“Attention Please”

MyGroup Membe

rsAre

Umme Habiba

Kanwal Yousaf

Mahwish Shehzadi

Frasat Btool

Atia Shaheen

Curriculum Evaluation

Definition of Curriculum Evaluation

Curriculum Evaluation

Process of collecting data on a program

To determine its value or worth With the aim of deciding whether to adopt,

reject, or revise the program. Program are evaluated to answer

questions and concerns of various parties.

Public want to know whether the curriculum implemented has achieved its aims and objectives

Teachers want to know whether what they are doing in the classroom is effective

Developer or planner wants to know how to improve the curriculum product

Definition of Curriculum Evaluation

McNeil (1977) states that “curriculum evaluation is an attempt to throw light on two questions: 1.Do planned learning programs,

courses and activities as developed and organized, actually produce desired results?

2.How can the curriculum offerings best be improved?”

Formative & Summative Evaluation

Formative evaluation

Indicates that data is gathered during the formation or development of the curriculum.

Formative evaluation may include determining:– Who needs the program (e.g.. secondary

school students)– How great is the need (e.g.. students need

to be taught ICT skills to keep pace with expansion of technology)

– How to meet the need (e.g.. introduce a subject on ICT compulsory for all secondary schools students).

– Aim is usually to obtain information to improve a program.

Summative evaluation

Indicates that data is collected at the end of the implementation of the curriculum program.

• Occur just after new course materials have been implemented in full (i.e. evaluate the effectiveness of the program)

• It is important to specify what questions you want answered by the evaluation and what decisions will be made as a result of the evaluation.

Curriculum EvaluationModels

Context, Input, Process, Product Model (CIPP Model)

• Daniel L. Stufflebeam (1971), who chaired the Phi Delta Kappa National Study Committee on Evaluation, introduced a widely cited model of evaluation known as the CIPP (context, input, process and product) model.

Cont… (Components)

Context EvaluationWhat needs to be done and in what context?

– Basic kind of evaluation– Providing a rationale for the objectives.

The evaluator defines the environment in which the curriculum is implemented.

The evaluator determines needs that were not met and reasons why the needs are not being met.

Also identified are the shortcomings and problems in the organization under review.

Goals and objectives are specified on the basis of context evaluation.

Cont…

Input Evaluation – How should it be done?

• Provide information for determining how to utilize resources to achieve objectives of the curriculum

• At this stage the evaluator decides on procedures to be used.

• Unfortunately, methods for input evaluation are lacking in education.

Cont…

Process Evaluation Is it being done?

• Is the provision of periodic feedback while the curriculum is being implemented.

Cont…

Product Evaluation– Did it succeed?

• Data is collected to determine whether the curriculum managed to accomplish it set out achieve .

• Measuring the achievement of objectives, interpreting the data and providing with information that will enable them to decide whether to continue, or modify the new curriculum.

     

• FORMATIVE↓

Context↓

Input↓

Process

• SUMATIVE↓

Product

Stake’s Countenance Model

The model proposed by Robert Stake (1967) suggests three phases of curriculum evaluation:

• the antecedent phase• the transaction phase and • the outcome phaseThe antecedent phase includes conditions existing prior to

instruction that may relate to outcomes. The transaction phase constitutes the process of instruction

while the outcome phase relates to the effects of the program

Cont…

Stake emphasizes two operations;•descriptions • judgments

• Descriptions are divided according to whether they refer to what was intended or what actually was observed.

• Judgments are separated according to whether they refer to standards used in arriving at the judgments or to the actual judgments.

Eisner’s Connoisseurship ModelThis model proposed by Elliot Eisner,

a well known art educator• Connoisseurship Model Proposed by him.• in which he claimed that a

knowledgeable evaluator can determine whether a curriculum program has been successful

• using a combination of skills and experience.

CONNOISSEURSHIP comes from the Latin word cognoscere, meaning to know.

Cont…

Exampleto be a connoisseur of food, paintings or films, you must have knowledge about and experience with different types of food, paintings or films before you are able to criticize. To be a food critic, you must be a connoisseur of different kinds of foods. To be a critic, you must be aware and appreciate the subtle differences in the phenomenon you are examining. In other words, the curriculum evaluator must seek to be an educational critic.

Cont…

According to the Connoisseurship Model, evaluators provide a description and interpretation of the curriculum plan implemented:

 

Cont…

Description:– records the actions, the features of

the environment and experiences of students, teachers and administrators.

– People will be able to visualize what the place looks like and the processes taking place.

– The aim here is to help the reader “see” the school or classroom and get a feel of what the curriculum evaluator or critic is attempting to understand and help others understand.

Cont…

Interpretation:• explains the meaning of events

reported by putting it in its context. Example:• why academically weak students

were motivated to ask questions• why reading comprehension skills

improved• why enthusiasm for doing science

experiments increased and so forth.

Phases Of Curriculum

Cont…

Aspects of the curriculum to be evaluated•The evaluator determines what

is to be evaluated which may be the total school system, a particular district, a particular grade level or a particular subject. The objectives of the evaluation activity are clearly stated.

Data Collection

Cont…

Data Collection:• Identify information to be collected

• Tools for data collecting areInterviews

QuestionnairesTests

The evaluator also identifies the people from whom data is to be

collected.

Analysis of Information

Cont…

Analysis of Information• The data collected is analyzed

and presented in the form of tables and graphs.

• Statistical tools are often used to compare significant differences and to establish correlation or relationship between variables.

Reporting of information

Cont…

• Describing the findings and interpretation of the data

• Based on the findings, conclusion are made on the effectiveness of curriculum implementation efforts

• Recommendations are made to reconsider certain aspects of the curriculum.

Instrumentation for Curriculum Evaluation

Questionnaires and Checklists

Cont…

• When you need to quickly and/or easily get lots of information from people in a non threatening way, questionnaire and checklist are useful data collection techniques.

Cont…

• Questionnaires and checklists can complete anonymously and relatively inexpensive to administer. Since data collected is quantitative, it is easy to compare and analyze and can be administered to many people.

Interviews

Cont…

• Usually conducted in a situations in which an individual asks questions to which a second individual (which may be a teacher, principal, student, parent) responds.

• The person asking the questions is called the interviewer while the person giving answers to the questions is called the interviewee.

Cont…

• Interviews are used when you want to fully understand someone's impressions or experiences, or learn more about their answers to questionnaires.

• There are two general types of interviews depending on the extent to which the responses required are unstructured or structured

Observations

Cont…

• To gather accurate information about how a program actually operates, particularly about processes. In other words to view operations of a program as they are actually occurring. For example, can the people involved adapt to events as they occur.

Documents

Cont…

When we want impressions of how a program operates without interrupting the program

• We can review the memos, minutes, etc  to get a comprehensive and historical information about the implementation of the program.

• However, we should be quite clear about what looking for as there may be a load of documents.

Thanks For

ListeningCarefully