Prepared by Group 6

Chapter 6
Curriculum
Evaluation
22 JUNE, 2024
 Introduction
This chapter discusses different models for
curriculum evaluation. It aims to help teachers and
education students understand the processes in
evaluating a curriculum from basic education to
higher education, especially in the Philippine
context. In this chapter, you should be able to:

1. analyze different curriculum evaluation models

and
2. identify several factors that are considered in
 Curriculum Evaluation

In general, evaluation is concerned with

giving value or making judgments.
Consequently, a person acts as
evaluator when he or she contributes
worth or judgement to on object, place,
a process or a behavior. Usually,
evaluation is done using a set of
criteria.
 DIFFERENT CURRICULUM
SCHOLARS' DEFINATIONS DEFINE
CURRICULUM EVALUATION
• The process of delineating, obtaining, and
providing information useful for making decision
and judgements about curricula ( Davis 1980 )
• The process of examining the goals, rationale,
and structure of any curriculum ( Marsh 2004 )
• The process of assessing the merit and wort of a
program of studies, a course, or a field of
study( Print. 1993 )
• The means of determining whether the program
is meeting it's goals ( Bruce Tuckman 1985 )
• The brood and continuous effort to inquire
into the effects of utilizing content and
processes to meet clearly defined goals.
• The process of delineating, obtaining, and
providing useful information for judging
decision alternative ( Stufflebeam 1971 )
• Curriculum evaluation is dEfined as the
process of making objective judgement to
curriculum its philosophy , goals and
objectives, contents, learning experience, and
evaluation.
 PURPOSES OF CURRICULUM
EVALUATION
Print (1993) identified several important purposes
and functions of evaluation in school setting.

ESSENTIAL IN PROVIDING FEEDBACK TO

LEARNERS

- provides useful information in helping the students

improve their performance and help teachers identify
the strengths and weaknesses of the learners.
 PURPOSES OF CURRICULUM
EVALUATION
HELPFUL IN DETERMINING HOW WELL LEARNES
HAVE ACHIEVED THE OBJECTIVES OF THE
CURRICULUM.
- Describes whether the students learned or
mastered the desired outcomes and objectives of the
curriculum

TO IMPROVE CURRICULUM
- The result of evaluation serves as basis for
improving curriculum and for suggesting innovations
 In addition curriculum evaluation is also useful
to administrators and teachers in many different
ways
- Evaluation helps in making decision about
improving teaching and learning process.
- It helps shaping academic policies.
- It guides in initiating curricular program.
- It helps school a lign their curriculum to different
curriculum source and influences.
- It determines the level of success of the school
Vision and Mission.
CURRICULUM
EVALUATION IN THE
CLASSROOM
Doll (1997) asserted that the classroom in
fact could be the first site of gathering
important data that will lead to curriculum
evaluation. Within the classroom, teachers
and administrators can collect data using
several instruments like: • Personality invetories
• Test results • Rating Scales
• anecdotal records • IQ test
• checklist • Interest test
• interview guides inventories
• observation guides
test results
-Test results are used to evaluate the
achievement of children to skills they
need to learn and the effectiveness of
schools in teaching these skills.

anecdotal records
- Anecdotal records are used to
specific observation of individual
student behaviors skills and attitudes
as they relate to the outcomes in the
checklists
- Checklist are the tools that set out specific
criteria, which educators and students and may
use to gauge skill development our progress.
checklist set out skills, attitudes, strategies, and
behaviors for evaluation and offer ways to
systematically organize information about a
student or group of students.

interview guides
- Vary from highly scripted to relatively loose, but
observation guides
- Is an outline provided to pre service teachers as
a way to scaffold and support their observations
of balanced literary practices taking place in
classroom instruction.

personality inventories
- Are tools that career counselors and other career
development professionals use to help people
learn about their personality types, it reveals
information about individuals social traits,
rating scales
- A rating scales is a common method of data
collection that is used to gather comparative
information about specific research subject. rating
scales is a number that often give certain level to
which the students has achieved the aim of the
activity
IQ tests
- Intelligence test (IQ TEST) often focus on abilities
such as mathematical skills, memory, spatial
perception and language abilities. the capacity to
interest inventories

