The presentation contains animation. Email for a copy:jesuitas.maryfrance3@gmail.com

1. CURRICULUM
EVALUATION
Prepared by:
Jesuitas, Mary France R.

2. Learning objectives:
 To determine the reasons behind curriculum evaluations
 To discuss different models under curriculum evaluations
 To be familiar with various types of evaluations used for
developing curriculum
 To explain levels of curriculum improvement and its approaches

3. To curriculum improvement
Levels
approches
table of contents
01.
02.
REASONS
TYPES
Models
For curriculum evaluations
Of curriculum evaluations
Of curriculum evaluations
01.
02.
03.
Of curriculum improvement
CURRICULUM
EVALUATION
CURRICULUM IMPROVEMENT

4. Reasons for
evaluations
01.

5.  ongoing process of collecting, analyzing,
synthesizing, and interpreting information to aid
in understanding what students know and can do.
 full range of information gathered in the school
district to evaluate (make judgments about)
student learning and program effectiveness in
each content area.
CURRICULUMEVALUATION

6. EFFECTIVE EDUCATIONAL
PROGRAM
ASSURANCE
REASONS FOR EVALUATIONS
FOR FEEDBACK AND
IMPROVEMENT
TEACHING
EFFECTIVENESS TO UPDATE INSTRUCTIONAL
MATERIALS

7. Reasons for evaluations
Curriculum evaluation establishes:
 Specific strengths and weaknesses of a curriculum and
its implementation;
 Critical information for strategic changes and policy
decisions;
 Inputs needed for improved learning and teaching;
 Indicators for monitoring.

8. OF EVALUATIONS
types
02.

9.  occurs during the course of curriculum development
 allows you to get feedback on a consistent basis
FORMATIVE
 done at the end of a school year or through
standardized assessment testing
 measure curricular success by reviewing the outcomes
SUMMATIVE
TYPES OF EVALUATIONS

10. 1. Bureaucratic evaluation
2. Autocratic evaluation
3. Democratic evaluation
4. Norm-referenced evaluation
5. Criterion-referenced evaluation
Gatawa (1990) identified fivecurriculum
evaluationapproaches
TYPES OF EVALUATIONS

11. EVALUATION
MODELS
03.

12. EVALUATION MODELS
5 AREAS
 Focus
 Approach
 Content
 Process
 Structure
Curriculum models are used to
write curriculum guides to
determine specific aspects of
teaching.

13.  One of the earliest curriculum evaluation models by
Ralph Tyler (1950)
 Key Emphasis: Instructional Objective
 Purpose: To measure students progress towards
objectives
img.jpg
Tyler’s objective-centered
models

14. img.jpg
Tyler’s objective-centered
models
Advantages Disadvantages

Simplicity

Focuses attention on
curricular strengths and
weaknesses

Emphasizes the
importance of assessment,
analysis, and improvement.

Does not suggest how the
objectives themselves
should be evaluated.

Does not provide
standards

Include assessment as a
final steps, rather than an
ongoing process.

15. img.jpg
Stufflebeam’scipp
Model
The CIPP model of evaluation
concentrates on:
 Context of the programme
 Input into the programme
 Process within the programme
 Product of the programme

16. img.jpg
Stufflebeam’s cipp Model
Key Emphasis: Decision-making
Purpose: To facilitate rational and continuing
decision-making
Strengths: a) Sensitive to feedback
b) Rational decision making among
alternatives
Evaluation: Identify potential alternatives, set up
activity quality control systems

17. Hilda taba’s model

18.  Also known as COUNTENANCE MODEL
 ANTECEDENTS – Conditions prior ro curriculum
evaluation
 TRANSACTIONS – Interaction that occurs
 OUTCOMES
img.jpg Stake’s responsive model

19. Key Emphasis: Description and judgement of data
Purpose: To report the ways different people see
curriculum
1. Responds to audience needs for information
2. Orients more toward program activities than results
3. Presents all audience view points(multi perspective)
img.jpg Stake’s responsive model

20. Limitations:
1. Stirs up value Conflicts
2. Ignores causes
img.jpg Stake’s responsive model

21. img.jpg
Kirkpatrick’s model
Each successive evaluation level is built on
information provided by the lower level
 Reaction
 Learning
 Behavior
 Result

22. CURRICULUM
IMPROVEMENT
.

23. LEVELS OF CURRICULUMIMPROVEMENT

24. APPROACHES TO CURRICULUM
According to Ornstein and Hunkins (1993) the main curriculum approaches are:
1. Behavioral Approach - concerned with observable and measurable aspects
of human behavior.
2. Managerial Approach - Concerned on organization and restructures the
schools
3. Systems Approach - basically a process of problem solving
4. Humanist Approach – The learners are the prime consideration.

25. APPROACHES TO CURRICULUM
Other approaches are:
1. The Four-step Approach - selection of objectives, selection of learning
experiences, organization of learning experiences and evaluation.
2. The Five-step Approach - additional step to emphasize situational analysis
3. The Seven-step Approach – Proposed by Hilda Taba.

26. LOADING…
THANK YOU!!!!
WHOA!