CHAPTER 4: EVALUATING THE CURICULUM

MODULE 5: Curriculum Evaluation and the Teacher

LESSON 1: WHAT, WHY AND HOW TO EVALUATE A CURRICULUM
This module is all about curriculum evaluation in the context of its definition and
the role of the teacher as evaluator. It will prevent the ways of evaluating the
curriculum as written, planned or implemented. It will reference popular
curriculum models currently used in educational programs here and abroad.
Curriculum evaluation is a component of curriculum development that responds
to public accountability. It looks into educational reforms or innovations that
happen in the teacher's classrooms, the school, district, division, or the whole
educational system as well. It is establishing the merit and worth of a curriculum.
Merit refers to the value and worth of the curriculum. Tests results will only be
used as one of the pieces of evidence of evaluation. For in the end, the purpose of
evaluation is to improve and not to prove
Curriculum evaluation is premised on the concept of alignment of planned.
Written, and implemented curriculum. It is an attempt to answer two big
questions
1. Do planned courses, programs, activities as written and implemented produce
desired outcomes?
2. How can these school curricula be improved?
Curriculum evaluation is a new idea for many teachers, not knowing that every
day, the teacher is involved in several components of evaluation. There are two
ways of looking at curriculum evaluation:

1. Curriculum Program. Evaluation may focus on the overall aspects of a

curriculum or the curriculum itself. More often, it refers to a big curriculum
program. Examples of these programs that may undergo a curriculum evaluation
are the K-12 curriculum, Integrated Science Program, the Teacher Education
Program, the Mother Tongue Curriculum, the Process Approach in Mathematics
Curriculum, the Outcome-Based Curriculum in Teacher Education, or Experiential
Teacher Education

2. Curriculum Program Component Evaluation. A curriculum component may

include separate evaluation of (a) achieved learning outcomes (b) curriculum
process (teaching-learning methods/strategies) (c) instructional materials (le
books, modules, models)
The first lesson will attempt to teach us how to look into curriculum evaluation
from two examples which are curriculum program evaluation using the
curriculum evaluation models and curriculum evaluation of the specific
component of curriculum program as in instructional materials evaluation (Books
or Modules)
Curriculum Evaluation: A Process and a Tool
Do you have a clear understanding of what curriculum evaluation is all about? Is it
synonymous to assessment of learning? Analysis of the various definitions reveals
that evaluation is both a process and a tool. As a process it follows a procedure
based on models and frameworks to get to the desired results.
As a tool, it will help teachers and program implementers to judge the worth and
merit of the program and innovation or curricular change. For both process and a
tool, the results of evaluation will be the basis to IMPROVE curriculum.
Let's look at how curricularists define curriculum evaluation. Read what each of
them say.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes
presented by Tyler, Taba and others at the end of the line or cycle undergo an
evaluation. All of them agree that planning, designing, and implementing are less
useful unless there is evaluation. Here are some of the specific reasons.
 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 can produce or it’s
producing the desired results. This is related to monitoring.
 Based on some standards, curriculum evaluation will guide whether the
results have equaled or exceeded the standards, this 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 decision making.

In curriculum evaluation, important processes were evolved such as (a) needs

assessment, (b) monitoring. (c) terminal assessment and, (d) decision- making.
Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation
is a big idea that collectively tells about the value or worth of something that was
done.
How can a merit or worth of an aspect of a curriculum be determined? Curriculum
specialists have proposed an array of models which are useful for classroom
teachers and practitioners. Let us look at some of these.
1. Bradley Effectiveness Model
In 1985, LH Bradley wrote a handbook on Curriculum Leadership and
Development. This book provides indicators that can help measure the
effectiveness of a developed or written curriculum. For purposes of the classroom
teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example: Elementary
Science Curriculum, Teacher Education Curriculum, Student Teaching Curriculum,
Field Study Curriculum. Then, find out if the curriculum you are evaluating
answers Yes or No. answering yes to all the questions means, good curriculum as
describe by Bradley.
Using the checklist for instructional material review or evaluation may help any
curricularist make a decision as to which textbook, modules or any instructional
support material will be used, revised, modified or rejected.
A Simple Way of Curriculum Evaluation Process
For a very simple and practical way of curriculum evaluation, responding to the
following questions will provide an evaluation data for curriculum decision. Just
ask the following questions and any NO answer to an item will indicate a need for
serious 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 assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?
The steps are easy to follow. Begin thinking of how curriculum evaluators will
proceed in finding out if there is a need to modify, enhance or continue with the
implementation of the curriculum. After all, the main purpose of evaluation is to
improve the existing condition, so that it would benefit the students.
LESSON 2: CURRICULUM EVALUATION THROUGH LEARNING ASSESSMENT

