Fakulti Pendidikan

Universiti Teknologi MARA Shah Alam

 This lecture will consist of the following:

1. Curriculum Evaluation:
Types, Purposes, Procedures

2. CIPP Model
 Assessment is the process of gathering data.
More specifically, assessment is the ways
instructors gather data about their teaching
and their students learning (Hanna &
Dettmer, 2004).
The data provide a picture of a range of
activities using different forms of assessment
such as: pre-tests, observations, and
examinations.
 Once these data are gathered, you can then
evaluate the students performance.
Evaluation, therefore, draws on ones
judgment to determine the overall value of an
outcome based on the assessment data. It is
in the decision making process then, where
we design ways to improve the recognized
weaknesses, gaps, or deficiencies.
 Making judgments about the desirability of
certain changes in students + using info to
change teaching and the curriculum.
Various definitions:
1. Tyler (1950): the process of determining to
what extend educational objectives are being
attained.
2. Borg & Gall (1983): the process of making
judgment abt the merit, value or worth of
educational prog, projects, materials and
techniques.
3. Smith & Glass (1987): the process of
establishing value judgments based on
evidence abt a program / product.

4. Stufflebeam et al. (1971): .. The process of

delineating, obtaining & providing useful
info for judging decision alternatives.
 Provus (1971): the comparison of
performance to some standards to determine
whether discrepancies existed.
 Scriven (1967)
1) Formative evaluation
on-going program
program improvement
provide data abt educational program
to assist developer in improving the
program
2) Summative evaluation
done at the completion of a program
concerned with overall effectiveness of the
program
Provide data to determine the worth of the
program
 Evaluation part of the curriculum
development process.
Enables curriculum makers reviewing and
modifying to cater the current and future
needs.
 Curriculum should be continuously reviewed

& reviewed.

WHY??
 Maintaining and sustaining:

Quality
In meeting the
Relevance
ever changing
Adequacy needs

Quantity
 QUESTIONS SHOULD BE ASKED:
1) Are the program (curriculum) meeting
existing or expected needs?
2) Does the program contain extraneous and
outdated materials?
3) Are the students able to perform adequately
once they finish their study?
 Wentling (1980): EVALUATION MUST DO
MORE THAN :
Just analyse the extend to which a program
had adhered to an original plan.
OR attained its primary goals and objectives.
 So, based on Wentlings (1980) suggestion..
Curriculum evaluation needs to go beyond
the assessment of students behaviour.
It should include the overall effect on
students, teachers and society.
 The task of evaluating the curriculum involves
a COMPLEX PROCESS.
A comprehensive evaluation framework or
model is necessary to achieve a systematic,
effective and efficient evaluation.
 CIPP model (Daniel Stufflebeam)

CONTEXT INPUT PROCESS PRODUCT

EVALUATION EVALUATION EVALUATION EVALUATION

CURRICULUM INITIATION
CURRICULUM OPERATION
AND STRUCTURING