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
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
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.
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
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
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
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.
