Subject: ADVANCED CURRICULUM DEVELOPMENT

Topic: CURRICULUM EVALUATION

Facilitator/s: RICA S. MEJICA
SABINA M. SENOFA
MILAFLOR LALOSA
ELVIELYN N. PINANGAY
JONABEL MONTIAGODO
MELISSA POMAREJOS
Semester/School Year: FIRST SEMESTER/2024-2025
Professor: CRISTITA O. SUBERE

I. INTRODUCTION
A curriculum has a significant role in the effectiveness or failure of an
educational program. It is a combination of what shall be taught in an educational
context along with a set of pre-defined approaches, delivery methods, assessment
criteria, teaching materials and teacher education. It provides the stakeholders (such
as students and their parents, staff, shareholders and sponsors) with a clear idea as
to what must be achieved during a program conduction period, and how things have
progressed by the end of the program in question.
Curriculum assessment is a significant part in most of the program
evaluations, especially educational programs. The main purpose of program
evaluation is clear: whether the program is effective or does it need to be revised.

II. OBJECTIVES
In this chapter, you should be able to:
1. Analyze different curriculum evaluation models; and
2. Identify several factors that are considered in evaluating curriculum in the
Philippine context.

III. CONTENT

CURRICULUM EVALUATION
In general, evaluation is concerned with giving value or making judgments. It
is the process of examining a program or process to determine what’s working,
what’s not, and why. Also, it determines the value of programs and acts as blueprints
for judgment and improvement (Rossett & Sheldon,2001).
Usually, evaluation is done using a set of criteria. This enables the evaluation
process to be always objective rather than subjective. Various curriculum scholars
defined curriculum evaluation based on how they view curriculum. Basically,
curriculum evaluation is:

 The process of delineating, obtaining, and providing information useful for making
decisions and judgments about curricula (Davis 1980);
 The process of examining the goals, rationale, and structure of any curriculum
(March 2004). (In this book, curriculum evaluation is defined as the process of
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 making objective judgment to a curriculum – its philosophy, goals and objectives,
content, learning experience, and evaluation).
 The process of assessing the merit and worth of a program of studies a course,
or a field of study (Print 1993).
 The means of determining whether the program is meeting its goals (Tuckman
1985)
 The broad and continuous effort to inquire into the effect of utilizing content and
processes to meet clearly defined goals (Doll 1992); and
 The process of delineating, obtaining, and providing useful information for judging
decision alternatives (Stufflebeam 1971).
 The formal determination of the quality, effectiveness, or value of a program,
product, project process, objective, or curriculum (Worthen and Sanders (1987).
 A process or cluster of processes that people perform in order to gather data that
will enable them to decide whether to accept, change, or eliminate something-
the curriculum in general or an educational textbook in particular (Ornstein and
Hunkins, 1998).

Curriculum evaluation is also concerned with finding out whether the curriculum is
relevant and responsive to the needs of the society and the learners. It is a scientific
and dynamic process of understanding the merit of any curriculum.

PERPOSE OF CURRICULUM EVALUATION

Print (1993) identified several important purpose and function of evaluation in
school settings:

 Essential of providing feedback to learners - provides useful information in

helping the students improve their performance and helps teachers identify the
strength and weakness of the learners.
 Helpful in determining how well learners have achieve the objectives of
curriculum - describe whether the students learned or mastered the desire
outcomes and objective of curriculum.
 To improve curriculum - the result of evaluation serves as basis in improving
curriculum and for suggesting innovation to improve learning.

In addition, curriculum evaluation is also useful to administrators and teachers in

many ways. For example:

 Evaluation helps in making decision about improving teaching and learning

process, it helps in shaping academic policies.
 It guides in initiating curricular changes and innovation.
 It ensures quality of any curricular program.
 It helps schools align their curriculum to different curriculum sources and
influences.
 It determines the level of success of the school’s vision and mission.

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 Conducting curriculum evaluation is a determinant of an academic institution or
school commitment to quality and continuous improvement. It shows how serious a
school can be in realizing its philosophy, vision and mission.

CURRICULUM EVALUATION AT SCHOOL SYSTEM LEVEL

Curriculum Evaluation is done mostly at school system level. This is usually done
to evaluate how the curriculum goals are attained in the macro level. The following
instruments can be used to gather data for the evaluation of the curriculum:

1. Opinion Polls - an opinion poll often simply referred to a poll or survey, it is a

research survey of public opinion from a particular sample.

