Curriculum EvaluationTSL 3143CONTENTDefnition of Curriculum EvaluationForms of EvaluationPurposes of EvaluationEvaluation Meto!s an! ToolsDefnition of Curriculum EvaluationEvaluation is a !iscipline! in"uir# to !etermine te worth of things.Evaluation is essentiall# a$out % -are we doing the right thing?-are we doing it right?-are there better ways of achieving the results?Evaluations soul!&provide assessments of what works and why, highlight intended and unintended results, and provide strategic lessons to guide decision-makers and inform stakeholders.provide evidence-based information that is credible, reliable and useful, enabling the timely incorporation of fndings, recommendations and lessons.Curriculum EvaluationMcNeil (1977) state! tat curriculum evaluation is an attempt tothrow light on two questions: o plannedlearning opportunities, programs,courses and activities as developed andorgani!ed actually produce desiredresults? "ow can the curriculum o#eringsbest be improved?$ Pases of Curriculum Evaluation1. Aspects of thecurriculum to be evaluated1. Aspects of thecurriculum to be evaluated2. Data Collection 2. Data Collection 3. Analysis of Information3. Analysis of Information4. Reporting of Information4. Reporting of InformationForms of EvaluationFormative evaluationSummative evaluation Formative evaluationTe term formative in!icates' !ata is (atere! !urin( te formation or !evelopment of te curriculum so tat revisions to it can $e ma!e) Formative evaluation ma# inclu!e !eterminin(*-who needs the program +e)() stu!ents,-how great is the need +e)() stu!ents nee! to $e tau(t -CT s.ills to .eep pace /it e0pansion of tecnolo(#, -how to meet the need +e)() intro!uce a su$1ect on -CT compulsor# for all stu!ents,) In eucation! te aim of formative evaluation is usuall# to o$tain information to improve a pro(ram) -n curriculum evaluation' formative evaluation can $e consi!ere! to $e te process tat loo.s for evi!ence of success or failure of a curriculum pro(ram' a s#lla$us or a su$1ect tau(t !urin( implementation)-n formative evaluation*One /oul! evaluate te ft $et/een te instructional strate(ies an! materials use!' an! te learnin( outcomes or /at it aims to acieve) Sometimes' te learnin( outcomes in a curriculum plan an! te learnin( activities ma# not ft or matc) For example' teacers ma# /ant teir stu!ents to !evelop spea.in( s.ills $ut tere are no learnin( activities /ic provi!e opportunities for stu!ents to practice spea.in( s.ills) 2evie/ of te curriculum plan trou( formative evaluation ma# provi!e useful information for mo!if#in( or a!aptin( selecte! strate(ies) -n formative evaluation*stu!ents ma# $e inclu!e! to revie/ te materials to !etermine if te# can use te ne/ materials) From tese formative revie/s' pro$lems ma# $e !iscovere!) %or e&ample' curriculum !ocuments ma# contain s"elling errors' confusing se#uenceof content' ina""ro"riate e$am"les or illustrations) Te fee!$ac. provi!e! $# te stu!ents coul! $e use! to revise an! improve instruction as /ell as ma.e !ecisions on/eter to a!opt or a!apt a pro(ram)Summative evaluation 3s te term summative in!icates' !ata is collecte! at te en of te implementation of te curriculum pro(ram) Te e4ectiveness of a pro(ram can $e trou( summative evaluation /ic can $e !one after ne/ course materials ave $een implemente! in full or several months to %ears after te materials ave $een implemente! in full) Tese evaluation outcomes can $e !etermine! trou( formal assessment tas.s suc as mar.s o$taine! in tests an! e0aminations) Oter tan "uantitative !ata to !etermine o/ /ell stu!ents met specife! o$1ectives' !ata coul! also $e collecte! trou( "ualitative meto!s suc as intervie/s' !irect o$servations' an! !ocument anal#ses)Purpose of Evaluation'mplement changes to improve teaching learning outcomes of future courses(emedy weaknesses of course in progress)&plain or confrm e&isting procedures)stablish accountability * value for money+)&tend teacher,s knowledge about practice.Evaluation Meto!s an! Tools&a'le 1.(&han) *ou