Chapter 6: Curriculum Evaluation

6.1 Curriculum Evaluation

6.2 Purposes of Curriculum Evaluation
6.3 Curriculum Evaluation in the Classroom
6.4 Curriculum Evaluation at the School or School System Level
6.5 Models of Curriculum Evaluation

Chapter 6: Curriculum Evaluation

6.1 Curriculum Evaluation
Curriculum Evaluation is the systematic process of determining the value
and effectiveness of a curriculum by analyzing various aspects of its design,
implementation, and outcomes. The primary goal is to ensure that the
curriculum meets educational objectives and responds to the needs of
students and society.
Key Theorists and Concepts:
 Ralph Tyler (1902-1994): Known as the father of modern curriculum
evaluation, Tyler emphasized the importance of setting clear
educational objectives and assessing whether these objectives are met
through curriculum activities. His work laid the foundation for
systematic curriculum evaluation processes globally, including in the
Philippines.
 Michael Scriven (1928-present): Introduced the distinction between
formative and summative evaluation, which is crucial for
understanding how curriculum evaluation can support ongoing
improvement and assess overall effectiveness.
 Stufflebeam’s CIPP Model (1960s): The Context, Input, Process,
and Product (CIPP) model is one of the most widely used frameworks in
curriculum evaluation, including in the Philippine education system.
6.2 Purposes of Curriculum Evaluation
Curriculum evaluation serves several critical purposes, each essential for the
continuous improvement of educational systems.
1. Improvement of Curriculum Design and Implementation:
 Formative Evaluation: Provides feedback during the development
and implementation of the curriculum, allowing educators to make
necessary adjustments. This approach is essential in the Philippines,
where education must be adaptive to the diverse needs of learners
across regions.
 Summative Evaluation: Conducted after curriculum implementation,
summative evaluation assesses the overall effectiveness of the
curriculum in achieving its goals. This process is crucial in determining
whether to adopt, revise, or discard certain curriculum elements.
2. Accountability:
 Curriculum evaluation ensures that educational institutions are
accountable to stakeholders, including students, parents, educators,
 and policymakers. It provides evidence of the curriculum’s success or
areas needing improvement.
3. Informed Decision-Making:
 Evaluation data informs decisions about curriculum changes, resource
allocation, and educational policy. For instance, in the Philippines, the
introduction of the K-12 curriculum was based on extensive evaluation
data showing the need for an extended basic education cycle.
4. Alignment with Educational Goals:
 Evaluation ensures that the curriculum aligns with broader educational
goals and standards, such as those set by the Department of Education
(DepEd) in the Philippines. This alignment is essential for ensuring
consistency and quality across the education system.
Historical Context:
 The Enhanced Basic Education Act of 2013 (RA 10533), which
introduced the K-12 program in the Philippines, highlighted the
importance of curriculum evaluation in achieving national educational
objectives.
6.3 Curriculum Evaluation in the Classroom
Curriculum Evaluation in the Classroom focuses on how teachers assess
the effectiveness of the curriculum at the micro level. This process involves
the continuous observation and assessment of student performance,
engagement, and understanding to adapt teaching strategies and materials
accordingly.
Key Practices:
 Classroom-Based Formative Assessment: Teachers use formative
assessments to gauge student understanding and adjust instruction as
needed. These assessments include quizzes, class discussions, and
observation.
 Student Feedback: Gathering student feedback is crucial for
understanding their experiences and perceptions of the curriculum. In
the Philippine context, teachers often use informal feedback
mechanisms to gauge student reactions to new teaching methods or
materials.
Impact on Teaching and Learning:
 Teacher Professional Development: Ongoing curriculum evaluation
in the classroom provides teachers with the data needed to refine their
instructional strategies and improve student outcomes.
 Student-Centered Learning: By evaluating curriculum effectiveness
in real-time, teachers can create a more responsive and student-
centered learning environment, adapting to the needs and strengths of
their students.
Philippine Context:
 In the Philippines, initiatives like the Results-Based Performance
Management System (RPMS) for teachers emphasize the
importance of classroom-level curriculum evaluation as part of overall
teacher performance assessment.
6.4 Curriculum Evaluation at the School or School System Level
Curriculum Evaluation at the School or School System Level involves
a broader analysis of the curriculum’s effectiveness across an entire school
or district. This level of evaluation is crucial for ensuring consistency and
quality in curriculum implementation.
Key Components:
 School-Wide Assessment Programs: Schools implement
assessment programs that evaluate student performance across grade
levels to determine the effectiveness of the curriculum. These
assessments often include standardized tests, performance-based
assessments, and student portfolios.
 Program Review and Development: Schools regularly review and
develop their curricula to ensure alignment with national standards,
educational goals, and student needs. In the Philippines, this process is
guided by DepEd policies and frameworks.
Impact on Educational Quality:
 Curriculum Coherence: Evaluation at the school level ensures that
the curriculum is coherent and aligned with the school’s mission and
vision. This process helps maintain a consistent educational experience
for all students.
 Resource Allocation: School-level curriculum evaluation informs
decisions about resource allocation, including teacher training,
instructional materials, and technology integration.
Philippine Context:
 The DepEd’s role in guiding curriculum evaluation at the school level is
crucial in maintaining the quality of education across different regions
of the Philippines. Programs like the School-Based Management
(SBM) initiative empower schools to take an active role in evaluating
and improving their curricula.
6.5 Models of Curriculum Evaluation
Several models guide curriculum evaluation, each offering a unique
perspective on assessing the effectiveness of educational programs.
Understanding these models is essential for education students as they
prepare to contribute to curriculum development and evaluation efforts.
1. Tyler’s Objective-Centered Model:
 Focuses on evaluating whether the curriculum meets its predefined
objectives. Tyler’s model is straightforward and widely used in the
initial stages of curriculum evaluation.
2. Stufflebeam’s CIPP Model:
 Context Evaluation: Assesses the needs and environment to
determine the curriculum’s relevance.
 Input Evaluation: Analyzes resources and strategies for curriculum
implementation.
 Process Evaluation: Monitors the implementation process.
 Product Evaluation: Measures the outcomes and impacts of the
curriculum.
The CIPP model is particularly useful in complex educational settings like the
Philippines, where multiple factors influence curriculum effectiveness.
3. Stake’s Responsive Model:
 Focuses on the experiences of students, teachers, and other
stakeholders. Stake’s model emphasizes qualitative data and the
importance of understanding the curriculum’s impact from multiple
perspectives.
4. Eisner’s Connoisseurship Model:
 This model views curriculum evaluation as an art form, focusing on the
evaluators’ expertise and judgment. Eisner’s approach is less
structured than other models, emphasizing the evaluator’s ability to
appreciate and critique the curriculum.
Philippine Context:
 In the Philippines, the CIPP model is widely applied in evaluating major
educational reforms, such as the K-12 program. The model’s
comprehensive approach allows for a thorough analysis of the
curriculum’s context, inputs, processes, and outcomes, ensuring that it
meets the diverse needs of Filipino students.
Conclusion
Curriculum evaluation is a multifaceted process that plays a crucial role in
ensuring the quality and relevance of education. From classroom-level
assessments to school-wide evaluations and the application of various
models, curriculum evaluation helps educators and policymakers
continuously improve educational programs. In the Philippines, where
educational needs are diverse and dynamic, understanding and applying
effective curriculum evaluation practices is essential for achieving national
education goals and improving student outcomes. Filipino education
students must be well-versed in these concepts to contribute effectively to
the ongoing development and refinement of the country's educational
system.

