College of Education
The Teacher and School Curriculum
Module 14
CURRICULUM EVALUATION
Introduction:
Evaluation of curriculum is an integral and essential part of the whole process of
curriculum development. It is a continuous activity and not a “tail end process”
Evaluation and planning are complementary processes which occur almost
simultaneously and continuously. This module will also discuss several evaluation
models.
At the end of this module, students are expected to:
1. Describe the curriculum evaluation process.
2. Make an analysis of the various models of curriculum evaluation.
Discussion:
Curriculum evaluation is an attempt to toss light to two questions. Do planned
courses, programs, activities and learning opportunities as organized and developed actually
produce the desired results? Are there provisions for improvements?
Evaluation Models
A lot of curriculum evaluation models were developed, but this module will only
present at least three models that could measure the effectiveness of the program.
One of the classical models was developed by Bradley when he presented a
rubrics to be answered by yes or no. The indicators were described to be the basis of the
respond of the respondents.
INDICATOR DESCRIPTION YES OR NO
1. Vertical curriculum continuity 1. The course of study reflects
a K-12 format that enables
teachers to have a quick and
constant access to what is
being taught in the grade levels
below and above them. Also,
upward spiralling prevents
curricular repetition.
2. Horizontal Curriculum 2. The course of the study
continuum developed, provides content
and objective that are common
to all classrooms of the same
grade level.
3. Instruction based curriculum Lesson plans are derived from
the course of study and
curriculum materials used are
correlated with the content
authentic tasks developed
2 DYCI Senior High School – General Physics 1 Learning Module
4. Curriculum Priority Philosophical and Financial
Commitment are evident
5. Broad involvement Curricular committee are all
represented by stakeholders
6. Long –range planning Provision for at least a number
of years sequence and review
7. Decision Making Clarity Controversies are based on the
nature of occasion
8. Positive Human Relations All stakeholders are key players
in decision making
9. Theory- into- practice approach There is an evident that theory
could be translated into practice
10. Planned range There is an evidence of
developed program, course of
study and is no longer one in
determining how to do it, but
determining how to do it better
In the Tyler model it is more rational and systematic. It focuses attention on
strength and weaknesses of the curriculum. It also emphasizes the importance of continuing
cycle of assessment, analysis and improvement. In this model the emphasis is on instructional
objective to measure student program by collecting performance data, and compare data with
objectives.
There is a need for a model in curriculum evaluation to provide a conceptual
framework for designing a particular evaluation depending on the specific purpose of the
evaluation. To reiterate, the purpose of curriculum evaluation is to determine whether
or not the newly adopted curriculum is producing the intended results and meeting the
objectives that it has set forth, and it is an essential component in the process of adopting and
implementing any new curriculum in any educational setting.
In the end, the goal is always to make sure that students are being provided with
the best education possible. Because the curriculum is huge part of this, curriculum
evaluation is a means of deciding whether or not the chosen curriculum is going to bring
the school closer to the goal.
D Y C I S e n i o r H i g h S c h o o l – G e n e r a l P h y s i c s 1 L e a r n i n g M o d u l e3 3
Name: _________________________________________ Score: ______________________
Grade and Section: ______________________________
Module 14
CURRICULUM EVALUATION
Answer the following on the space provided:
1. Why do we evaluate the curriculum? Explain how a curriculum could be efficiently
effective.
2. If you are to evaluate a particular curriculum, do you consider the following; number of
years of implementation. Needs, goals and objectives, learning materials, methods. If
yes, make a reflective analysis of a curricular program of your choice on the basis of the
identified parameters.
4 DYCI Senior High School – General Physics 1 Learning Module
Bibliography:
French, Janet. "Northwest-Terrirtories and Nunavut to Have Input in Albertas K—12 Curriculum
Redesign". Retrieved November 23, 2016.
"National Curriculum of Korea Source Inventory". National Curriculum Information Center.
Retrieved 2015-01-12.
D Y C I S e n i o r H i g h S c h o o l – G e n e r a l P h y s i c s 1 L e a r n i n g M o d u l e5 5