1. Achieved Learning Outcomes

Achieved learning outcomes is defined in outcomes-based education as a product
of what have been intended in the beginning of the learning process. Indicators of
the learning outcomes which are accomplished are called achieved learning
outcomes. Standards and competencies are used as the indicators and measures
of these outcomes.
Our country has established the Philippines Qualification Framework (PQF) as a
standard which will be aligned to the ASEAN Reference Qualification Framework
(ARQF) for the comparability of the learning outcomes at the different levels of
educational ladder. The PQF is shown in the diagram below.
Source: Department of Education

The Philippine Educational System is divided into eight levels. In each level, the
leamers are expected to achieve specific standards and competencies of the
learning outcomes. The eight levels of complexity of learning outcomes are based
on the three domains.
 Knowledge, skills and values
 Application
 Responsibility-degree of independence
After finishing Grade 11, the learner must have achieved Level 1 of the learning
outcomes, Grade 12, the level of complexity of learning outcomes achieved is
labelled as Level 2. Using the three domains these are described in the matrix
below. (Source: Department of Education)
As mentioned earlier, the PQF is the Philippines Framework which is comparable
to the ten member countries of the ASEAN. These countries are Malaysia,
Indonesia, Brunei Darusalam, Philippines. Singapore, Thailand, Cambodia,
Myanmar, Lao PDR, and Vietnam. Each country's national framework shall be
referenced to the ASEAN Reference Qualification Framework (ARQF) ARQF is a
tool or device that enables comparisons of qualifications across ASEAN member
states. It addresses education and training that promote lifelong learning. (Coles,
M. and Bateman, A, undated)
Knowledge, Process, Understanding, Performance (KPUP)- Levels of Learning
Outcomes
Knowledge, Process, Understanding. Performance reflect different learning
outcomes that are arranged in hierarchy or complexity. Knowledge being the
basic level of learning outcomes and Performance being the advanced level of
learning outcomes.
Let us look how these learning outcomes are calibrated. Later on we will find
examples on how each level is assessed
Assessment Tools for Each Level of Learning Outcomes
Knowledge, Process, Understanding (KPU) Learning Outcomes Knowledge,
process, and understanding are learning outcomes Students who can show that
they have gained knowledge, can apply such knowledge and have achieved
several meanings on the particular knowledge have achieved the learning
outcomes. The three types of learning outcomes and on the different levels can
be assessed in many ways with the use of appropriate tools.
Types of Tests to Measure Knowledge, Process and Understanding
1. Objective tests. Tests that require only one and one correct answer. It is
difficult to construct but easy to check
1.1 Pencil-and-Paper Test. As the name suggests, the test is written on paper and
requires a pencil to write. However, with the modern times, a paper-and-pencil
test can also be translated to an electronic version, which makes the test
"paperless"
1.0.1 Simple Recall. This is the most common tool to measure knowledge. There
are varieties of Simple Recall Test, to include:
 Fill in the blanks
 Enumeration
 Identification
 Simple recall

1.1.2 Alternative Response Test. This is the type of pencil and paper test, where
two options or choices are provided. The items can be stated in a question or
statement form. Examples of this are:
 True or False- Example: The Philippine population has reached one million.
 Yes or No-Example: Has the Philippine population has reached one million?
1.1.3 Multiple Choice Test. This is the type identified as the most versatile test
type because it can measure a variety of learning outcomes. It consists of a
problem and a list of suggested solutions. The incomplete statement, or direct
question is called the STEM. The list of suggested solutions in words, numbers,
symbols or phrases are called ALTERNATIVES, OPTIONS or CHOICES. There should
be three or five options in each item. The correct alternative is called the ANSWER
while the remaining options is called DISTRACTERS. DISTRACTORS or DECOYS.
Some multiple choice items are presented with a STIMULUS MATERIAL

