DEFINITION General Making judgments about the desirability of certain changes in students by using information to change teaching and the curriculum
CURRICULUM EVALUATION In education, the term “evaluation” is used in reference to operations associated with curricula, programs, interventions, methods of teaching and organizational factors. Curriculum evaluation aims to examine the impact of implemented curriculum on student (learning) achievement so that the official curriculum can be revised if necessary and to review teaching and learning processes in the classroom.
Curriculum evaluation establishes: 1)Specific strengths and weaknesses of a curriculum and its implementation; 2)Critical information for strategic changes and policy decisions; 3)Inputs needed for improved learning and teaching; 4)Indicators for monitoring.
Various definitions: 1.Tyler (1950): the process of determining to what extend educational objectives are being attained 2.Borg & Gall (1983): the process of making judgment about the merit, value or worth of educational program, projects, materials and techniques DEFINITION
3.Smith & Glass (1987): the process of establishing value judgments based on evidence about a program / product 4.Stufflebeam et al. (1971):.. The process of delineating, obtaining & providing useful info for judging decision alternatives 5.Provus (1971): the comparison of performance to some standards to determine whether discrepancies existed DEFINITION
TYPES OF EVALUATION Scriven (1967) 1) Formative evaluation on-going program program improvement provide data about educational program to assist developer in improving the program
TYPES OF EVALUATION 2) Summative evaluation done at the completion of a program concerned with overall effectiveness of the program Provide data to determine the worth of the program
EVALUATION IN CURRICULUM DEVELOPMENT Curriculum should be continuously reviewed & reviewed Why ? maintaining and sustaining: - quality of the program - relevance in meeting - adequacy the ever changing - quantity needs
EVALUATION IN CURRICULUM DEVELOPMENT QUESTIONS SHOULD BE ASKED: 1)Are the program (curriculum) meeting existing or expected needs? 2)Does the program contain extraneous and outdated materials? 3)Are the students able to perform adequately once they finish their study?
EVALUATION IN CURRICULUM DEVELOPMENT Wentling (1980): EVALUATION MUST DO MORE THAN : just analyze the extend to which a program had adhered to an original plan OR attained its primary goals and objectives
EVALUATION IN CURRICULUM DEVELOPMENT So, based on Wentling’s (1980) suggestion.. Curriculum evaluation needs to go beyond the assessment of student behaviour It should include the overall effect on students, teachers and society
EVALUATION IN CURRICULUM DEVELOPMENT The task of evaluating the curriculum involves a COMPLEX PROCESS A comprehensive evaluation framework or model is necessary to achieve a systematic, effective and efficient evaluation
MODEL (FRAMEWORK) FOR CURRICULUM EVALUATION CIPP model (Finch & Bjorquist, 1977) CONTEXT EVALUATION INPUT EVALUATION PROCESS EVALUATION PRODUCT EVALUATION CURRICULUM INITIATION AND STRUCTURING CURRICULUM OPERATION
Context Evaluation Involves analysis of problems and needs in a specific education setting. Environment, student’s background, classroom, school situation, etc. A needs is defined as a discrepancy between an existing condition and a derived condition. Input Evaluation Concerns judgment about the resources and strategies needed to accomplish program goals and objectives The quality of teachers, staff, curriculum, syllabus Environment and attitudes from other teachers / parents e.g. facilities and infrastructure.
Process Evaluation Involves the collection of data once the program has been designed and put into operation Teachers’ T&L methods Facilities used, etc. Product Evaluation To determine the extent to which the goals of the program have been achieved Students’ performance – number and quality of the students Accountability Stakeholder’s feedback, etc.