2. Surveys - is a research method used for collecting data from a predefined group
of respondents to gain information and insight into various topics of interest.

3. Focus-Group Discussion - it's involve gathering people from similar backgrounds

or experiences together to discuss a specific topic of interest. It is a form of
qualitative research where questions are asked about their perception, beliefs,
opinion or ideas.

4. Follow-up Studies (Graduate tracer studies) - it's occurs after or a treatment has
been presented to the participants. They involve tracking participants after the
initial study to gather additional data.

5. Standard Evaluation Instruments - is a necessary and important aspect of any

national education system. It provides the basis for curriculum policy decisions,
for feedback on continuous curriculum adjustments and process of curriculum
implementation.

6. Result of District or National Tests - a national test is a survey of schools and

students that is designed to provide evidence at the level of education system
about students’ achievement at a particular stage of education in identified
curriculum.

The schools that gather and analyze data on the implementation of the
curriculum can also do research activities areas in reading or literacy, mathematics,
or numeracy, and science.

MODELS OF CURRICULUM EVALUATION

A. Provus' Discrepancy Evaluation Model - This model is used to assess whether
a curriculum or program meets certain standards by comparing actual
performance with expected standards. Here’s a simpler breakdown:

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 Determining Program Standards - First, the evaluator identifies what the program is
expected to achieve, setting clear standards or goals.
Example - Set the goal that all students should be able to solve basic algebra
1. equations by the end of the course.

Determining Program Performance - Next, they collect data to see how the program is
actually performing in practice.

2. Example: Assess students' current skills by giving them an algebra test.

Comparing Performance with Standards - You can base your comparison on the
information you collected.
Example - Compare test results with the goal. If 80% of students are expected to
3. pass, but only 60% do, there’s a gap.

Identifying Discrepancies - Finally, they determine if any discrepancies (differences)

exist between what was expected (standards) and what was achieved (performance).
If discrepancies are found, adjustments might be needed to bring performance closer
to the standards.
4. Example: Identify where students are struggling (e.g., solving for x). Use this
information to adjust the program, like adding more practice sessions on challenging
topics.

This model is helpful because it focuses on identifying gaps between intended

outcomes and actual results, which can guide improvements in the curriculum. It
helps identify where students' actual performance differs from the set goals, guiding
improvements in the math program.
B. The Tyler Model of Curriculum Evaluation - proposed by Ralph Tyler in 1950,
outlines a structured, seven-step approach to evaluating a curriculum. Here’s a
simpler explanation of each step:
1. Establishment of Goals and Objectives: Identify the main goals or aims of the
curriculum. What should students learn?
2. Classification of Objectives: Break down these goals into specific objectives,
making them clearer and easier to understand.
3. Definition of Objectives in Behavioral Terms : Describe each objective in terms of
specific actions or behaviors that students should be able to demonstrate.
4. Identification of Achievement Situations: Determine situations or activities where
students can show they've met the objectives.
5. Selection of Measurement Criteria: Choose how to measure students'
performance to check if they have achieved the objectives.
6. Collection of Data on Student Performance: Gather information on how well
students are performing, based on the chosen criteria.
7. Comparison with Stated Objectives: Compare the actual student performance
data with the original objectives to see if the goals have been achieved.

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 This model is considered cyclical because it involves continuous revision and
improvement of the objectives based on evaluation results.

Example:
1. Establishment of Goals and Objectives: The goal is for students to understand the
structure and function of ecosystems, including the relationships between organisms
and their environments.

2. Classification of Objectives: Objectives might include understanding food chains,

recognizing different ecosystem types, and identifying the impact of human activity
on ecosystems.

3. Definition of Objectives in Behavioral Terms: Objectives are defined as specific

skills or actions, like:

 Students should be able to describe a food chain in an ecosystem.