 Correct Answer Type. Other alternatives are clearly wrong and only one is
the correct answer. This can be constructed in either direct question or
completion of the statement. Examples:
Direct Question:
What is NOT a member of ASEAN 2015 Economic Community?
A. Vietnam B. Korea C. Malaysia D. Philippines
A country in Southeast Asia which is not a member of the ASEAN 2015 economic
community is
A. Vietnam
B. Korea
C. Malaysia
D. Philippines
 Best Answer Type. All the alternatives are correct but only one is the best.
Direct Questions:
What do progressive educators consider as the most important factor in the
teaching-learning process?
A. Teacher B. Leamer C. Books D. Principal
1.1.4 Matching Type Test. The most common matching type test is made up of
two parallel columns, the first column A is the premise that presents the problem,
and the second Column B provides the answer. There are many modified
matching types as well.
Matching type test in useful in measuring factual information as well as
relationships between two things, ideas or concepts.it reduces guessing to the
minimum as compared to alternative response test. Some of the relationships can
be matched are found in the matrix below:

1.2.4.1 Perfect Matching Type. The number of premises in Column A is less than
the number of responses in Column B. the response can only be used once.
Example:
In Column A are popular descriptions of Presidents during their term of office
Match then with the names of Philippine Presidents in Column B.
Column A (Premises) Column B (Responses)

1. Ramon Magsaysay A. Man of the Masses

2. Carlos P. Garcia B. People Power President

3. Corazon C. Aquino C. Filipino First Policy

D. Champion of First Land
Reform Law
1.2.4.2 Imperfect Matching Type. The number of premises in Column A is not
equal to the number of responses in Column B, or the other way round. The
response or the premise can be used more than once.
Example
In Column A are names of well-known curriculum evaluators. Match them with
the evaluation models they have been identified in Column B. You can use the
letter once or more than once.

Column A (Premise) Column B(Response)

1. Consumer Oriented Model A. Michael Scriven

2. Responsive Model B. Daniel Stuffiebeam
3. CHIP Model C. Robert Stake
4. Goal Free Model D. Robert Stake
5. Phi Delta Kappa Model E Ralph Tyler

1.1 Subjective Test. Learning outcomes which indicate learner's ability to

originate, and express ideas is difficult to test through objective type test. Hence
in subjective type test, answers through reflections, insights, and opinion can be
given through essay.
1.2.1 Essay test items allow students freedom of response. Students are free to
select, relate and present ideas in their own words. The type of test would reflect
the extent of the learner's knowledge of the subject matter, ability to use higher
order thinking skills and express ideas in an accurate creative and appropriate
language.
1.2.1.1 Restricted Response Item. This is like an expanded form of short answer
type objective test. There is a limit on both the content scope and the form of
student response. It is most useful in measuring learning outcomes that require
the interpretation and application of data in a specific area.
Examples:
1. What are the main body parts of plant? Describe each part
2. Why is the barometer one of the most useful instruments to forecast weather?
Explain in one paragraph.
1.2.1.2 Extended Response Item. The student is generally free to select any
factual information that can be help in organizing the response. The contents of
an extended essay will depend on the analysis, synthesis, evaluation and other
higher order thinking skills of the test takers.
Examples
1. Evaluate the significance of the result of the national referendum of
Scotland to the global peace condition
2. What can you say about NATO's position on the ISIS?
3. Comment on the term "new normal" that refers to the environmental
condition and climate change?
Assessment Tools to Measure Authentic Learning Performance and Products
(KPUP) Level IV of the leaming outcomes in KPUP can be assessed through
Performance or Product. These learning outcomes can best be done through the
use of authentic evaluation. Authentic evaluation is a test that measures real-life
tasks, performances and actual products. The most common of the authentic
assessments are the performance assessment and the use of portfolio.
Performance Assessment Tools
I. Checklist is a tool that consists of a list of qualities that are expected to
be observed as present or absent. The presence is to be marked and the
absence is marked X.
Example: Checklist on the use of microscope (10 points)
Instruction: Observe the student in the laboratory activity with the use of
microscope. Check the items which you have seen, which were done
appropriately and mark (X) items which were not appropriately done.
1. Wipe the slide with lens paper.
2 Places drop or two of culture on the slide.
3. Adds few drops of water.
4. Places slide on the stage.
5. Turns to low power lens
6. Looks through eyepiece with one eye
7. Adjusts mirror
& Turns high power lens
9. Adjust for maximum enlargement and resolution
10. Records result
II. Rating Scale is a tool that uses a scale in a number line as a basis to estimate
the numerical value of a performance or a product. The value is easier to score if
the points are in whole numbers. The most popular rating scale is called Likert
Scale.
Example: Rating Scale for a Science Project (name/title)
Instruction: On a scale of 1 to 10, with 1 as the lowest, and 10 as the highest
score, rate the projects on the following elements. Circle the choice of your
answer.
1. Have clear purpose/s 1 2 3 4 5 6 7 8 9 10
2. Are relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3. Use local materials 1 2 3 4 5 6 7 8 9 10
4. Show collaborative work 1 2 3 4 5 6 7 8 9 10
5. Create an overall impact to humanity 2 3 4 5 6 7 8 9 10