- An interest inventory also known as an interest

test, is a testing instrument designed for the
purpose of measuring and evaluating the level of
individual's interest in, or preference for a variety
of activities.
Teachers play an important role in
conducting curriculum evaluation in
the classroom level. They must be
guided in gathering data from these
instruments and in interpreting the
data. The results of classroom-based
evaluation may help in improving
instruction and in the effective
implementation of the curriculum.
CURRICULUM EVALUATION IN THE
SCHOOL OR SCHOOL SYSTEM
LEVEL
Curriculum evaluation is done mostly at a school or
school system level. This is usually done to
evaluate how the curriculum goals are attained in
the macro level, At this level, the following
instruments can be used to gather data for the
evaluation of the curriculum:

• Opinion polls
• Surveys
•Focus-group discussion
 • Follow-up studies (Graduate tracer
studies)
•Standard evaluation instruments
• Results of district or national tests

The schools that gather and analyze data on

the implementation of the curriculum can also
do research activities.
Teachers play an important role in
conducting curriculum evaluation in
the classroom level. They must be
guided in gathering data from these
instruments and in interpreting the
data. The results of classroom-based
evaluation may help in improving
instruction and in the effective
implementation of the curriculum.
MODELS OF
CURRICULUM
EVALUATION
Curriculum scholars and curriculum
workers have identified various
models that can be used for
evaluating curriculum. Each of these
models is a product of endless works
of curriculum scholars trying to
assess the value of a particular
curriculum.
A. Provus' Discrepancy Evaluation Model
This model for curriculum evaluation was
developed by Malcolm Provus (1971) to evaluate
projects under the Elementary-Secondary
Education Act in the United States. Using the
taxonomy of program content developed by
Robert Stake, provus identified four major stages
of conducting curriculum evaluation as;
1.Determining program standards
2.Determining program performance
3.Comparing performance with standards
4.Determining whether a discrepancy exists between
B. Tyler Model of Curriculum Evaluation
Aligned to his model of curriculum development, Ralph
Tyler (1950) proposed seven steps for evaluating a
curriculum:
1.Establishment of goals and objectives
2.Classification of the objectives
3.Definition of the objectives in behavioral terms
4.Identification of situations in which achievement of the
objectives could be shown
5.Selection of criterion of measurement procedures
6.Collection of data about pupil performance
7.Comparison of findings with the stated objectives

The completion of the seven stages will lead to the

C. Stufflebeam's CIPP Model

The Phi Delta Kappa National Study Committee on

Evaluation, chaired by Daniel L. Stuffebeam,
developed and published a curriculum evaluation
model known as the CIPP context, input, process
process of delineating, obtaining 1). Stufflebeam
(2001) defined evaluation as the process of
delineating, obtaining, and providing useful
information for judging decision alternatives.
D. Stakes 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.Transactions - include time allotment, sequence
The data gathered will provide necessary information for
the 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.

Eisner's Educational Connoisseurship Model

Elliot Eisner's qualitative curriculum evaluation model,

developed in 1985, emphasizes thorough and
comprehensive observations of classroom and school
Curriculum evaluation is crucial as it
provides valuable insights into various
aspects of the curriculum, forming the
foundation for decision-making in planning,
design, development, and implementation.
Curriculum leaders can use this information
to implement educational reforms and
enhance curriculum relevance and
responsiveness to learners' needs.
 REFLECTIONS ON CURRICULUM
EVALUATION
• The purpose of curriculum evaluation is to make judgments
on the effectiveness of a curriculum.
• Curriculum evaluation follows a scientific and logical
process. The procedures of curriculum evaluation are linked
with how the curriculum was developed.
• Each curriculum evaluation model is based on a set of
principles that embodies a curriculum theory or education
principles.
• Curriculum evaluation could be done in a national level or
school-based depending on the purpose of evaluation.
Thank
You