Slide 1: Title Slide

Chapter 6: Curriculum Evaluation

Slide 2: Overview
6.1 Curriculum Evaluation
 Definition: Systematic process to assess the value and effectiveness of
a curriculum.
 Goal: Ensure curriculum meets educational objectives and responds to
student and societal needs.

Slide 3: Key Theorists and Concepts

 Ralph Tyler (1902-1994)
o Importance: Clear objectives and assessment.
o Influence: Foundation for global curriculum evaluation.
  Michael Scriven (1928-present)
o Contribution: Formative vs. Summative Evaluation.
 Stufflebeam’s CIPP Model (1960s)
o Framework: Context, Input, Process, Product.

Slide 4: Purposes of Curriculum Evaluation

1. Improvement of Curriculum Design and Implementation
 Formative Evaluation
 Summative Evaluation
2. Accountability
 Evidence of success or areas needing improvement.
3. Informed Decision-Making
 Data informs changes, resource allocation, policy.
4. Alignment with Educational Goals
 Ensures consistency and quality across the system.

Slide 5: Historical Context

 Enhanced Basic Education Act of 2013 (RA 10533)
o Introduced K-12 program.
o Emphasized importance of curriculum evaluation.

Slide 6: Curriculum Evaluation in the Classroom

Key Practices:
 Classroom-Based Formative Assessment
 Student Feedback
Impact:
 Teacher Professional Development
 Student-Centered Learning
Philippine Context:
 Results-Based Performance Management System (RPMS).

Slide 7: Curriculum Evaluation at the School/System Level

Key Components:
 School-Wide Assessment Programs
 Program Review and Development
Impact:
 Curriculum Coherence
 Resource Allocation
Philippine Context:
 DepEd’s role and School-Based Management (SBM) initiative.

Slide 8: Models of Curriculum Evaluation

1. Tyler’s Objective-Centered Model
 Focus: Meeting predefined objectives.
2. Stufflebeam’s CIPP Model
 Context, Input, Process, Product.
3. Stake’s Responsive Model
 Focus: Experiences and qualitative data.
4. Eisner’s Connoisseurship Model
 Focus: Evaluator’s expertise and judgment.
Philippine Context:
 Application of CIPP model in major reforms.

Slide 9: Conclusion
 Curriculum evaluation ensures quality and relevance.
 Importance for educators and policymakers in the Philippines.
 Essential for contributing to educational improvement.

Feel free to adjust or expand any sections as needed for your presentation.

Chapter 6: Curriculum Evaluation

6.1 Curriculum Evaluation
Curriculum Evaluation is a systematic process that involves assessing the
effectiveness, efficiency, and relevance of an educational curriculum. This
process is vital to ensure that the educational objectives align with the
learning outcomes, teaching strategies, and assessment methods.
Curriculum evaluation provides feedback for curriculum developers,
educators, and policymakers, guiding necessary revisions and
improvements.
Key Concepts and Theories in Curriculum Evaluation
1. Ralph Tyler (1902-1994): Tyler is often considered the father of
modern curriculum evaluation. His "Tyler Rationale," developed in the
1940s, laid the foundation for systematic curriculum evaluation. Tyler
proposed that evaluation should focus on four fundamental questions:
o What educational purposes should the school seek to attain?
o What educational experiences can be provided to attain these
purposes?
o How can these educational experiences be effectively organized?
o How can we determine whether these purposes are being
attained?
Tyler's model emphasized the alignment of objectives, learning experiences,
and evaluation methods. His work greatly influenced curriculum
development and evaluation practices in the Philippines and globally.
 2. Michael Scriven (1928-present): Scriven introduced the concept of
formative and summative evaluation in the 1960s. Formative
evaluation refers to ongoing assessments aimed at improving the
curriculum during its development or implementation. Summative
evaluation, on the other hand, assesses the overall effectiveness of the
curriculum after it has been implemented. This distinction is crucial for
curriculum evaluation in the Philippines, where continuous
improvement is essential due to the dynamic nature of educational
needs.
3. Stufflebeam’s CIPP Model (1960s): Daniel Stufflebeam developed
the CIPP (Context, Input, Process, and Product) model, which provides
a comprehensive framework for curriculum evaluation:
o Context Evaluation: Assesses the environment and identifies
needs to set appropriate objectives.
o Input Evaluation: Examines the resources, strategies, and
plans used to meet the objectives.
o Process Evaluation: Monitors the implementation of the
curriculum.
o Product Evaluation: Measures the outcomes and impacts of
the curriculum.
The CIPP model is widely used in the Philippines, particularly in evaluating
the effectiveness of the K-12 curriculum and other educational reforms.
Historical Context and Contributions
1. Philippine Education System and Curriculum Reforms:
o Education Act of 1982: This act established a more structured
approach to curriculum development and evaluation in the
Philippines. It emphasized the need for continuous curriculum
evaluation to ensure that educational programs meet the needs
of Filipino students.
o The Enhanced Basic Education Act of 2013 (RA 10533):
This law, which introduced the K-12 program, also highlighted
the importance of curriculum evaluation. The Department of
Education (DepEd) has since implemented various evaluation
frameworks to assess the effectiveness of the K-12 curriculum.
2. Significant Events and Milestones:
o Philippine Normal University (PNU) as the National Center
for Teacher Education (2009): PNU plays a crucial role in
curriculum evaluation by providing research, training, and
resources for educators across the country. The institution’s
efforts in curriculum evaluation help shape national education
policies.
o Introduction of the Results-Based Performance
Management System (RPMS): This system evaluates teachers
and schools based on their performance, with a significant focus
on the effectiveness of curriculum delivery. The RPMS is a tool
 used to align educational practices with the goals of the
curriculum.
Impact on Philippine Education
1. Improvement of Curriculum Quality:
o Continuous curriculum evaluation has led to significant
improvements in the quality of education in the Philippines. By
regularly assessing and revising curricula, the education system
can address emerging challenges, integrate new knowledge, and
better prepare students for the future.
2. Informed Policy-Making:
o Curriculum evaluation provides essential data for policymakers.
This information helps in making informed decisions about
curriculum changes, resource allocation, and teacher training
programs. The evaluation process ensures that educational
policies are responsive to the needs of Filipino learners.
3. Enhanced Teaching and Learning:
o Teachers benefit from curriculum evaluation as it provides
insights into effective teaching strategies and areas for
professional development. Students, in turn, receive a more
relevant and engaging education that equips them with the skills
needed for success in a rapidly changing world.
Conclusion
Curriculum evaluation is a critical component of the education system,
ensuring that curricula remain relevant, effective, and aligned with
educational goals. The contributions of key figures like Ralph Tyler, Michael
Scriven, and Daniel Stufflebeam, along with the efforts of Philippine
institutions and reforms, have shaped the way curriculum evaluation is
conducted in the country. For Filipino education students, understanding the
history, theories, and impact of curriculum evaluation is essential for
contributing to the ongoing improvement of education in the Philippines.

Slide 1: Title Slide

Chapter 6: Curriculum Evaluation

Slide 2: Overview
6.1 Curriculum Evaluation
 Definition: Systematic process to assess the effectiveness,
efficiency, and relevance of an educational curriculum.
 Purpose: Align educational objectives with learning outcomes,
teaching strategies, and assessment methods. Provides
feedback for curriculum improvements.

Slide 3: Key Concepts and Theories in Curriculum Evaluation

1. Ralph Tyler (1902-1994)
 Tyler Rationale:
 o What educational purposes should the school seek to
attain?
o What educational experiences can be provided to attain
these purposes?
o How can these experiences be effectively organized?
o How can we determine whether these purposes are being
attained?
 Impact: Influenced curriculum development and evaluation
practices globally and in the Philippines.

Slide 4: Key Concepts and Theories in Curriculum Evaluation (cont.)

2. Michael Scriven (1928-present)
 Formative vs. Summative Evaluation:
o Formative: Ongoing assessments for improvement.
o Summative: Overall effectiveness after implementation.
 Relevance: Essential for continuous improvement in the
dynamic Philippine educational context.
3. Stufflebeam’s CIPP Model (1960s)
 Framework:
o Context Evaluation: Assess needs and set objectives.
o Input Evaluation: Analyze resources and strategies.
o Process Evaluation: Monitor implementation.
o Product Evaluation: Measure outcomes and impacts.
 Application: Widely used in evaluating the K-12 curriculum and
reforms in the Philippines.

Slide 5: Historical Context and Contributions

1. Philippine Education System and Curriculum Reforms
 Education Act of 1982: Established structured curriculum
development and evaluation.
 Enhanced Basic Education Act of 2013 (RA 10533): Introduced
K-12 program and emphasized evaluation. DepEd's frameworks
assess K-12 effectiveness.
2. Significant Events and Milestones
 Philippine Normal University (PNU) (2009): National Center for
Teacher Education, shaping national education policies.
 Results-Based Performance Management System (RPMS):
Evaluates teachers and schools, focusing on curriculum
delivery effectiveness.

Slide 6: Impact on Philippine Education

1. Improvement of Curriculum Quality
 Continuous evaluation leads to better educational quality,
addressing challenges, and integrating new knowledge.
2. Informed Policy-Making
  Provides data for decisions on curriculum changes, resource
allocation, and teacher training.
3. Enhanced Teaching and Learning
 Insights from evaluation help teachers refine strategies and
offer relevant, engaging education for students.

Slide 7: Conclusion
 Importance: Ensures curricula remain relevant, effective, and
aligned with educational goals.
 Contributions: Key figures like Ralph Tyler, Michael Scriven,
and Daniel Stufflebeam shaped curriculum evaluation
practices.
 For Filipino Education Students: Understanding the history,
theories, and impact of curriculum evaluation is crucial for
improving education in the Philippines.

Feel free to modify or expand upon any sections to better fit your
needs.

Chapter 6: Curriculum Evaluation

6.2 Purposes of Curriculum Evaluation
Curriculum Evaluation is a critical process in education that serves
multiple purposes, all aimed at enhancing the effectiveness of educational
programs. By systematically assessing a curriculum's design,
implementation, and outcomes, educators and policymakers can make
informed decisions that directly impact teaching and learning quality.
Key Purposes of Curriculum Evaluation
1. Improvement of Curriculum Design and Implementation
One of the primary purposes of curriculum evaluation is to refine and
improve the curriculum. This process involves identifying strengths and
weaknesses in the curriculum's design and implementation, allowing for
targeted revisions that enhance its effectiveness.
o Ralph Tyler (1902-1994): Often referred to as the father of
curriculum evaluation, Tyler emphasized the importance of
aligning educational objectives with teaching methods and
assessment strategies. His approach to curriculum evaluation
was centered on continuous improvement, ensuring that
educational programs remain relevant and effective over time.
o Michael Scriven (1928-present): Scriven introduced the
concepts of formative and summative evaluation. Formative
 evaluation, in particular, is crucial for curriculum improvement as
it provides ongoing feedback during curriculum development and
implementation. In the Philippines, formative evaluation has
been integrated into various curriculum reforms, such as the K-
12 program, to ensure that the curriculum evolves to meet
changing educational needs.
Philippine Context: The continuous improvement of the curriculum is vital
in the Philippine education system, especially with the implementation of the
K-12 curriculum. Evaluation processes help identify areas that require
adjustment, such as the inclusion of new competencies or the revision of
teaching strategies to better meet student needs.
2. Accountability
Curriculum evaluation also serves the purpose of ensuring accountability
within the education system. By evaluating the curriculum, educational
institutions can demonstrate to stakeholders—students, parents, teachers,
and policymakers—that they are delivering a quality education that meets
established standards.
o Daniel Stufflebeam’s CIPP Model: The CIPP (Context, Input,
Process, and Product) model of evaluation emphasizes
accountability by assessing all aspects of the curriculum, from
planning and resources to implementation and outcomes. This
comprehensive approach ensures that every stage of the
curriculum development process is scrutinized for effectiveness
and efficiency.
Philippine Context: In the Philippines, curriculum evaluation is used to
ensure that educational programs meet the standards set by the Department
of Education (DepEd). For example, the Results-Based Performance
Management System (RPMS) for teachers includes curriculum evaluation as a
key component, ensuring that educators are held accountable for delivering
high-quality instruction.
3. Informed Decision-Making
Effective curriculum evaluation provides the data necessary for informed
decision-making at all levels of the education system. Whether revising an
existing curriculum, adopting new teaching strategies, or allocating
resources, evaluation data is crucial for making decisions that positively
impact student learning.
o Tyler’s Objective-Centered Approach: Tyler's focus on
setting clear educational objectives and evaluating whether they
are being met is fundamental to informed decision-making. His
approach ensures that decisions about the curriculum are based
on objective data, leading to more effective educational
programs.
Philippine Context: The Enhanced Basic Education Act of 2013 (RA 10533),
which introduced the K-12 program, was the result of extensive curriculum
evaluation and data analysis. The decision to extend the basic education
cycle in the Philippines was based on evidence showing the need for a more
comprehensive and globally competitive education system.
4. Alignment with Educational Goals
Another crucial purpose of curriculum evaluation is to ensure that the
curriculum aligns with broader educational goals and standards. This
alignment ensures that students receive an education that prepares them for
future academic and professional success.
o Tyler’s Rationale: Tyler’s work emphasized the importance of
aligning curriculum objectives with the overarching goals of
education. This approach ensures that every aspect of the
curriculum—from content to assessment—supports the broader
mission of the educational institution.
Philippine Context: In the Philippines, curriculum alignment is essential to
ensure that students are prepared to meet both national and international
standards. The K-12 curriculum was designed with this alignment in mind,
integrating global competencies and skills necessary for success in a rapidly
changing world.
5. Responding to Emerging Needs and Challenges
Curriculum evaluation allows educators and policymakers to respond to
emerging needs and challenges in education. As society evolves, so do the
skills and knowledge required for success. Curriculum evaluation helps
ensure that educational programs remain relevant and responsive to these
changes.
o Michael Fullan (1940-present): Fullan’s work on educational
change highlights the importance of continuous evaluation and
adaptation in response to emerging challenges. His emphasis on
systemic change is particularly relevant in the context of
curriculum evaluation, where the goal is to ensure that education
remains relevant in a dynamic world.
Philippine Context: The ongoing evaluation of the K-12 curriculum in the
Philippines reflects this purpose. As new technologies, industries, and
societal needs emerge, the curriculum must be continually assessed and
updated to prepare students for the future. The integration of 21st-century
skills into the curriculum is a direct response to these emerging challenges.
Impact on Philippine Education
1. Enhanced Curriculum Quality:
 Through regular curriculum evaluation, the quality of education in the
Philippines has improved. By identifying gaps and areas for
enhancement, educators can make necessary revisions that lead to a
more effective and relevant curriculum.
2. Policy Development and Reform:
 Curriculum evaluation data has been instrumental in shaping
educational policies and reforms in the Philippines. The introduction of
the K-12 program, for instance, was heavily influenced by the need to
align the Philippine education system with international standards.
3. Teacher Professional Development:
  Curriculum evaluation also informs teacher training and professional
development programs. By understanding the strengths and
weaknesses of the curriculum, educators can receive targeted training
that enhances their ability to deliver high-quality instruction.
Conclusion
The purposes of curriculum evaluation are multifaceted, encompassing the
improvement of curriculum design, accountability, informed decision-making,
alignment with educational goals, and responsiveness to emerging
challenges. In the Philippines, where the education system is continually
evolving to meet the needs of a diverse and dynamic population, curriculum
evaluation plays a crucial role in ensuring that educational programs are
effective, relevant, and aligned with national and global standards. For
Filipino education students, understanding these purposes is essential for
contributing to the ongoing development and improvement of the country's
education system.

Slide 1: Title Slide

Chapter 6: Curriculum Evaluation
6.2 Purposes of Curriculum Evaluation

Slide 2: Overview
Curriculum Evaluation
 Critical process aimed at enhancing educational programs.
 Involves assessing curriculum design, implementation, and outcomes.
 Supports informed decisions impacting teaching and learning quality.

Slide 3: Key Purposes of Curriculum Evaluation

1. Improvement of Curriculum Design and Implementation
o Refines and enhances the curriculum.
o Identifies strengths and weaknesses for targeted revisions.

Slide 4: Improvement of Curriculum Design and Implementation

(cont.)
Ralph Tyler (1902-1994)
 Emphasized alignment of objectives, methods, and assessment.
 Focused on continuous improvement for relevance and effectiveness.
Michael Scriven (1928-present)
 Introduced formative and summative evaluation.
 Formative evaluation provides ongoing feedback for improvement.
Philippine Context
 Continuous improvement in the K-12 curriculum.
 Evaluation processes identify areas for adjustment and refinement.

Slide 5: Key Purposes of Curriculum Evaluation (cont.)

2. Accountability
 o Ensures quality education and adherence to standards.

Slide 6: Accountability (cont.)

Daniel Stufflebeam’s CIPP Model
 Context: Assesses needs and sets objectives.
 Input: Evaluates resources and strategies.
 Process: Monitors implementation.
 Product: Measures outcomes and impacts.
Philippine Context
 Ensures compliance with DepEd standards.
 RPMS includes curriculum evaluation for educator accountability.

Slide 7: Key Purposes of Curriculum Evaluation (cont.)

3. Informed Decision-Making
o Provides data for decisions on revisions, strategies, and resource
allocation.

Slide 8: Informed Decision-Making (cont.)

Tyler’s Objective-Centered Approach
 Focuses on clear objectives and data-driven decisions.
Philippine Context
 Enhanced Basic Education Act (RA 10533) driven by curriculum
evaluation and data analysis.

Slide 9: Key Purposes of Curriculum Evaluation (cont.)

4. Alignment with Educational Goals
o Ensures curriculum supports broader educational goals and
standards.

Slide 10: Alignment with Educational Goals (cont.)

Tyler’s Rationale
 Aligns curriculum objectives with educational goals.
Philippine Context
 K-12 curriculum aligns with national and international standards.
 Integrates global competencies and skills.

Slide 11: Key Purposes of Curriculum Evaluation (cont.)

5. Responding to Emerging Needs and Challenges
o Adapts curriculum to societal changes and evolving skills
requirements.

Slide 12: Responding to Emerging Needs and Challenges (cont.)

Michael Fullan (1940-present)
 Emphasizes continuous evaluation and adaptation for relevance.
Philippine Context
  Ongoing evaluation of K-12 to address new technologies and societal
needs.
 Integration of 21st-century skills into the curriculum.

Slide 13: Impact on Philippine Education

1. Enhanced Curriculum Quality
o Regular evaluation leads to improved education quality and
relevance.
2. Policy Development and Reform
o Data informs policies and reforms, such as the K-12 program.
3. Teacher Professional Development
o Evaluation insights guide targeted teacher training and
development.

Slide 14: Conclusion

 Curriculum evaluation is vital for improving design, ensuring
accountability, making informed decisions, aligning with goals, and
responding to challenges.
 Crucial for evolving the Philippine education system and meeting
national and global standards.
 Essential for Filipino education students to understand and contribute
to educational development.

Feel free to adjust or add any additional details based on your specific
needs!

Comprehensive Discussion on Chapter 6: Curriculum Evaluation

6.3 Curriculum Evaluation in the Classroom

Curriculum evaluation in the classroom is a vital component of the

educational process, directly influencing how teachers assess the
effectiveness of their teaching methods and the learning experiences of their
students. This evaluation is not only about measuring student achievement
but also about ensuring that the curriculum is being delivered in a way that
meets the intended learning objectives and caters to the diverse needs of
students.
Key Aspects of Curriculum Evaluation in the Classroom
1. Formative Evaluation: Ongoing Feedback for Improvement
o John Dewey (1859-1952): Dewey, a prominent American
philosopher and educator, emphasized the importance of
experiential learning and reflective practice in education. His
ideas underpin the concept of formative evaluation, which
 involves the continuous assessment of both teaching and
learning processes. In the classroom, formative evaluation allows
teachers to adjust their instruction based on real-time feedback
from students, ensuring that learning objectives are being met
effectively.
o Michael Scriven: Scriven introduced the concept of formative
evaluation, highlighting its role in providing ongoing feedback
during the instructional process. This type of evaluation is crucial
in the classroom setting, where teachers need to make
immediate adjustments to their teaching strategies to enhance
student learning outcomes.
Philippine Context: In the Philippines, formative evaluation is an integral
part of daily classroom activities. Teachers use various methods, such as
quizzes, class discussions, and peer assessments, to gauge student
understanding and progress. This approach aligns with the Department of
Education's emphasis on student-centered learning, where instruction is
tailored to meet the unique needs of each learner.
2. Summative Evaluation: Measuring Achievement at the End of
Instruction
o Benjamin Bloom (1913-1999): Bloom, an American
educational psychologist, is best known for developing Bloom's
Taxonomy, a framework for categorizing educational goals. His
work has had a significant impact on summative evaluation in
the classroom, where assessments are designed to measure
student achievement against specific learning objectives.
o Tyler’s Objective-Centered Model: Ralph Tyler’s model,
which focuses on evaluating whether students have achieved
predetermined educational objectives, is foundational to
summative evaluation. In the classroom, summative
assessments such as exams, final projects, and standardized
tests are used to evaluate the extent to which students have
mastered the curriculum content.
Philippine Context: Summative evaluation is widely practiced in Philippine
classrooms, particularly in the form of periodic exams and end-of-term
assessments. These evaluations are used to determine students' grades and
overall academic performance, as well as to identify areas where further
instruction or remediation may be needed.
3. Diagnostic Evaluation: Identifying Learning Needs and
Challenges
o Lev Vygotsky (1896-1934): Vygotsky’s theory of the Zone of
Proximal Development (ZPD) emphasizes the importance of
understanding where a student currently stands in their learning
journey and identifying the next steps for their development.
Diagnostic evaluation in the classroom serves this purpose by
assessing students’ prior knowledge, skills, and potential
learning challenges before instruction begins.
 o Howard Gardner (1943-present): Gardner’s theory of Multiple
Intelligences highlights the diversity of students' learning styles
and abilities. Diagnostic evaluation is essential in identifying
these differences, allowing teachers to tailor their instruction to
meet the varied needs of their students.
Philippine Context: In the Philippines, diagnostic evaluation is often
conducted at the beginning of the school year or before introducing a new
topic. Teachers use tools like pre-tests, interviews, and observational
assessments to identify students' strengths and weaknesses, which helps in
planning appropriate instructional strategies.
4. Authentic Assessment: Evaluating Real-World Application of
Skills
o Grant Wiggins (1950-2015): Wiggins was a strong advocate
for authentic assessment, which involves evaluating students'
ability to apply what they have learned in real-world contexts. In
the classroom, this might include projects, portfolios, and
performance-based tasks that require students to demonstrate
their understanding and skills in practical, meaningful ways.
Philippine Context: The use of authentic assessment has been increasingly
promoted in the Philippine education system, particularly in the context of
the K-12 curriculum. Teachers are encouraged to design assessments that go
beyond traditional paper-and-pencil tests, focusing instead on tasks that
reflect real-life challenges and applications of knowledge.
5. Differentiated Instruction and Evaluation
o Carol Ann Tomlinson (1944-present): Tomlinson’s work on
differentiated instruction emphasizes the need to tailor teaching
and assessment methods to the diverse needs of students. In the
classroom, this means using a variety of evaluation strategies to
accommodate different learning styles, abilities, and interests.
Philippine Context: Differentiated instruction and evaluation are
particularly relevant in the Philippines, where classrooms often include
students with diverse backgrounds and abilities. Teachers are trained to use
a range of assessment tools to ensure that all students are given the
opportunity to demonstrate their learning in ways that suit their individual
needs.
Impact on Philippine Education
1. Enhancing Student-Centered Learning:
 Curriculum evaluation in the classroom supports the shift towards
student-centered learning, where instruction is tailored to meet the
unique needs and learning styles of each student. This approach is
aligned with the Philippine government's education reforms, which
prioritize the development of 21st-century skills.
2. Improving Instructional Practices:
 By continuously evaluating the effectiveness of their teaching
strategies, Filipino educators can refine their instructional practices,
 leading to improved student outcomes. This process is critical in
addressing the diverse needs of students in Philippine classrooms.
3. Aligning with National Education Goals:
 Classroom-based curriculum evaluation helps ensure that educational
practices align with the broader goals of the Philippine education
system, such as increasing literacy rates, enhancing critical thinking
skills, and preparing students for global competitiveness.
4. Supporting Inclusive Education:
 Through differentiated evaluation and the use of diagnostic tools,
curriculum evaluation in the classroom contributes to more inclusive
education in the Philippines. This approach ensures that all students,
regardless of their abilities or backgrounds, have access to quality
education and are assessed fairly.
Conclusion
Curriculum evaluation in the classroom is a multifaceted process that plays a
crucial role in enhancing the quality of education. It involves a range of
evaluation types, from formative to summative, diagnostic, and authentic
assessments, all aimed at improving student learning and instructional
effectiveness. In the Philippine context, these evaluation practices are
essential for addressing the diverse needs of students, supporting student-
centered learning, and aligning with national education goals. For Filipino
education students, understanding the principles and practices of curriculum
evaluation in the classroom is key to becoming effective educators who can
contribute to the ongoing improvement of the country's education system.

Slide 1: Title Slide

Chapter 6: Curriculum Evaluation
6.3 Curriculum Evaluation in the Classroom

Slide 2: Overview
Curriculum Evaluation in the Classroom
 Vital for assessing teaching methods and learning experiences.
 Ensures curriculum delivery meets learning objectives and student
needs.

Slide 3: Key Aspects of Curriculum Evaluation

1. Formative Evaluation: Ongoing Feedback for Improvement

Slide 4: Formative Evaluation

John Dewey (1859-1952)
 Emphasized experiential learning and reflective practice.
 Formative evaluation involves continuous assessment and real-time
feedback.
Michael Scriven
  Introduced formative evaluation for ongoing feedback during
instruction.
Philippine Context
 Daily formative evaluations through quizzes, discussions, and peer
assessments.
 Aligns with student-centered learning as emphasized by DepEd.

Slide 5: Key Aspects of Curriculum Evaluation (cont.)

2. Summative Evaluation: Measuring Achievement at the End of
Instruction

Slide 6: Summative Evaluation

Benjamin Bloom (1913-1999)
 Developed Bloom’s Taxonomy for categorizing educational goals.
 Summative evaluations measure achievement against learning
objectives.
Tyler’s Objective-Centered Model
 Evaluates if students have met predetermined objectives through
assessments.
Philippine Context
 Periodic exams and end-of-term assessments determine student
grades and performance.

Slide 7: Key Aspects of Curriculum Evaluation (cont.)

3. Diagnostic Evaluation: Identifying Learning Needs and
Challenges

Slide 8: Diagnostic Evaluation

Lev Vygotsky (1896-1934)
 Emphasized understanding students' current knowledge and next
learning steps.
Howard Gardner (1943-present)
 Highlighted diverse learning styles and abilities.
 Diagnostic evaluation identifies strengths and challenges.
Philippine Context
 Pre-tests, interviews, and observational assessments used to tailor
instruction.

Slide 9: Key Aspects of Curriculum Evaluation (cont.)

4. Authentic Assessment: Evaluating Real-World Application of
Skills

Slide 10: Authentic Assessment

Grant Wiggins (1950-2015)
 Advocated for assessing students' real-world application of skills.
 Includes projects, portfolios, and performance-based tasks.
Philippine Context
 Increased emphasis on authentic assessment in the K-12 curriculum.

Slide 11: Key Aspects of Curriculum Evaluation (cont.)

5. Differentiated Instruction and Evaluation

Slide 12: Differentiated Instruction and Evaluation

Carol Ann Tomlinson (1944-present)
 Focused on tailoring teaching and assessment to diverse student
needs.
Philippine Context
 Differentiated strategies accommodate diverse backgrounds and
abilities.

Slide 13: Impact on Philippine Education

1. Enhancing Student-Centered Learning
o Supports personalized instruction and development of 21st-
century skills.
2. Improving Instructional Practices
o Refines teaching strategies for better student outcomes.
3. Aligning with National Education Goals
o Ensures educational practices meet literacy, critical thinking, and
global competitiveness goals.
4. Supporting Inclusive Education
o Promotes fair assessment and quality education for all students.

Slide 14: Conclusion

Curriculum Evaluation in the Classroom
 Involves formative, summative, diagnostic, and authentic assessments.
 Crucial for improving teaching quality and meeting diverse student
needs.
 Essential for Filipino education students to understand for effective
teaching and contribution to educational improvement.

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Comprehensive Discussion on Chapter 6: Curriculum Evaluation
6.4 Curriculum Evaluation at the School or School System Level

Curriculum evaluation at the school or school system level involves

assessing the effectiveness and efficiency of the curriculum across an entire
school or district. This type of evaluation is crucial for ensuring that the
educational program aligns with broader educational goals, meets the needs
of the community, and prepares students for future challenges. It also serves
as a basis for making decisions about curriculum revisions, resource
allocation, and professional development.
Key Aspects of Curriculum Evaluation at the School or School
System Level
1. Systematic Evaluation Frameworks
o Ralph Tyler (1902-1994): Tyler, often referred to as the "father
of educational evaluation," developed a systematic approach to
curriculum evaluation that is still widely used today. His model,
known as the "Tyler Rationale," involves identifying educational
purposes, selecting learning experiences, organizing
experiences, and evaluating the outcomes. At the school or
school system level, Tyler’s framework is essential for assessing
whether the curriculum meets its objectives across the entire
institution.
Philippine Context: Tyler’s influence is evident in the Philippine education
system, where schools are encouraged to adopt systematic evaluation
processes to ensure that the curriculum aligns with the goals of the
Department of Education (DepEd). This systematic approach helps schools in
the Philippines maintain a high standard of education and continuously
improve their curriculum.
2. Context, Input, Process, Product (CIPP) Model
o Daniel Stufflebeam (1936-2017): Stufflebeam’s CIPP model is
a comprehensive framework for curriculum evaluation that
focuses on four key components: Context (assessing needs and
objectives), Input (evaluating resources and strategies), Process
(monitoring the implementation), and Product (assessing
outcomes). This model is particularly useful at the school or
system level, where it provides a holistic view of the curriculum’s
effectiveness.
Philippine Context: The CIPP model is highly applicable in the Philippine
education system, where schools are required to evaluate not just the
content of the curriculum but also the processes involved in its delivery.
Schools use this model to ensure that all aspects of the curriculum, from
planning to implementation to outcomes, are functioning effectively.
3. School-Based Management (SBM) and Curriculum Evaluation
o David Hopkins: Hopkins, a leading figure in educational reform,
emphasized the importance of school-based management (SBM)
in improving educational outcomes. SBM involves giving schools
 more autonomy in decision-making, including curriculum
evaluation. This approach allows schools to tailor their curriculum
to the specific needs of their students and community, making
the evaluation process more relevant and impactful.
Philippine Context: In the Philippines, SBM has been implemented as part
of the Basic Education Sector Reform Agenda (BESRA). Schools are given the
responsibility to evaluate their curriculum, ensuring that it meets the unique
needs of their students while aligning with national educational goals. This
localized approach to curriculum evaluation has empowered schools to make
data-driven decisions that enhance the quality of education.
4. Accreditation and Quality Assurance
o Malcolm Knowles (1913-1997): Known for his work in adult
education, Knowles also contributed to the development of
accreditation processes, which are crucial for curriculum
evaluation at the system level. Accreditation involves an external
evaluation of a school’s curriculum to ensure it meets certain
standards of quality. This process is essential for maintaining the
credibility and effectiveness of educational institutions.
Philippine Context: In the Philippines, schools undergo accreditation by
various bodies, such as the Philippine Accrediting Association of Schools,
Colleges, and Universities (PAASCU). This external evaluation helps schools
maintain high standards of education and ensures that their curriculum is up-
to-date and relevant to current educational demands.
5. Use of Data and Analytics in Curriculum Evaluation
o Michael Fullan (1940-present): Fullan, a prominent
educational researcher, has highlighted the importance of using
data and analytics in educational reform. At the school or system
level, data-driven decision-making is critical for evaluating the
effectiveness of the curriculum. Schools collect and analyze data
on student performance, teacher effectiveness, and resource
allocation to make informed decisions about curriculum changes.
Philippine Context: The use of data in curriculum evaluation is becoming
increasingly common in the Philippines. Schools are encouraged to use data
analytics to track student progress, identify areas for improvement, and
make evidence-based decisions about curriculum adjustments. This data-
driven approach helps ensure that the curriculum is responsive to the needs
of students and aligned with the goals of the DepEd.
Impact on Philippine Education
1. Aligning with National Education Goals:
 Curriculum evaluation at the school or system level ensures that
schools are meeting the educational goals set by the DepEd. This
alignment is crucial for maintaining consistency in educational
standards across the country and for ensuring that all students have
access to a high-quality education.
2. Enhancing Curriculum Relevance and Responsiveness:
  Through systematic evaluation, schools can ensure that their
curriculum remains relevant to the needs of their students and the
demands of the 21st century. This is particularly important in the
Philippine context, where there is a strong emphasis on developing
students’ skills in areas such as critical thinking, problem-solving, and
digital literacy.
3. Improving Accountability and Transparency:
 School-level curriculum evaluation promotes accountability by ensuring
that schools are held responsible for the quality of their educational
programs. In the Philippines, this is reinforced through processes such
as accreditation and school-based management, which require schools
to demonstrate the effectiveness of their curriculum.
4. Supporting Continuous Improvement:
 Regular curriculum evaluation at the school or system level fosters a
culture of continuous improvement. Schools are encouraged to
regularly review and revise their curriculum based on feedback from
stakeholders, including students, parents, teachers, and the
community. This process ensures that the curriculum remains dynamic
and responsive to changing educational needs.
5. Promoting Equity in Education:
 By evaluating the curriculum at the school or system level, educators
can identify and address disparities in educational access and
outcomes. In the Philippines, this is particularly important for ensuring
that all students, regardless of their background or location, have
access to quality education that prepares them for future success.
Conclusion
Curriculum evaluation at the school or school system level is a critical
process that ensures the effectiveness, relevance, and equity of educational
programs. By employing systematic frameworks like the Tyler Rationale and
the CIPP model, using data-driven decision-making, and engaging in
accreditation and school-based management, schools can continuously
improve their curriculum to meet the needs of their students and
community. In the Philippines, these practices are essential for aligning the
curriculum with national education goals, promoting accountability, and
ensuring that all students receive a high-quality education. Understanding
these principles and practices is vital for Filipino education students, as they
prepare to contribute to the ongoing development and improvement of the
country's education system.

Slide 1: Title Slide

Chapter 6: Curriculum Evaluation
6.4 Curriculum Evaluation at the School or School System Level

Slide 2: Overview
Curriculum Evaluation at the School or School System Level
  Assess effectiveness and efficiency across an entire school or district.
 Ensures alignment with educational goals, meets community needs,
and prepares students for future challenges.

Slide 3: Key Aspects of Curriculum Evaluation

1. Systematic Evaluation Frameworks

Slide 4: Systematic Evaluation Frameworks

Ralph Tyler (1902-1994)
 Developed the "Tyler Rationale": Identifying purposes, selecting
experiences, organizing experiences, and evaluating outcomes.
Philippine Context
 Tyler’s framework influences Philippine schools, ensuring curriculum
alignment with DepEd goals and continuous improvement.

Slide 5: Key Aspects of Curriculum Evaluation (cont.)

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

Slide 6: CIPP Model

Daniel Stufflebeam (1936-2017)
 Comprehensive framework: Context, Input, Process, Product.
 Provides a holistic view of curriculum effectiveness.
Philippine Context
 Used to evaluate curriculum content, processes, and outcomes in
Philippine schools.

Slide 7: Key Aspects of Curriculum Evaluation (cont.)

3. School-Based Management (SBM) and Curriculum Evaluation

Slide 8: School-Based Management (SBM)

David Hopkins
 Emphasized SBM for improving outcomes by giving schools autonomy
in decision-making, including curriculum evaluation.
Philippine Context
 Implemented under BESRA, allowing schools to tailor curriculum and
make data-driven decisions.

Slide 9: Key Aspects of Curriculum Evaluation (cont.)

4. Accreditation and Quality Assurance

Slide 10: Accreditation and Quality Assurance

Malcolm Knowles (1913-1997)
 Contributed to accreditation processes to ensure curriculum meets
quality standards.
Philippine Context
  Accreditation by PAASCU helps maintain high educational standards
and relevance.

Slide 11: Key Aspects of Curriculum Evaluation (cont.)

5. Use of Data and Analytics in Curriculum Evaluation

Slide 12: Use of Data and Analytics

Michael Fullan (1940-present)
 Advocated for data-driven decision-making in educational reform.
Philippine Context
 Increasing use of data analytics for tracking progress and making
evidence-based curriculum adjustments.

Slide 13: Impact on Philippine Education

1. Aligning with National Education Goals
o Ensures consistency with DepEd goals and high-quality education
nationwide.
2. Enhancing Curriculum Relevance and Responsiveness
o Keeps curriculum relevant to student needs and 21st-century
demands.
3. Improving Accountability and Transparency
o Promotes responsibility and effectiveness through accreditation
and SBM.
4. Supporting Continuous Improvement
o Encourages regular review and revision based on stakeholder
feedback.
5. Promoting Equity in Education
o Identifies and addresses disparities, ensuring quality education
for all students.

Slide 14: Conclusion

Curriculum Evaluation at the School or System Level
 Essential for effectiveness, relevance, and equity of educational
programs.
 Involves systematic frameworks, data-driven decisions, and
accreditation.
 Vital for aligning curriculum with national goals and improving quality
in the Philippine education system.
 Understanding these principles is crucial for Filipino education students
to contribute effectively to educational development.

Feel free to customize or expand upon these slides based on your specific
needs or additional details you may want to include!
Chapter 6: Curriculum Evaluation
6.5 Models of Curriculum Evaluation
Curriculum evaluation models provide structured frameworks that guide
educators in assessing the effectiveness of educational programs. These
models have been developed by various scholars and are used globally,
including in the Philippines, to ensure that curricula meet educational goals
and respond to the needs of students and society. Below is a detailed
discussion of key models of curriculum evaluation, highlighting their
creators, historical context, contributions, and relevance to Philippine
education.
1. Tyler's Objective-Centered Model
 Creator: Ralph Tyler (1902-1994)
 Historical Context: Developed in the 1940s, Tyler's model emerged
from his work on the Eight-Year Study, which aimed to improve
secondary education in the United States.
 Core Principles: Tyler’s model is based on four fundamental
questions:
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to
attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being
attained?
Tyler emphasized that evaluation should be objective-centered, meaning it
should focus on whether students have achieved the intended learning
outcomes.
 Contribution: Tyler’s model is foundational in curriculum evaluation,
setting the stage for systematic and structured evaluation processes. It
laid the groundwork for subsequent models that expanded on his
ideas.
 Impact on Philippine Education: Tyler’s model has significantly
influenced curriculum development and evaluation in the Philippines.
The Department of Education (DepEd) utilizes similar approaches to
ensure that learning objectives are clearly defined and met across
various educational programs. Tyler’s influence is also evident in the
development of the K-12 curriculum, where clear objectives guide the
learning process.
2. CIPP Model (Context, Input, Process, Product)
 Creator: Daniel Stufflebeam (1936-2017)
 Historical Context: Stufflebeam introduced the CIPP model in the
1960s as a comprehensive framework for evaluating educational
programs.
 Core Principles:
 1. Context Evaluation: Assessing the needs, problems, and
opportunities within the educational environment.
2. Input Evaluation: Evaluating the resources, strategies, and
action plans available to achieve educational goals.
3. Process Evaluation: Monitoring the implementation of the
curriculum and identifying potential improvements.
4. Product Evaluation: Measuring the outcomes of the curriculum,
including student achievements and broader educational
impacts.
The CIPP model emphasizes continuous evaluation and feedback, making it
dynamic and adaptable to changes.
 Contribution: The CIPP model is widely regarded for its
comprehensive approach, covering all aspects of curriculum evaluation
from planning to outcomes. It encourages ongoing assessment and
improvement.
 Impact on Philippine Education: In the Philippines, the CIPP model
is used at various levels of the education system to ensure that
curricula are relevant, effective, and aligned with national goals. For
instance, during the implementation of the K-12 curriculum, the CIPP
model helped guide the evaluation process to ensure that the new
system met the needs of Filipino students. Schools and universities
often use this model to conduct thorough evaluations of their
programs, ensuring continuous improvement.
3. Stake’s Responsive Model
 Creator: Robert Stake (1927-2017)
 Historical Context: Developed in the 1970s, Stake’s model was a
response to the perceived rigidity of objective-based models like
Tyler’s.
 Core Principles: The Responsive Model is characterized by its focus
on the concerns and issues of stakeholders, rather than solely on pre-
set objectives. Stake’s model emphasizes the importance of context
and the need to adapt evaluation methods to the specific educational
environment.
 Contribution: Stake’s model introduced the idea that evaluation
should be responsive to the needs and concerns of those directly
involved in the educational process, such as teachers, students, and
parents. It highlights the importance of qualitative data, such as
observations and interviews, in addition to quantitative data.
 Impact on Philippine Education: The Responsive Model is
particularly relevant in the Philippine context, where the educational
environment can vary significantly across regions. This model allows
educators to tailor their evaluation methods to the specific needs and
contexts of their schools, ensuring that the curriculum remains
relevant and effective. In areas where resources are limited, or where
cultural factors play a significant role in education, Stake’s approach
provides a flexible and adaptive evaluation framework.
4. Scriven’s Goal-Free Evaluation Model
 Creator: Michael Scriven (1928-present)
 Historical Context: Introduced in the 1970s, Scriven’s Goal-Free
Evaluation Model was a departure from traditional goal-oriented
evaluations. It was developed as a critique of the overemphasis on
predefined goals in evaluation processes.
 Core Principles: The Goal-Free Evaluation Model focuses on
evaluating the actual outcomes of a curriculum without considering the
stated objectives. Evaluators assess the program based on what it
actually achieves, rather than what it was intended to achieve. This
approach allows for the discovery of unintended outcomes, both
positive and negative.
 Contribution: Scriven’s model is valuable for identifying the real
effects of a curriculum, beyond the limitations of its stated goals. It
provides a more holistic view of the curriculum’s impact.
 Impact on Philippine Education: In the Philippines, the Goal-Free
Evaluation Model can be particularly useful in contexts where
educational programs may have unforeseen consequences, such as in
the introduction of new technologies or teaching methods. By focusing
on actual outcomes, educators can gain a more accurate
understanding of a curriculum’s effectiveness and make necessary
adjustments.
5. Kirkpatrick’s Four-Level Model of Evaluation
 Creator: Donald Kirkpatrick (1924-2014)
 Historical Context: Originally developed in the 1950s for evaluating
training programs, Kirkpatrick’s model has since been adapted for use
in educational settings.
 Core Principles:
1. Reaction: Evaluating participants' immediate reactions to the
curriculum or training.
2. Learning: Assessing the knowledge or skills acquired during the
program.
3. Behavior: Observing changes in behavior or application of
learning in real-world settings.
4. Results: Measuring the broader impact of the program, such as
improvements in organizational performance or student
outcomes.
Kirkpatrick’s model is often used in professional development and training
but is also applicable to educational curricula.
 Contribution: The Four-Level Model is a practical and straightforward
framework that provides a clear pathway from immediate feedback to
long-term outcomes.
 Impact on Philippine Education: Kirkpatrick’s model is particularly
relevant for evaluating teacher training programs in the Philippines. By
assessing the impact of professional development on teachers’
 behavior and student outcomes, this model helps ensure that training
programs lead to meaningful improvements in classroom practice.
6. Countenance Model
 Creator: Robert E. Stake (1927-2017)
 Historical Context: The Countenance Model was introduced in the
1960s as an alternative to traditional evaluation models.
 Core Principles: The model emphasizes two main aspects of
evaluation: description and judgment. It involves documenting what
happens in the curriculum (description) and evaluating the merit or
worth of those happenings (judgment). The model is comprehensive,
involving both antecedents (conditions before the curriculum is
implemented) and transactions (what happens during the curriculum).
 Contribution: The Countenance Model offers a detailed and nuanced
approach to curriculum evaluation, focusing on both the process and
the outcomes.
 Impact on Philippine Education: In the Philippine educational
context, the Countenance Model can be particularly effective for
evaluating innovative programs where both the implementation
process and outcomes need careful analysis. This model allows
educators to make informed judgments about the effectiveness of the
curriculum, taking into account the specific conditions and challenges
of the Philippine education system.
Conclusion
Models of curriculum evaluation are essential tools for ensuring that
educational programs are effective, relevant, and aligned with the needs of
students and society. From Tyler’s Objective-Centered Model to Scriven’s
Goal-Free Evaluation, these frameworks offer diverse approaches to
assessing curricula, each with its strengths and applications.
In the Philippine context, these models play a crucial role in guiding
educators through the complex process of curriculum evaluation, ensuring
that the country’s educational programs meet high standards and prepare
students for the challenges of the future. Understanding these models and
their application is vital for Filipino education students, as they will be
instrumental in shaping the future of education in the Philippines.