Ill Rubrics for Portfolio. A portfolio is a compilation of the experiences as authentic

learning outcomes presented with evidence and reflections. To assess the total
learning experiences as presented in a wholistic package, an assessment tool
called a RUBRICS is utilized.
Levels of Assessment for the Levels of Learning Outcomes

Levels of assessment describe levels of the learning outcomes, which are (1)
Knowledge (2) Process or Skills, (3) Understanding. (4) Products or Performance.
The levels of learning outcomes are also used to describe the levels of
assessment. Through the DepEd Order 73, s.2012 levels of learning outcomes are
also the levels of assessment. In other words, the levels of assessment follow also
the levels of thinking skills from lower to higher level.
Placing Value to the Assessment Results from KPUP
The four levels may be employed in the formative assessment but the result is not
recorded. It will just tell how the students are progressing. On the other hand
KPUP format is required for summative assessment which are recorded for
grading purposes. The computed value of the four levels of assessment will be
described according the value of the composite scores of the students.
The interval scale of computed four levels learning outcomes are given Level of
Proficiency Description. This interpretation is used for all the learning areas or
subjects in basic education.

Placing Value to the Assessment Results in the New Grading System (DepEd
Order 8,s. 2015)
While the KPUP is still utilized in the new grading system, it is important to
know that the DepEd Order 8. has modified the grading system as follows Grades
at the End of the Quarter or Grading Period
 Kindergarten: Use of checklist, anecdotal records and portfolios are used
instead of numerical grades which are based on Kindergarten
CurriculumGuide
 Grade 1 to 12: The following guidelines should be followed
1. Learners are graded on three components every quarter (A) Written Work,
(B) Performance Task, (C) Quarterly Tests.
2. These components are given specific weights that vary.
3. All grades are based on the weighted raw scores of the learner's summative
assessment. 4. The minimum grade needed is 60 which when transmuted based
on the table is equivalent to 75 in the report card.
Note:
1. Written work may include items in Level 1- Knowledge and Level 3-
Understanding in the KPUP
2. Performance Task may be include in items in Level 2- Process Skills and Level 4-
Products/Performance of the KPUP
3. Quarterly exam may include of Levels 1 to 4.
How are Grades computed at the end of the School Year?
 For Kindergarten: Checklist, anecdotal records and portfolios are presented
to the parents at the quarter for discussion.
 For Grades 1 to 10:1.
1. The average of the quarter grades produces the end of the year grade.
2. The general average is computed by dividing the sum of all final grades
by the total number of learning areas. Each learning areas has equal
weight.
 For Grades 11 and 12:
1. The average of the Quarterly grade produces the Semestral grade
2. The General Average is computed by dividing the sum of all semestral Final
Grades by the Total Number of Learning Areas
Reporting Summative Grades by Quarter and Summative Grade at the End of
the Year
This modifies the previous descriptions of the performance in the KPUP. The
values and descriptors are reported to parents every quarter, and at the end of
the year.