 Students should identify different species within an ecosystem and explain
their roles.
4. Identification of Achievement Situations: Students might demonstrate their
understanding through activities like creating a food chain diagram, analyzing
case studies on ecosystem changes, or conducting a project on a local
ecosystem.
5. Selection of Measurement Criteria: Measurement could be based on criteria such
as accuracy in describing food chains, depth analysis in case studies, or
creativity and scientific understanding shown in the project.
6. Collection of Data on Student Performance : Collect data through quizzes, project
presentations, and written reports to see how well students understand the
material.
7. Comparison with Stated Objectives: Evaluate whether the students' work meets
the initial objectives. If students struggle with certain concepts, like food chains,
adjustments might be made to the curriculum, such as adding more hands-on
activities or visual aids.

In this way, the Tyler Model helps the teacher continually refine and improve
the curriculum to better achieve its goals.
C. Stufflebeam’s CIPP Model – the Phi Delta Kappa National Study Committee on
Evaluation, shared by Daniel L. Stufflebeam, developed and published a curriculum
evaluation model known as CIPP (context, input, process, product) model
(Stufflebeam, 1971). Stufflebeam (2001) defined evaluation as the process of
delineating, obtaining and providing useful information for judging decision
alternatives.

C o n te xt In p u t P ro ce ss P ro d u ct

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1. Context Evaluation - according to Stufflebeam, is the most basic kind of
evaluation. Its purpose is to provide a strong rationale for determining curriculum
objectives. At this point, the curriculum evaluator describes the environment and
determines the different needs of the society, school, and students. If there are
unmet needs, the curriculum evaluator seeks to find reasons are unmet needs,
the curriculum evaluator seeks to find reasons for not meeting the needs. The
curriculum context also includes the problems, issues, and challenges that the
curriculum seeks to address.

2. Input Evaluation - aims to provide information for determining how resources are
utilized to achieve curriculum objectives. At this level, the resources of the school
and the different designs for implementing the curriculum are considered.

3. Process Evaluation - focuses on providing periodic feedback while curriculum is

being implemented. This phase aims to detect the problems in the
implementation of the curriculum, provide information for programmed decision
and maintain a record of the procedures as it occurs.

4. Product Evaluation - aims to gather, interpret, and appraise curricular

attainments, not just the end of an implementation of a curriculum.

When using the CIPP model, while it is desirable and ideal to conduct
curriculum evaluation by looking at the four phases identified by Stufflebeam, one
can also focus on one or two phases of evaluation.

D. Stake’s Congruency-Contingency Evaluation Model - Robert Stake (1975)

claimed that curriculum evaluation is not complete unless three categories of data
are made available. These categories of data are:

1. Antecedents – include data on students and teachers, the curriculum to be

evaluated, and the community context.
2. Transaction – include time allotment, sequence of steps, social climate, and
communication flow.
3. Outcomes – encompasses students’ learning in the form of understandings, skills
and values or attitudes as well as the effects of the curriculum on the teachers,
students, and the school.

The data gathered will provide necessary information for evaluation process.
The term congruency refers to the degree of alignment between what was desired
and what was actually achieved. Contingency refers to the relationship between one
variable to the other, for example, between the curriculum and the community
context.

E. Eisner’s Educational Connoisseurship Model

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 Eliot Eisner (1985) provided a qualitative way of evaluating a curriculum. This
model does not have methodical procedures compared with other evaluation
models.
Eisner’s model calls for a deeper and wider observation result of evaluation
that are expressed in written form. The results, however, are not just merely
descriptions; they provide excellent and accurate interpretation and appraisal.
Using this model calls for through and comprehensive observation of
classroom and school activities in relation to curriculum. It tries to capture every
aspect of curriculum activities including the hidden curriculum.
Curriculum Evaluation is important. It provides information in almost every
aspect of the curriculum.

IV. SUMMARY

Curriculum evaluation follows a scientific and logical process. The procedures

of curriculum evaluation are linked with how the curriculum was developed. It could
be done in a rational level or school based depending on the purpose of the
evaluation. The purpose of curriculum evaluation is to make judgement on the
effectiveness of a curriculum.
Each curriculum evaluation model is based on a set of principles that
embodies a curriculum theory or education principles. Gathering of data and
analyses is important in curriculum evaluation. Lastly, the results of curriculum
evaluation are essential in making curriculum decisions.

V. ASSESSMENT

1. Why do you think curriculum evaluation is important?

2. Do you consider accreditation as a form of curriculum evaluation? Why?
3. How can we involve the following stakeholders in curriculum evaluation?
a. Parents
b. Student
c. Community Officials

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