stake (1975).
 Responsive model is oriented directly to program
activities than program intents.
 Evaluation focuses more on the activities rather than the
intent or purpose.
SCREEN CONSUMER ORIENTED
EVALUATION
 Micheal Scriven in 1967 introduced this evaluation
among many others when education products flooded
the market.
 Consumers of Education al product which are needed to
support an implemented curriculum often use
consumers-oriented evaluation.
CURRICULUM EVALUATION
THROUGH LEARNING
ASSESSMENT
ACHIEVED LEARNING
OUTCOMES
 It is defined in outcomes-based education as a product
of what have been intended in the beginning of the
learning process.
THREE DOMAINS
 Knowledge, Skills, and Values
 Application
 Responsibility – Degree of Independence
Domains Baccalaureate Master’s Degree Doctorate Degree
Degree Competencies Competencies
Competencies PQF 7 PQF 8
PQF 6
Knowledge, Skills, Broad and coherent Broad deep, specific Generates new
Values knowledge in the knowledge in the field knowledge, skills,
field of discipline of discipline with established
values in the
discipline
Application Apply in Apply in professional Apply in professional
professional work work and research. work and research as a
leader or initiator
Degree of Independent or in Independent Highly independent,
Independence teams leads, and initiates
LEVELS OF LEARNING
OUTCOME
(KPUP)
LEVEL 1 KNOWLEDGE
 Factual knowledge; concept knowledge; procedural
knowledge; metacognition.
LEVEL 2 PROCESS
 Skills that the students use based on facts and
information for making meaning and understanding.
LEVEL 3 UNDERSTANDING
 Big ideas or concepts.
LEVEL 4
PRODUCT/PERFORMANCE
 What product or performance as evidence of learning?
ASSESSMENT TOOL FOR EACH
LEVEL OF LEARNING OUTCOMES
OBJECTIVE TEST
 Test that require only one and one correct answer. It is
difficult to construct but easy to check.

 Pencil and Paper Test – as the name suggest, the test is

written on paper and requires a pencil to write.
OBJECTIVE TEST
Simple Recall – this is the most common tool to
measure knowledge. Examples are fill in the blanks,
enumeration, identification, and simple recall
Alternative Response Test – this is where two options
or choices are provided.
Multiple Choice Test – this is the type identified as the
most versatile test type because it can measure a variety
of learning outcomes.
OBJECTIVE TEST
• Stem – the incomplete statement or direct questions.
• Alternatives, Options, or Choices – the list of suggested solutions in
word, numbers, symbols, or phrases.
• Answer – the correct alternative
• Distracters, Distraction, Decoys – the incorrect options or choices.
• Correct Answer Type – other alternatives are clearly wrong and only on
is the correct answer. This can be constructed in either direct question or
completion of the sentence.
• Best Answer Type – all the alternatives are correct but only one is the
best.
Learning of Assessment for the Levels
of Learning Outcomes
Levels of What to Type of Percentage
Learning Test/Assess? Assessment Value in
Outcomes/As Assessment
sessment
Level 1 – Who, What, When, Pencil & 15%
Knowledge How, Why Paper/ Non
paper and
pencil
Level 2 – Constructed Pencil & 25%
Process Skills meaning from Paper/ Non
knowledge paper and
pencil
Levels of What to Type of Percentage
Learning Test/Assess? Assessment Value in
Outcomes/As Assessment
sessment
Level 3 – Explanations, Pencil & 30%
Understandin interpretation, paper
g application,
empathy,
perspective and
self-knowledge.
Big ideas,
principles and
generalization
Levels of What to Type of Percentage
Learning Test/Assess? Assessment Value in
Outcomes/As Assessment
sessment
Level 4 – Transfer of Checklist/ 30%
Products/Perf understanding to Rating Scale
ormance life situations as
products, or
performance
Total 100%
Placing Value to the Assessment Result
in the New Grading System
(DepEd Order 8, s. 2015)
• Kindergarten – use of checklist, anecdotal record and
portfolios are used instead of numerical grades which are
based on Kindergarten Curriculum Guides.
• Grade 1-12: the following guidelines should be followed:
1. Learners are graded on three components every quarter
a. Written Work
b. Performance Tasks
c. Quarterly Tests
2. These components are given specific weights that vary.

Grade Compon Subjects

Level ents Lang., AP, Science/ MAPEH/
EsP Math EPP/TLE
Grade 1 Written 30% 40% 20%
to 10 Work
Performa 50% 40% 60%
nce Task
Quarterly 20% 20% 20%
Exam
Total 100% 100% 100%
3. All grades are based on the weighted raw score of learners’
summative assessment.

4.The minimum grade needed is 60 which is transmuted based

on the table is equivalent to 75 in the report card.
a. Written work may include items in Level 1 – Knowledge and Level
3 – Understanding in the KPUP.
b. Performance tasks may include items in Level 2 – Process Skills
and Level 4 – Products/Performance of the KPUP
c. Quarterly exam may include of Levels 1 to 4.
Grading Scale
Grading Scale (based on Descriptor
Transmuted Values)
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectations