CURRICULUM
EVALUATION
COLLEGE OF TEACHER EDUCATION Secondary Education Department
What is Curriculum?
• Curriculum is a standards-based sequence of planned
experiences where students practice and achieve proficiency
in content and applied learning skills.
• Curriculum is the central guide for all educators as to what is
essential for teaching and learning, so that every student has
access to rigorous academic experiences.
According to STATE OF RHODE ISLAND
COLLEGE OF TEACHER EDUCATION Secondary Education Department
What is Evaluation?
• Evaluation is the process of making a value judgment or
judging something's quality.
• An evaluation is very important as a form of mechanism
to assess the quality of any educational endeavor
According to STATE OF RHODE ISLAND
COLLEGE OF TEACHER EDUCATION Secondary Education Department
What is Curriculum Evaluation?
• Process of measuring the extent to which the planned
curriculum actually produces the desired outcomes or
results.
• Curriculum evaluation is a significant tool in assessing the
worth of a curriculum from the time it was planned,
designed and implemented.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
CURRICULUM
EVALUATION:
Concepts and
Definitions
COLLEGE OF TEACHER EDUCATION Secondary Education Department
According to Stufflebeam (1991)
• Curriculum evaluation refers to the formal
process of determining the quality,
effectiveness, or value of a curriculum. It
involves value judgment about the curriculum,
both in terms of its process and its product.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
According to Print (1993)
• It is the process of assessing the merit and
worth of a program of studies, a course, or a
field of study.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
According to Ornstein and Hunkins (1998)
• Curriculum evaluation involves gathering data
to help educators decide whether to accept,
modify, change, or remove elements in the
curriculum or educational materials.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
According to Oliva (1988)
• Curriculum evaluation is the process of
delineating, obtaining, and providing useful
information for decision-making.
• It helps determine whether to maintain,
modify, or eliminate aspects of the curriculum.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
According to Bruce Tuckman (1985)
• Curriculum evaluation means of
determining whether the program is
meeting its goals.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
According to Gatawa (1990)
Curriculum evaluation is defined in three ways:
• Describing and judging an educational program or
subject.
• Comparing student performance with objectives.
• Using relevant information for decision-making.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Curriculum
Evaluation in the
Classroom
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Curriculum Evaluation in the Classroom
According to Doll(1997), asserted that the classroom
in fact could be the first site of gathering important
data that will lead to curriculum evaluation.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Curriculum Evaluation in the Classroom
Dol (1997), Within the classroom, teachers and
administrators can collect data using several
instruments like:
Test results Interview guide Rating scales
Anecdotal records Observation guides IQ tests
Checklists Personality Interest invemtories
inventories
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Curriculum Evaluation in the Classroom
Teachers play an important role in conduction
curriculum evaluation in the classroom level. They
must be guided in gathering data from these
instruments and in interpreting data. The results of
classroom-based evaluation may help in improving
instruction and in the effective implementation of
the curriculum.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
THE TEACHER AS
CURRICULUM
EVALUATOR
COLLEGE OF TEACHER EDUCATION Secondary Education Department
A Teacher as a Curriculum Evaluator
Teachers play a crucial role in assessing the
effectiveness of the curriculum. As key implementers,
they must evaluate whether the learning goals and
objectives were met, if instructional strategies were
effective, and if students remained engaged.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
In curriculum evaluation, teachers:
Assess lessons, programs, and student outcomes.
Evaluate goals, content, and teaching methods.
Select appropriate assessment tools.
Utilize both formative and summative
assessments.
Analyze instructional materials for effectiveness.
Gather data to refine and improve the curriculum.
By understanding the curriculum evaluation process, teachers ensure
continuous improvement in teaching and learning.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
TYPES OF
EVALUATION
COLLEGE OF TEACHER EDUCATION Secondary Education Department
The two main types of
evaluation are…
1. Formative Evaluation
2. Summative Evaluation
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Formative Evaluation
✔ Conducted during the implementation process.
✔ Identifies success or failure in the curriculum.
✔ Evaluates progress and suggests improvements.
✔ A regular and continuous process.
✔ Focuses on evaluation as a process.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Summative Evaluation
✔ Conducted after the program is implemented.
✔ Evaluates outcomes and results.
✔ Assesses the overall effectiveness of the curriculum.
✔ Helps judge its value and appropriateness.
✔ Focuses on evaluation as a product.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Reasons for
Curriculum
Evaluation
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Needs Assessment
Curriculum evaluation helps identify the
strengths and weaknesses of the current
curriculum. This feedback serves as the basis
for planning improvements, as curriculum
development is a continuous process.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Monitoring
Monitoring helps assess whether the
curriculum is achieving the desired results
during its implementation. It checks if the
curriculum is working as intended and if
changes are needed.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Terminal Assessment
Terminal assessment happens at the end of the
curriculum implementation to see if the
curriculum has met its goals. This helps
determine whether the program has been
successful.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Decision Making
Curriculum evaluation provides necessary data
for decision-making. The evaluation results
guide decisions in areas such as policy-making
and making recommendations for curriculum
improvements.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Types of Decisions in Curriculum
Evaluation (According to Reyes
2015)
1. Course Improvement. Helps decide what instructional methods
and materials best meet the curriculum's objectives.
2. Decisions about Individuals. Identifies the needs of students
and helps in planning for personalized instruction.
3. Administrative Decisions. Focuses on evaluating the quality of
the school system and its ability to support curriculum goals.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Key Areas for Curriculum Evaluation
1. Goals and Objectives. The curriculum must have clear and
achievable goals. Regular evaluation ensures that these goals are
being met.
2. Content and Methodology. It is important to evaluate whether
the content and teaching methods align with the curriculum's
objectives and meet the learners' needs.
