1. CURRICULUM PROSPECTIVES: MONITORING AND CURRICULUM EVALUATION DEM 332
MYRNA B. ABALOS
Reporter

2. Evaluation is a process which consists of the sub processes of measurement and assessment providing adequate and useful data upon which the final judgements are made.

3. Evaluation in education is essentially concerned with 2 major roles:
Product Evaluation
Process Evaluation

4. Product evaluation is an evaluation student performance in a specific learning context.
Example:
School report card
Process evaluation examines the experiences and activities involved in the learning situation.
Student- teacher interaction
Instructional methods
Teacher actions and so forth..

5. Curriculum evaluation differs from other kinds of educational evaluation in that it focuses upon how teachers and students interact over a particular curriculum or syllabus.

6. Curriculum evaluation involves:
Examination of goals
Rational and a structure of a teacher’s curriculum

7. Teacher evaluation
Is concerned with an examination of the teacher’s performance with a view to provide useful feedback.

8. FUNCTIONS OF EVALUATION
All educators need to regard evaluation as both a necessary and integral function of their teaching.
1. Evaluation is essential in determining how well learners have achieved the stated objectives. This is a prime function of employing evaluative techniques in any learning situation. Where objectives are not stated specifically as such, evaluation is concerned with determining the nature of student outcomes.

9. 2. Evaluation provides information to improve curricula
2. Evaluation provides information to improve curricula. Evaluative data, collected during a unit of study, will provide the basis for changes that will make the curriculum more effective in meeting objectives. Effective educators constantly seek to improve their curricula. 3. Information from evaluation is employed in student decision-making. In particular, future courses of action concerning studies, employment, a career and the like are based on evaluative data given as feedback to students from their participation in a curriculum. 4. Evaluation helps clarify the stated objectives. Feedback obtained through evaluative procedures indicates how realistic and effective the original objectives were and where change is required.

10. EVALUATION IN CURRICULUM IS USEFUL FOR:
Determining how well learners achieved the objectives.
Providing information to improve curricula
Providing feedback to learners.
Clarifying the stated objectives.
To make evaluative judgements one needs useful data gathered from assessment and measurement techniques.
Assessment involves the interpretation of measurement data. It makes sense of the data collected on student performance.
Measurement is the collection of data, usually in quantitative terms of student performance.

11. Over the long term; perhaps covering a period of several years
Over the long term; perhaps covering a period of several years. A curriculum will require monitoring and the provision of feedback to curriculum developers.
Monitoring and curriculum evaluation.
example: The EFA 2015 Plan of Action
EFA is a UNESCO Program who are referred to by the catchment all. The Phil. Basic Education Curriculum which sets the standards for what the students should learn in the basic education which in the Philippines from Grades 1-VI and from 1st year to fourth year high school.

12. Curriculum Evaluation Algorithm

13. Curriculum figure algorithmic illustrates those phases and the interrelationships between them and their constituent parts. In providing this algorithmic of the model, it has been the intention to specify and explain a sequence of procedures whereby one can conduct curriculum development.

14. Dynamics of Curriculum Change
Change is ,in effect, the process of transformation of phenomena and it has the dimensions of rate(speed),scale(size),degree (thoroughness),continuity (profoundness)and direction. As the rate of curriculum change accelerates, so developing and implementing curricula will need to know more about the nature of change an d hoe to deal with it purposely.
Dynamics of Curriculum Change

15. SOURCES OF CURRICULUM CHANGE
Changes in society – curriculum change in schools reflects changes in society at large.
example: high levels of youth unemployment, family relationship breakdown and declining birth rate

16. With an understanding of where curriculum change comes from, teachers and developers are in a position to relate more effectively to, changing situations.
Changes in education – within education itself, changes occur which will impinge or implicitly challenge existing curriculum practices and policies.

17. In particular, teachers can relate to the various problems thrown up by change in their school.
1. Do we need this change ?
2. Why has it arise?
3. How will it affect us ?
4. What ways can we best support/oppose it?
5. How can we ensure the continuance of the change?
6. Will it improve the quality of learning ?

18. Educational Change Process

19. INITIATION/ADOPTION
Adoption means simply the acceptance of an innovation to resolve the expressed need.
Fullan (1982) has suggested a number of factors that co-determine adoption rates within institutions, including access to information, alternative innovations, central administrative support, funding availability, role of change agents, community pressures and state government positions.
Strategies for enhancing change.
Characteristics of the innovation.
Internal nature of the organization.
Characteristics of the broader social context.

20. Implementation
The initial use or implementation phase involves, in education, the attempts by educators to effect the innovation into various schools/institutions.
There are factors which research has indicated will influence the effectiveness of the implementation phase and hence the rate at which the innovation is accepted and used. These include:
Institutionalisation/continuance- the process whereby an innovation becomes interwoven and formalised within an organizational structure.

21. Institutionalisation/continuance The gaol of institutionalisation is desired by those who would bring about planned educational change (such as change in school).The achievement of that goal will be facilitated within educational organisations by administrative commitments, positive pressure and support and which are essentially ‘destabilised’ by high staff turnover and constant student mobility institutionalising change.

22. Change strategies
Planned educational change is an accepted phenomenon within educational circles and there is a significant congruence of ideas about how this change could occur.

23. Rational-empirical strategies
The basic premise of these strategies is that people are reasonable and will therefore act in a rational manner. Those users, acting rationally, will then seek the innovation as a logical solution to their problem and thereby adopt it.
Such strategies are obviously based on a positive, optimistic view of people.
Dissemination is achieved through holding workshops, seminars and demonstrations to illustrate the innovation’s inherent value.

24. Normative-re-educative strategies
The underlying premise for normative-re-educative strategies is concerned with changing people, particularly their perceptions and attitudes, hence their behavior. Importance of these strategies is knowing how clients ascertained their attitudes, values and perceived problems.
Group-work techniques such as group decision-making, workshops, training therapy groups and so forth are used as means of re-educating people to see things differently.

25. Power-coercive strategies
What happens to the planned change in our school if we can’t persuade participants to alter their behavior ?0r perhaps we may decide on a more frontal 'approach to change from the beginning.
Sometimes referred to as political-administrative strategies, this group of change procedures is based upon the control of rewards and punishments as a means of regulating behavior.
Power is used as the ultimate sanction by someone in authority.

26. The Nature of Innovations
Change is a broad generic term incorporating many concepts such as innovation, adoption and implementation.

28. Innovation- an object, idea or practice which perceived to be new and also the process by which that object, idea or practice is adopted.
The essential features of an innovation are:
1. It’s multidimensional nature- object, idea or practice.
2. It’s being perceived as new by its adopters. I

29. 3. Its process-oriented emphasis.
4. Its intention of improvement.
Process of Innovation

30. Characteristics of Innovations
1. Relative advantage
2. Compatibility
3. Complexity
4. Trialability
5. Communication

35. Relative Advantage
The extent to which an innovation is perceived to be more advantageous to the user than existing ideas, objects or practices constitutes its relative advantage. That is, if the relative advantage of the innovation is high, its chances of successful implementation are also high.