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The document discusses several models for evaluating educational curriculum: - Provu's Discrepancy Evaluation model compares curriculum performance to standards to identify any discrepancies. - Stufflebeam's CIPP model evaluates curriculum using four perspectives: context, inputs, processes, and products. - Eisner's Educational Connoisseurship model involves in-depth qualitative observation of curriculum in practice to provide comprehensive interpretation and assessment.

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137 views2 pages

WRCURR

The document discusses several models for evaluating educational curriculum: - Provu's Discrepancy Evaluation model compares curriculum performance to standards to identify any discrepancies. - Stufflebeam's CIPP model evaluates curriculum using four perspectives: context, inputs, processes, and products. - Eisner's Educational Connoisseurship model involves in-depth qualitative observation of curriculum in practice to provide comprehensive interpretation and assessment.

Uploaded by

Ellimac Rodelas
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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A.

Provu's Discrepancy Evaluation model


 Developed by Malcolm Provus in 1971.
 To evaluate projects under the Elementary-Secondary Education Act in the United States.
 Using taxonomy of program content developed by Robert Stake.
 Ronald Doll (1997) noted that the Provu's model has been called the discrepancy model
because it compares performance with standards to determine whether there is
discrepancy between the two.
 This model enables the curriculm evaluation and administrators of the school to collect or
gather concrete evidence of how the curriculum satisfies the set standards.
Determining program standards
Determining program performance
Comparing performance with standards
Determining whethere a discrepancy exists between performance and standards

C. Stufflebeam's CIPP Model


 Daniel L. Stufflebeam of The Phi Delta Kappa National Study Committee on
Evaluation published a curriculm evaluation model known as the CIPP (context,
input, process, product) model
 Define as the process of delineating, obtaining, and providing useful information for
judging decision alternatives.
Context evaluation
- is the most basic kind of evaluation. Its purpose is to provide a strong rationale for
determining curriculum objectives. The curriculum context also includes the
problems, issues, and challenges that the curriculum seejs to respond to.
Input evaluation
- aims to provide inforation for determining how resources are utilized to achieve
curriculum objectives.
Process Evaluation
- focus on providing periodic feedback while the curriculum is being implemented.
Product evaluation
- aimes to gather, interpret, and appraise curricular attainments, not just the end of
an implementation of the curriculum.

Context Input Process Product

E. Eisner's Educational Connoisseurship Model

 Eliot Eisner (1985) provided a qualitative way of evaluating a curriculum


 This model does not have a methodological procedures compared to others evaluation
models.
 Eisner's model calls for a deeper and wider observation results that are
expressedexpress in written form.
 They provide excellent and accurate interpretation and approval.
 Using this model calls thorough and comprehensive observation of classroom and
school activities in relation in curriculum.
 It tries to capture every aspect of curriculum.

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