Slide 1: Title Slide

Chapter 6: Curriculum Evaluation
6.5 Models of Curriculum Evaluation

Slide 2: Overview
Models of Curriculum Evaluation
 Structured frameworks guiding the assessment of educational
programs.
  Developed by various scholars to ensure curricula meet educational
goals and student needs.

Slide 3: Tyler's Objective-Centered Model

Creator: Ralph Tyler (1902-1994)
Historical Context: Developed in the 1940s, linked to the Eight-Year Study.
Core Principles:
1. What educational purposes should be attained?
2. What experiences can achieve these purposes?
3. How can experiences be organized?
4. How to determine if purposes are attained?
Contribution: Foundational in curriculum evaluation, influencing systematic
approaches.
Impact on Philippine Education: Influences curriculum development,
aligning with DepEd goals and K-12 curriculum.

Slide 4: CIPP Model (Context, Input, Process, Product)

Creator: Daniel Stufflebeam (1936-2017)
Historical Context: Introduced in the 1960s as a comprehensive evaluation
framework.
Core Principles:
1. Context Evaluation
2. Input Evaluation
3. Process Evaluation
4. Product Evaluation
Contribution: Comprehensive approach covering all aspects of evaluation.
Impact on Philippine Education: Guides curriculum evaluation for
relevance and effectiveness, particularly during K-12 implementation.

Slide 5: Stake’s Responsive Model

Creator: Robert Stake (1927-2017)
Historical Context: Developed in the 1970s as a response to rigid
objective-based models.
Core Principles: Focuses on stakeholders' concerns and adapting methods
to context.
Contribution: Emphasizes qualitative data and responsiveness to
educational environments.
Impact on Philippine Education: Adaptable framework for diverse
regional contexts and cultural factors.

Slide 6: Scriven’s Goal-Free Evaluation Model

Creator: Michael Scriven (1928-present)
Historical Context: Introduced in the 1970s, critiquing goal-oriented
evaluations.
Core Principles: Evaluates actual outcomes rather than stated objectives.
Contribution: Identifies real effects of a curriculum beyond predefined
goals.
Impact on Philippine Education: Useful for assessing unforeseen
consequences and making accurate adjustments.

Slide 7: Kirkpatrick’s Four-Level Model of Evaluation

Creator: Donald Kirkpatrick (1924-2014)
Historical Context: Developed in the 1950s for training programs, adapted
for education.
Core Principles:
1. Reaction
2. Learning
3. Behavior
4. Results
Contribution: Provides a clear pathway from feedback to long-term
outcomes.
Impact on Philippine Education: Relevant for evaluating teacher training
programs and professional development.

Slide 8: Countenance Model

Creator: Robert E. Stake (1927-2017)
Historical Context: Introduced in the 1960s as an alternative to traditional
models.
Core Principles: Focuses on description and judgment, covering
antecedents and transactions.
Contribution: Detailed approach evaluating both process and outcomes.
Impact on Philippine Education: Effective for evaluating innovative
programs and making informed judgments.

Slide 9: Conclusion
Importance of Curriculum Evaluation Models
 Essential for effective, relevant, and aligned educational programs.
 Diverse approaches offer strengths for various applications.
Relevance to Philippine Education
 Guides educators in ensuring high standards and preparing students
for future challenges.
 Crucial for Filipino education students to understand and apply these
models.

Feel free to adjust or expand upon these slides as needed for your
presentation!