Curriculum Evaluation PDF

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    A close-up of a list of words Description automatically generated                        **CURRICULUM EVALUATION** WAS IT ALL WORTH IT? Curriculum evaluation is the process of: - Describing and judging an educational program or subject. - Comparing a student's performance with behaviorally stated objectives. - Defining, obtaining, and using relevant and interrelated information for decision-making purposes. **The Bottomline** It is everything you do with the purpose of determining if the curriculum has accomplished its goals and the degree to which it has done so. **Process Evaluation** - Provide data that may determine the extent to which plans for the implementation were executed and how resources were used. - Help with changing or clarifying implementation plans. - Assess the degree to which the implementers have carried out their roles and responsibilities. **Product Evaluation** Gather, interpret and appraise curricular attainments to determine the extent to which the program has met the needs of the students it was intended to serve. **The Big Questions** 1. Why evaluate the curriculum? 2. What aspect of the curriculum is to be evaluated? 3. How is the evaluation to be done? **Why** 1. **Course improvement** 2. **Decisions about individuals** Identifying the needs of learners, planning for instruction and grouping, making learners aware of their own deficiencies, etc. 3. **Administrative regulations** How good the school system is and how good the individual teachers are. **What** 1. **Goals and Objectives** Are the intents of the curriculum worthwhile in developing the program? Are they achievable? 2. **Content & Methodology** Do they meet the needs of the learners? Are they congruent with the program's goals and objectives? 3. **Outcomes** Is the program producing outcomes that have attained its goals and objectives? **How** 1. **Formative Evaluation** Looks for evidence of success or failure during the implementation of the program. 2. **Summative evaluation** Looks for evidence of success or failure after the program has been implemented. **Evaluation Models** Objectives-Centered Model 1. Examine behavioral objectives. 2. Identify situations that will give opportunity to express the desired behavior. 3. Select, modify, or construct suitable evaluation instruments. Check for objectivity, reliability and validity. 4. Use instruments to obtain summarized or appraised results. 5. Compare results from several instruments before and after given periods to determine the amount of change taking place. 6. Analyze results to determine strengths and weaknesses and identify possible explanations. 7. Use results to make necessary modifications. **Evaluation Models** Context, Input, Process and Product Model 1. **Context Evaluation** A continuous assessment of the status, context or setting to identify unmet needs, potential opportunities, problems or program objectives to be evaluated. 2. **Input Evaluation** Used for assessing alternative means for achieving the desires goals and objectives to choose optimal means. 3. **Process Evaluation** 4. **Product Evaluation** Comparing the actual product with the intended end product. a. Identify the kinds of decisions b. Identify the needed data for making those decisions. c. Collect needed data. d. Establish criteria for determining quality. e. Analyze data collected based on establish criteria. f. Provide needed information to decision makers explicitly. **Evaluation Models** Responsive Model 1. Meet with stakeholders to gain a sense of their perspectives on and intentions regarding the evaluation. 2. Draw on such discussions and document analysis to determine the scope of the evaluation project. 3. Observe the program closely to get a sense of its operation and to note any unintended deviations from declare intents 4. Discover the stated and real purposes of the project and the concerns of the various stakeholders regarding it 5. Identify the issues and problems with which the evaluation should be concerned. For each one, develop an evaluation design and specify the types of data needed. 6. Select the means for acquiring said data. This is usually via human observers. 7. Implement the data-collection scheme. 8. Organize the information into themes and prepare \"portrayals\" that communicate the themes in natural ways. These include video, artifacts, case studies, and other \"faithful presentations.\" 9. Being sensitive to the concerns of the stakeholders, decide which audience requires which reports and the appropriate format for each. **Evaluation Models** Eclectic Model - Study the context of the program - Determine stakeholder concerns - Use qualitative methods - Assess opportunity costs - Be sensitive to unintended side effects - Develop different reports for different audiences