Models of Curriculum Evaluation PDF

D. Curriculum Evaluation 3. Models of Curriculum Evaluation ED 301 - The Teacher and the School Curriculum  LEARNING OUTCOMES At the end of the lessons, the students will be able to: K - describe the key components and steps of the models and explain how they are used to evaluate cur...

D. Curriculum Evaluation 3. Models of Curriculum Evaluation ED 301 - The Teacher and the School Curriculum  LEARNING OUTCOMES At the end of the lessons, the students will be able to: K - describe the key components and steps of the models and explain how they are used to evaluate curriculum. S - construct a visual representation that compares and contrasts the different curriculum evaluation models,emphasizing their strengths and weaknesses. A - write a reflection of the model's capacity to inform decision- making and drive curriculum improvement. Curriculum Evaluation Model Way of determining the merit or worth of an aspect of a curriculum (BIlbao et. al, 2014). Frameworks that have been conceptualized globally since the 1960s, all aiming to determine whether educational programs meet their defined objectives (Nouraey et al., 2020). Curriculum Evaluation Model Curriculum evaluation models serve as structured frameworks that direct evaluators in the systematic assessment of educational programs, clarifying the focus and methodology of the evaluation process (Green, 1975, p. 30).  Curriculum Evaluation Models: 1 Objectives Centered or Tyler's Model Context, Input, Process Product Model 2 (CIPP) 3 Tabla Model 4 Responsive Model 1. Objectives Centered or Tyler's Model Ralph Tyler Focuses on the attainment of specific goals or objectives (Paudel, 2022). Emphasizes the importance of evaluating the extent to which objectives are realized and gathering data to determine if the objectives have been achieved. Glatthorn et al. (2012) discuss the model into tcomponents and processes. 2. Context, Input, Process Product Model (CIPP) There are four stages of program operation: This CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee chaired by Daniel Stufflebeam. The model emphasized that the result of evaluation should provide data for decision making. 2. Context, Input, Process Product Model (CIPP) 1. Context Evaluation- assess the needs and problems in the context for decision makers to determine the goals and objectives of the program/curriculum. 2. Input Evaluation- assess the alternative mean based on the inputs for the achievement of objectives to help decision makers to choose options for optimal means. 2. Context, Input, Process Product Model (CIPP) 3. Process Evaluation- monitors the processes both to ensure that the means are actually being implemented and make necessary modifications. 4. Product evaluation- compares actual ends with intended ends and leads to a series of recycling decisions. Tabla Model Hilda Taba is the developer of this model. She believed that there is a definite logical and sequential order in creating a curriculum. She promotes the “Down-Top model” or Grassroots approach (Gulzar, 2021). Taba’s grassroots model has seven steps, advocating a major role for teachers. Tabla Model Diagnosis of Learners’ Needs: Identify students' needs (e.g., lack of critical thinking skills). Formulation of Objectives: Define specific learning goals to address those needs. Selection of the Content: Choose relevant and significant content that aligns with objectives. Organization of the Content: Structure content logically, considering learners' maturity and interests. Tabla Model Selection of Learning Experiences: Select instructional methods to actively engage students with the content. Organization of Learning Activities: Organize activities in a sequence that builds upon previous learning. Evaluation: Design assessments to measure student progress and the effectiveness of the curriculum. Responsive Model Robert Stake Responsive model is oriented more directly to program activities than program intents. Evaluation focuses more on the activities rather than intent or purposes. Robert Stake (1975) recommends the following steps to the curriculum evaluator.