3.Outcomes/Results. Evaluating the outcomes helps determine if
the curriculum is effective in achieving its intended results.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Curriculum
Evaluation
Models
COLLEGE OF TEACHER EDUCATION Secondary Education Department
The are 5 different models of Curriculum Evaluation
1. Tyler’s Objective- Centered Model
2. Stufflebeam’s Context, Input, Process and
Product Model
3. Stake’s Responsive Model
4. Bradley Effectiveness Model
5. Eisner’s Connoisseurship Model
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Tyler’s Objective-
Centered Model
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Tyler’s Objective- Centered Model
• A model of Ralph Tyler (1950).
• One of the best-known models in curriculum
evaluation.
• It gives attention to planning phases
• It is described as a systematic movement of
evaluation process.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Curriculum Elements
1.Objectives / Learning Outcomes – Study the objectives that have been
previously identified.
2.Context / Situation – Identify the situations that will give the students
the opportunity to express the behavior indicated in the objectives.
3.Evaluation – Select and create appropriate evaluation instruments and
check the instruments for objectivity, reliability and validity.
4.Instruments / Tools – Use the instruments to obtain and compare
results obtained .
5.Outcomes / Results – Analyze the results in order to determine
strengths and weaknesses of the curriculum.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Stufflebeam’s Context,
Input, Process and
Product Model
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Tyler’s Objective- Centered Model
• A model of Ralph Tyler (1950).
• One of the best-known models in curriculum
evaluation.
• It gives attention to planning phases
• It is described as a systematic movement of
evaluation process.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
4 Phases
1. Context Evaluation – Defined as the circumstances that
form the setting of an event, statement or idea and in term
of which it can be fully understood and assessed.
2. Input Evaluation - Provides information which can help
decision makers in selecting procedures and resources for
choosing appropriate methods, materials and strategies
needed to achieve the program and objectives.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
4 Phases
3. Process Evaluation – A means of monitoring to make sure
that the program is implemented well and make
modifications or revisions on the program.
4. Product Evaluation – Used to compare actual ends with
intended or desired end, leading to a series of modifying
and / or recycling decisions.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Stake’s Responsive
Model
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Stake’s Responsive Model
• Developed by Robert Stake (1975).
• Emphasizes the description of the
evaluation program and evaluation process.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Characteristics
1. Focuses of school issues.
2. Emphasizes the evaluation.
3. Prefers qualitative methods and techniques.
4. More program activities than learning goals.
5. Guides to focus more on issues that are of
priority.
6. Leads to good decision making.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Steps
1. Meet with stakeholders.
2. Analysis of documents.
3. Observe the program.
4. Discover the stated and real purposes of the project.
5. Identifies issues and problems.
6. Selects the means needed.
7. Implements the data collection procedures.
8. Organizes information.
9. Decides which audiences require which reports and chooses
formats.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Bradley Effectiveness
Model
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Bradley Effectiveness Model
The Bradley Effectiveness Model, developed by
L.H. Bradley (1985), is a framework used to
measure how well a curriculum is designed and
implemented. This model helps educators assess
whether the curriculum is effective by answering
Yes/No questions based on specific indicators.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Bradley Effectiveness Model
If most of the answers are "Yes," the
curriculum is considered effective. If some
answers are "No," changes may be needed to
improve the curriculum.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Key Indicators, Bilbao(2020)
1. Vertical Curriculum Continuity
2. Horizontal Curriculum Continuity
3. Instruction Based on Curriculum
4. Broad Involvement
5. Long-Range Planning
6. Positive Human Relations
7. Theory into Practice
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Eisner’s
Connoisseurship Model
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Eisner’s Connoisseurship Model
The Connoisseurship Model, developed by
Elliot Eisner (1979), focuses on qualitative
evaluation rather than numbers or test
scores. Instead of using Yes/No questions, it
relies on expert judgment to assess the
curriculum.
Eisner’s Connoisseurship Model
This model is based on two key ideas:
1.Connoisseurship – The ability to recognize
and appreciate details and quality in education.
2.Criticism – The ability to describe, analyze,
and explain the strengths and weaknesses of the
curriculum.
Educational criticism
1.Descriptive Aspect
2.Interpretive Aspect
3.Evaluative Aspect
Why is
Curriculum
Evaluation
Important?
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Why is Curriculum Evaluation
Important?
Curriculum evaluation helps teachers and
administrators identify areas for improvement,
adapt to the needs of students, and ensure
that educational goals are being met.
COLLEGE OF TEACHER EDUCATION Secondary Education Department
Importance of curriculum
evaluation
Curriculum evaluation is a systematic process of
assessing the effectiveness and quality of an educational
curriculum.
It serves multiple purposes, including developing new
curricula, reviewing existing ones, updating content to
incorporate recent developments, and assessing how
well the curriculum achieves its intended objectives.
Importance of curriculum
evaluation
• Improving Student Learning
• Ensuring Relevance and Alignment
• Facilitating Data-Driven Decision Making
• Enhancing Accountability
• Supporting Teacher Development
• Identifying Strengths and Weaknesses
• Promoting Continuous Improvement
• Encouraging Inclusivity
KEY TAKEAWAYS
• Curriculum evaluation is the process of measuring the
extent to which the planned curriculum actually
produces the desired outcomes or results. This is to
ensure that the curriculum is effective in promoting
improved quality of student learning.
• The three most-well known curriculum evaluation
models are Stakes Responsive Model, Bradley
Effectiveness Model and Eisner's Connoisseurship
Model.
• The four main reasons for the conduct of curriculum
evaluation are making. Needs Assessment, Monitoring,
Terminal Assessment and Decision-Making.
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