ACTIVITY

ANALYSIS

APPLICATION

ABSTRACTION

Wh
at,
a nd
Wh
y
H
Eva ow t
o
l
u
Cur ate a
r i cu
l um

CURRICULUM
EVALUATION

Definitions

Curriculum evaluation is a process done in

order to gather data that enables one to
decide whether to accept, change, eliminate
the whole curriculum of a textbook. (Orstein,
A. & Hunkins, F., 1998)
Evaluation answers two questions: 1. Do
planned learning opportunities, programmes,
courses and activities as developed and
organized actually produce desired results?
2. How can a curriculum best be improved?

Evaluation is to identify the weaknesses

and strengths as well as problems
encountered in the implementation, to
improve the curriculum development
process. It is to determine the
effectiveness of and the returns on
allocated finance. (Gay, L., 1985)
It is a process of delineating, obtaining and
providing useful information for judging
alternatives for purposes of modifying, or

REASONS for
CURRICULUM
EVALUATION

Curriculum evaluation identifies the

strengths and weaknesses of an existing
curriculum that will be the basis of the
intended plan, design or implementation.
This is referred to as the NEEDS
ASSESSMENT.
When evaluation is done in the middle of
the curriculum development, it will tell if
the designed or implemented curriculum

Based on some standards, curriculum

evaluation will guide whether the results have
equaled or exceeded the standards, thus can
be labelled as success. This is sometimes
called TERMINAL ASSESSMENT.
Curriculum evaluation provides information
necessary for teachers, school managers,
curriculum specialist for policy
recommendations that will enhance achieved
learning outcomes. This is the basis of

Curriculum Evaluation
Models

BRADLEY
EFFECTIVEN
ESS MODEL

L.H. Bradley wrote a hand

book on Curriculum Leadership
and Development.
This book provides indicators
that can help measure the
effectiveness of a developed or
written curriculum.

Bradley Effectiveness
Model for Curriculum
Development Indicators

INDICATO
RS

DESCRIPTIVE
QUESTIONS

Vertical
Curriculu
m
Continuit
y

Does the curriculum reflect the format (i.e. K to

12, OBE, Inquiry, etc.) that enables teachers
quickly access what is being taught in the
grade/year levels below or above the current
level? (Ex. If you are looking at Science 5, below
means Science 4 and above means, Science 6)

Horizonta
l
Curriculu
m
Continuit
y
Instructio

Does the curriculum provide content and

objectives that are common to all classes of the
same grade level? (Ex. All English 101 for all 1st
year college students)

YES or
NO

Broad
Involvem
ent

Is there evidence of involvement of the different

curriculum stakeholders in the planning,
designing and implementation and review of the
curriculum?

Long
Range
Planning
Positive
Human
Relations
TheoryInto
Practice

Is review cycle followed within the period

of planning and implementation of the
curriculum?

Planned
Change

Did the initial thoughts about the curriculum

come from teachers, principals, curriculum
leaders and other stakeholders?

Is there clarity of vision, mission,

graduation outcomes, program philosophy,
learning outcomes in the curriculum?
Are there tangible evidence to show that the
internal and external publics accept the
developed program?

Tyler
Objectives
Centered
Model

Ralph Tyler proposed

a curriculum
evaluation model in
1950 which until now
continues to influence
many curriculum
assessment
processes.
His monograph was
entitled Basic

CURRICULUM
ELEMENTS

EVALUATION
PROCESS

1.
Pre-determine intended
Objectives/Intende learning outcomes or
d Learning
objectives.
Outcomes

2. Situation or
Context

3. Evaluation

Identify the
situation/context that gives
opportunity to develop
behavior or achieve
objectives.
Select, modify, and
construct evaluation
instruments or tools. Check

ACTION
TAKEN:
YES or NO

4. Utilization of
Tool

5. Analysis of
Results

6. Utilization of
Results

Utilize the tools to obtain

results.
Compare the results obtained
from several instruments
before and after to determine
the change
Analyze the results obtained
to determine strength and
weaknesses. Identify possible
explanation about the reasons
for the particular pattern.
Use the results to make the
necessary modifications.

Daniel
Stufflebeam
ModelContext,
Input,
Process
Product

CIPP Model of
Curriculum
Evaluation was a
product of the Phi
Delta Kappa
committee chaired by
Daniel Stufflebeam.
The model made
emphasis that the

Stages of Program Operati

CONTEXT EVALUATION assess

needs and problems in the context
for decision makers to determine
the goals and objectives of the
program/curriculum.
INPUT EVALUATION assess
alternative means based on the
inputs for the achievement of

PROCESS EVALUATION
monitors the processes both to
ensure that the means are
actually being implemented
and make necessary
modifications.
PRODUCT EVALUATION
compares actual ends with

STAGES of the
CIPP MODEL

1. Context
Evaluation
2. Input
Evaluation
3. Process
Evaluation
4. Product
Evaluation

STEPS TAKEN in ALL the

STAGES
Step 1: Identify the kind of decision
to be made.
Step 2: Identify the kinds of data to
make that decision.
Step 3: Collect the data needed.
Step 4: Establish the criteria to
determine quality of data.
Step 5: Analyze data based on the
criteria.
Step 6: Organize needed information
needed for decision makers.

