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Evaluation Model

The document discusses several curriculum evaluation models including Tyler's objectives-centered model, Stufflebeam's CIPP model, Stake's responsive model, and Eisner's connoisseurship model. For each model, it provides details on the founder, key aspects, and purposes. The document aims to guide curriculum evaluation and selection of appropriate models.

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33 views

Evaluation Model

The document discusses several curriculum evaluation models including Tyler's objectives-centered model, Stufflebeam's CIPP model, Stake's responsive model, and Eisner's connoisseurship model. For each model, it provides details on the founder, key aspects, and purposes. The document aims to guide curriculum evaluation and selection of appropriate models.

Uploaded by

siremma011
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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1

GROUP 5

HANNAH JEAN ROSE ANN JOHN VINCENT


B. PAMESA VILLANUEVA P. MAG-ISA
UNIT V:
2

CURRICULUM
EVALUATION
3

OVERVIEW

The fundamental concerns of curriculum evaluation relate


to:
• Effectiveness and efficiency of translating
government education policy into educational practice;
• Status of curriculum contents and practices in the
contexts of global, national and local concerns;
• The achievement of the goals and aims of
educational programs.
4

Table of Contents.

 CURRICULUM  WHAT TO EVALUATE?


WillEVALUATION
report by JOHN & FORMS OF
VINCENT P. by ROSE ANN
EVALUATION
Will report
MAG-ISA VILLANUEVA

 CURRICULUM
EVALUATION
Will report by HANNAH
MODEL
JEAN B. PAMESA
5

CURRICULUM
EVALUATION
MODEL
6

• What is curriculum
evaluation model?

Curriculum evaluation
models serve as a guide
or procedure for
correctly evaluating a
program.
7

Following models can be useful in the evaluation process.

Stufflebeam’s
Tyler’s Context, Input, Stake’s Eisner
Objectives- Process and Responsive Connoisseurshi
Centered Model Product Model Model p Model
(CIPP)
Tyler’s Objectives-Centered Model 8

● Born on April 12, 1902

● American educator.

● He is known to be the “Father of Educational


Assessment and Evaluation”
Tyler’s Objectives-Centered Model 9

● Tyler model used as the basis for common curriculum


design, development, and evaluation.

● It is aligned to his model, the curriculum evaluation.


10
Tyler (1950) proposed seven steps for evaluating curriculum.

1.Establishment of goals and objectives.


2.Classification of the objectives.
3.Definition of the objectives in behavioral terms.
4.Identification of situations in which achievement of the
objectives could be shown.
5.Selection of the criterion of measurement procedures.
6.Collection of data about pupil performance.
7.Comparison of findings with the stated objectives.
11
• Tyler believes that the curriculum objectives that do not address
the needs and interests of students, the community and the
subject matter will not be the best curriculum.

• Tyler’s model is designed to measure the degree to which pre-


defined objectives and goals have been attained.

• The four basic components consist of educational purposes,


educational experiences, organization, and evaluation (Tyler,
1949, p. 1).
Stufflebeam’s Context, Input, Process and Product Model 12
(CIPP)
● The Phi Delta Kappa National Study Committee
on Evaluation, chaired by Daniel L.
Stufflebeam, developed and publish curriculum
evaluation model known as the CIPP (context,
input, process, and product model, 1971)

● Stufflebeam (2001) defined evaluation as the


process of delineating, obtaining, and providing
useful information for judging decision
alternatives.
13

 Context Evaluation is intended to continuously assess


needs and problems in context in order to help decisions
makers determine goals and objectives.

 Input Evaluation is used in assessing alternative means for


achieving those goals and objectives in order to help decision
makers choose optimal means.
14

• Process Evaluation. To monitor the processes, both to


ensure that the means are actually implemented, and to
make the necessary modifications, is the main task of this
element of CIPP Model.

• Product Evaluation. This is used to compare actual ends


with intended or desired ends, eventually leading to a series
of modifying and/or recycling decisions.
15
16

• To sum up, the CIPP Model looks at evaluation both in


terms of processes and products or outcomes not only at the
conclusion of the program but also at various phases or
stages of program implementation. Outcomes are expected
to be offshoots of determined objectives, and differences are
noted between expected and actual results. In effect, CIPP
Model enables the decision makers to continue, terminate,
or modify the program (Pace & Friedlander, 1987).
Stake’s Responsive Model 17

● This evaluation model gives more emphasis on a full


description of the evaluation program as well as the
evaluation process itself.

● Stake believes that the concerns of the stakeholders for


whom the evaluation is done, should be primordial in
determining all sorts of issues surrounding evaluation
process itself.

● Described as a responsive evaluation approach, this model is


an approach that trades off some measurement precision in
order to make the findings more useful to persons involved
with the program.
18

Three Essential Elements


 Antecedents- refer to the conditions existing prior to
intervention;
 Transactions- which pertain to events or experiences
that constitute the program; and
 Outcomes- which are the effect of the program.
19

Two special aspects may also describe this particular model:

 The distinction between intents and observation; and


 The difference between standards and judgments about what affects
occurred. In effect, the model may be regarded as comparative (A is
better than B?) or not (Does A do what is meant to do?) (Ogle, 2002
as cited in Sumayo, 2012 and also cited by Dizon and Reyes in 2015).
20

Purpose:
To report the way different people see curriculum focus is on
responsive evaluation.

1. Responds to audience needs for information.


2. Orients more toward program activities than results.
3. Presents all audience view points(multi perspective).
Eisner Connoisseurship Model 21

● The word connoisseurship comes from the Latin word


cognoscere, meaning to know

● An approach to evaluation, emphasize to qualitative


appreciation.

● According to him it is important to get into the details of what


is actually happening inside the classroom.

● Eisner’s developed and proposed the connoisseurship model


on the belief that knowledgeable or expert evaluator can
determine whether a particular curriculum program has been
successful using a combination of skills and experience.
22

• Eisner argued that a curriculum that includes music, dance and art is
essential in developing critical thinking skills in children. Elliot
Eisner promoted ways that the arts could benefit student learning and
educational practice.

Connoisseurship

• Is the art of appreciation.


• Recognizing and appreciating.

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