Evaluation of curriculum presents the final stage inside cyclic process of improvement and development of curriculum.

The process of describing and judging an educational program or subject.(Gatawa 1990:P 50

A test is a means of measuring the knowledge, skills, feeling, intelligence or aptitude of an individual or group. (L.R.Gay;educational research)

Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. Programmes are evaluated to answer questions and concerns of various parties. The 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; and the developer or planner wants to know how to improve the curriculum product.

1) Observation - Gathering accurate information about how a program actually operates, particularly about processes. It is a technique in which one or more persons observe what is occurring in some real-life situation. It is used to evaluate the overt behaviour of individuals in controlled and uncontrolled situations. Field Notes Observation Schedules, Checklist Audio Recording Video Recording2) InterviewsA process of interaction in which subject (interviewee) provides information verbally in a face-to-face situation. Preparation, conduct and recording are the main steps of interview technique.

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.

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.

  - Questionnaires and checklists can complete

anonymously and relatively inexpensive to administer. Since data collected is quantitative, it is easy to compare and analyse and can be administered to many people.

Tests as tools of measurement are concerned with the product of learning behaviour. Test approaches may be:

a) Purpose-specific categorisation of test-types

Diagnostic Test - Gives a profile on what the learner knows and

does not know in given area of learning. Consists of a battery of sub-tests each covering one area.

- Helps identify the areas of learning which a learner needs a remedial course

Formal assessment vs. Informal assessment - Formal assessment use for selection or an award. - Formal assessment must follow a standardised

norms procedure of test construction, administration and interpretation.

- Informal Assessment is a test use to obtain some information to fulfil some personal requirements

Formative assessment vs. Summative assessment

- Formative assessment is concerned with identifying the learner’s weakness in attainment with a view to helping the learner and the teacher overcome/remedy the learner’s weakness. The test is given at regular or frequent intervals during the course.

Summative assessment aims at grading and certifying the attainment of the learner at the end of the course.

Internal assessment vs. External assessment - Mode of assessment is external when the

evaluation of a learner’s ability is made by an outsider, a person who is not related to the actual process of teaching. If the evaluator is responsible for affecting the learning being measured, it becomes an internal assessment.

Standardised test are commercially produced test adhering meticulously to certain procedure to meet the demands of objectivity and accuracy.

- The Teacher made test is not governed by such rigid processes. It is the discretion of the teacher to include items on test which he/she believes matters.

Norm reference test (NRT) vs. Criterion reference test (CRT)- NRT focus on where one stand in relation to

the other. It assesses the ability of one against the standard “norm” of achievement of one’s fellow testees. It discriminates between high-achievers and low-achievers.

- CRT assesses one’s ability against the standard “criterion” of what has been set as an acceptable level of ability.

Individual curriculum areas such as reading and mathematics

Comprehensive batteries that measure achievement in a number of different areas.

Stanford Diagnostic Reading Test California Achievement Test

Battery(CAT) Stanford Achievement Test(SAT).

Designed to measure individual's behavior.

To assess feelings and attitudes toward self,others.

A variety of other activities, institutions and situations.

Measure any aspect of personality.

Objective Personality Tests

resent specific stimuli and ask for specific respponses (e.g. true/false questions) .

Projective Personality Tests

present more ambiguous stimuli and ask for less specific responses (e.g. Rorschach Inkblot Test, drawings, photographs, Sentence Completion Blank , TAT)

(BY:MAzam)

Creativity Test Plot titles for given story Series of pictures, words, letters

Designed to identify ability, mental, physical, potential for learning skills.

All tests are standadrized and are administered as a part of a school testing programs.

Use to predict how well someone is likely to perform in a future situation.

Aptitude tests are mainly made to assess intelligence and knowledge.

Aptitude Test

General Aptitude Specific Aptitude

General Aptitude

General test

• Scholistic Test

• GAT

• CTMM (California Test of Mental Maturity)

Curriculum evaluation is not merely getting information.It also involves making decisions. We will be able to make rational and better decisions if we have the necessary information and data. Though various techniques in getting data are in existence, using the most appropriate technique in a given evaluation situation is essential to get the most truthful and accurate information. Poor technique in getting information will lead to poor evaluations, hence will lead to poor decision as well.

www.google.com.pk L.R.Gay; Educational Research;fifth edition L.R.Gay;Educational Psychology; fifth adition;p.153

L.R.Gay;Educational Psychology; fifth adition;p.154

L.R.Gay;Educational Psychology; fifth adition;p.158

L.R.Gay;Educational Psychology; fifth adition;p.160 http://psychology.about.com/od/psychologicaltesting/f/

projective-tests.htm

http://psychology.about.com/od/personality-testing/f/personality-testing.htm

http://www.psychometricinstitute.com.au/Free-Aptitude-Tests.asp