STAKE
RESPONSI
VE
MODEL

Responsive model is
oriented more directly
to program activities
than program intents.
Evaluation focuses
more on the activities
rather than intent or
purposes.
Robert Stake (1975)
recommends to the
curriculum evaluator

Step 1

Meets with stakeholders to identify their perspectives and

intentions regarding curriculum evaluation.

Step 2

Draws from Step 1 documents to determine the scope of the

evaluation.

Step 3

Observes the curriculum closely to identify the unintended sense of

implementation and any deviations from announced intents.

Step 4

Identifies the stated real purposes of the programs and the various
audiences.

Step 5

Identifies the problems of the curriculum evaluation at hand and

identifies an evaluation design with needed data.

Step 6

Selects the means needed to collect data or information.

Step 7

Implements the data collection producer.

Step 8

Organizes the information into themes.

Step 9

Decides with stakeholders the most appropriate formats for report.

SCRIVEN
CONSUMER
ORIENTED
EVALUATION

Michael Scriven
introduced this
evaluation among
many when education
products flooded the
market.
Consumers of
educational products
which are needed to
support an

Consumer-oriented evaluation
uses criteria and checklist as a
tool for either formative or
summative evaluation purposes.
The use of criteria and checklist
was proposed by Scriven for
adoption by educational
evaluators.

PRELIMINARY
INFORMATION
Title:
Author(s):
Publisher:
Copyright date:
Material Evaluator:

RECOMMENDATIO
N
__Retain for further
review
__Reject
(comments)

Use the following codes to rate the material

+ means yes or good quality
- means no or poor quality
0 means all right but not of good quality N A means not applicable

CRITERIA
1. Content covers a significant portion of the
course competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most
students who will use the material.
4. Intended learning outcomes,
competencies are stated.

+
yes
or
good

0
all right no or
but not poor
so good

NA
not
applicab
le

5. Formative and summative assessments

are included.
6. Activities are varied to meet the needs of
students.
7. Teachers guide is included with
management suggestions.
8. Materials are presented in logical order.
9. Learning outcomes, competencies and/or
tasks.
10. Degree of match between learning
activities and intended learning outcomes.

11. Quality of test items and degree of

match with intended learning outcomes.
12. Quality of direction on how students will
process through materials.
13. Quality of drawings, photographs and/or
other materials.
14. Overall design of the learning activities
for individual instruction.
15. Quality of management procedures for
teachers (TGs).
16. Optional (List course map competencies
covered by the instructional material)

A SIMPLE WAY of
CURRICULUM
EVALUATION
PROCESS

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculum require less
demands?
3. Can this curriculum be applied to any particular
level? (kindergarten, elementary, secondary, tertiary
levels)
4. Can the curriculum aspects be assessed as (a)
written (b) taught (c) supported (d) tested and (e)
learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of
assessment?
8. Does the curriculum provide qualitative methods of

STEPS

STEPS in CONDUCTING a CURRICULUM

EVALUATION
WHAT
to CONSIDER

1. Identifying
primary
audiences

Curriculum Program Sponsors, Managers and

Administrators, School Heads, Participants
(Teachers and Students) Content Specialist;
other stakeholders.

2. Identifying
critical
issues/problems

Outcomes (expected, desired, intended) Process

(Implementation) Resources (Inputs)

3. Identifying
data source

People (teachers, students, parents, curriculum

developers) Existing documents; Available
records; Existing documents

4. Identifying
techniques in
data analysis

Standardized Test, Informal tests; samples of

Students Work; Interviews; Participants
Observations, Checklist, Anectodal records

5. Identifying
primary
audiences
6. Identifying
established
standards and
criteria

Standards previously set by agency (DepEd,

CHED, Professional Organization)

7. Preparing
evaluation report

Written; Oral; Progress; Final; Summary;

Descriptive, Graphic, Evaluative and Judgmental;
List of Recommendations
Case studies; Test Scores Summary; Testimonies;
Multi media representation; Product Display
(exhibits);
Technical Report

8. Preparing
modes of display

Content Analysis, Process Analysis, Statistics,

Comparison, Evaluation Process

Prepared By:
KELLY DONAYRE
PRINCESS MYKA
BELICENA
MIA FRENZINE
GATURIAN
NORLEE JANE MURATA
RUSSEL CLAVEL