EDU555CURRICULUM & INSTRUCTION

ENCIK MUHAMAD FURKAN MAT SALLEH

WEEK 4CURRICULUM EVALUATION

DEFINITION

GeneralMaking judgments about the desirability of certain changes in students by using information to change teaching and the curriculum

CURRICULUM EVALUATION

• In education, the term “evaluation” is used in reference to operations associated with curricula, programs, interventions, methods of teaching and organizational factors.

• Curriculum evaluation aims to examine the

impact of implemented curriculum on student (learning) achievement so that the official curriculum can be revised if necessary and to review teaching and learning processes in the classroom.

• Curriculum evaluation establishes:1) Specific strengths and weaknesses of a

curriculum and its implementation;2) Critical information for strategic changes and

policy decisions;3) Inputs needed for improved learning and

teaching;4) Indicators for monitoring.

Various definitions:

1. Tyler (1950): the process of determining to what extend educational objectives are being attained

2. Borg & Gall (1983): the process of making judgment about the merit, value or worth of educational program, projects, materials and techniques

DEFINITION

3. Smith & Glass (1987): the process of

establishing value judgments based on

evidence about a program / product

4. Stufflebeam et al. (1971): .. The process of

delineating, obtaining & providing useful info

for judging decision alternatives

5. Provus (1971): the comparison of

performance to some standards to determine

whether discrepancies existed

DEFINITION

TYPES OF EVALUATION

Scriven (1967)

1) Formative evaluation

• on-going program

• program improvement

• provide data about educational program

to assist developer in improving the program

TYPES OF EVALUATION

2) Summative evaluation

• done at the completion of a program

• concerned with overall effectiveness of the program

• Provide data to determine the worth

of the program

EVALUATION IN CURRICULUM DEVELOPMENT

• Curriculum should be continuously reviewed & reviewed• Why ?• maintaining and sustaining: - quality of the program - relevance in meeting - adequacy the ever

changing - quantity needs

EVALUATION IN CURRICULUM DEVELOPMENT

QUESTIONS SHOULD BE ASKED:

1) Are the program (curriculum) meeting

existing or expected needs?

2) Does the program contain extraneous and

outdated materials?

3) Are the students able to perform

adequately once they finish their study?

EVALUATION IN CURRICULUM DEVELOPMENT

• Wentling (1980): EVALUATION MUST DO

MORE THAN :

• just analyze the extend to which a

program had adhered to an original plan

• OR attained its primary goals and

objectives

EVALUATION IN CURRICULUM DEVELOPMENT

• So, based on Wentling’s (1980)

suggestion..

• Curriculum evaluation needs to go

beyond the assessment of student

behaviour

• It should include the overall effect on

students, teachers and society

EVALUATION IN CURRICULUM DEVELOPMENT

• The task of evaluating the curriculum involves a COMPLEX PROCESS

• A comprehensive evaluation framework or model is necessary to achieve a systematic, effective and efficient evaluation

MODEL (FRAMEWORK) FOR CURRICULUM EVALUATION

• CIPP model (Finch & Bjorquist, 1977)

CONTEXT EVALUATION

INPUTEVALUATION

PROCESS EVALUATION

PRODUCT EVALUATION

CURRICULUM INITIATION AND STRUCTURING

CURRICULUM OPERATION

Context Evaluation• Involves analysis of problems and needs in a specific

education setting.• Environment, student’s background, classroom, school

situation, etc.• A needs is defined as a discrepancy between an existing

condition and a derived condition.

Input Evaluation• Concerns judgment about the resources and strategies

needed to accomplish program goals and objectives• The quality of teachers, staff, curriculum, syllabus• Environment and attitudes from other teachers / parents

e.g. facilities and infrastructure.

Process Evaluation• Involves the collection of data once the program has been

designed and put into operation• Teachers’ T&L methods• Facilities used, etc.

Product Evaluation• To determine the extent to which the goals of the program

have been achieved• Students’ performance

– number and quality of the students• Accountability• Stakeholder’s feedback, etc.