Subject: MA 208 Curriculum Construction and Development
Professor: MARY RHOVIAN B. BACANI
CURRICULUM EVALUATION
Curriculum is a sum total of experiences deliberately planned and designed
(goal oriented); provided through an educational program; and meant for a specific
target group. Curriculum development involves phases of planning, designing,
implementing and evaluating that will cause a change for the better means
alteration, modification, or improvement of existing condition of the curriculum.
Among the four phases of development, curriculum evaluation plays a great
importance for it ensures accountability and curriculum adjustments.
I. Definition
Curriculum evaluation refers to an ongoing process of collecting, analyzing,
synthesizing, and interpreting information to aid in understanding what students
know and can do. It refers to the full range of information gathered in the school
district to evaluate (make judgments about) student learning and program
effectiveness in each content area.
Curriculum evaluation must be based on information gathered from a
comprehensive assessment system that is designed for accountability and
committed to the concept that all students will achieve at high levels, is standards-
based, and informs decisions, which impact significant and sustainable
improvements in teaching and student learning (Grinnell, 2010).
II. Significance
According to United Nations Education, Scientific, and Cultural Organization –
International Bureau of Education (UNESCO – IBE), curriculum evaluation is a
necessary and important aspect of any national education system. It provides the
basis for curriculum policy decisions, for feedback on continuous curriculum
adjustments and processes of curriculum implementation.
The fundamental concerns of curriculum evaluation relate to:
• Effectiveness and efficiency of translating government education policy into
educational practice;
• Status of curriculum contents and practices in the contexts of global,
national and local concerns;
• The achievement of the goals and aims of educational programs.
MA 208: Curriculum Construction and Development
A Report
Curriculum evaluation aims to examine the impact of implemented curriculum
on student (learning) achievement so that the official curriculum can be revised if
necessary and to review teaching and learning processes in the classroom.
Curriculum evaluation establishes:
• Specific strengths and weaknesses of a curriculum and its implementation;
• Critical information for strategic changes and policy decisions;
• Inputs needed for improved learning and teaching;
• Indicators for monitoring (UNESCO – IBE, 2018).
III. Process
Curriculum evaluation process involves both internal and external activities
and processes. Curriculum evaluation may be an internal activity and process
conducted by the various units within the education system for their own respective
purposes. These units may include national Ministries of Education, regional
education authorities, institutional supervision and reporting systems, departments of
education, schools and communities.
An example of which are the curriculum review and evaluation called upon by
the University themselves headed by the Office of the Vice – President for
Academics and Student Affairs attended by faculty, students, parents, community
sectors and private sectors. This could be done semi-annually or annually
depending upon the need of the students.
Curriculum evaluation may also be external or commissioned review
processes. These may be undertaken regularly by special committees or task forces
on the curriculum, or they may be research-based studies on the state and
effectiveness of various aspects of the curriculum and its implementation. These
processes might examine, for example, the effectiveness of curriculum content,
existing pedagogies and instructional approaches, teacher training and textbooks
and instructional materials. (UNESCO – IBE, 2018).
External curriculum evaluation could be done by the Commission on Higher
Education themselves on what they called as the Regional Quality Assessment
Team which will monitor and evaluation programs of higher education institutions
(HEIs) in terms of compliance with the minimum requirements as embodied in the
Policies, standards and Guidelines (PSGs).
Other evaluating bodies such as the Accrediting Agency of Chartered
Colleges and Universities in the Philippines (AACCUP) for public HEIs and
Philippine Association of Colleges and Universities Commission on Accreditation
(PACUCOA) for private HEIs may be opt to evaluate also the curriculum and
instruction of the said university.
MA 208 Curriculum Construction and Development
Learning Material
Other models of curriculum evaluation were done depending on what is being
evaluated which includes Tyler’s Model, CIPP Model, and Stake’s Model are some
of most used models (Rathy, 2012).
1. Tyler’s Model of Curriculum Evaluation
- Also known as Tyler’s goal attainment model or objectives-centered model
- is the basis for most common models in curriculum design, development
and evaluation.
- comprised of four major parts.
o 1) defining objectives of the learning experience;
o 2) identifying learning activities for meeting the defined objectives;
o 3) organizing the learning activities for attaining the defined
objectives; and
o 4) evaluating and assessing the learning experiences (Fundi, 2014)
- Key emphasis is on instructional objectives
- Purpose is to measure the students progress towards objectives
- Methodology used:
o 1. Specify Instructional Objectives
o Collect Performance Data
o Compare the performance data with the objectives or standards
specified
- Limitations:
o Ignore process
o Not useful for diagnosis of reasons why curriculum failed
(Rathy, 2012)
MA 208 Curriculum Construction and Development
Learning Material
2. CIPP Model of Curriculum Evaluation
- CIPP model is a popular model for curriculum evaluation given by
Stufflebeam. C- Context, I - Input, P- Process and P- Product.
- The authors believe that the model can be effectively applied for school
evaluation.
- Context refers to the background, History, goals and objectives of the
school.
- Inputs refer to material and human resources needed for effective
functioning of the school.
- Process refers to implementation of different school practices.
- Product refers to the quality of students learning and its usefulness for the
individual and for society (Patil and Kalekar, 2014).
- Key emphasis: Decision-making
- Purpose: To facilitate rational and continuing decision-making
- Strengths: Sensitive to feedback; rational decision making among
alternatives
- Evaluation activity: Identify potential alternatives, set-up quality control
- Limitation
o Too concerned with how the process is supposed to be rather than
the reality on ground.
MA 208 Curriculum Construction and Development
Learning Material
o Undervalues student aims
3. Stake’s Model of Curriculum Evaluation
- Robert Stake (1975) made a major contribution to curriculum evaluation in
his development of the responsive model, because the responsive model
is based explicitly on the assumption that the concerns of the stakeholders
—those for whom the evaluation is done—should be paramount in
determining the evaluation issues.
- Stake recommends an interactive and recursive evaluation process that
embodies these steps:
• The evaluator meets with clients, staff, and audiences to gain a sense
of their perspectives on and intentions regarding the evaluation.
• The evaluator draws on such discussions and the analysis of any
documents to determine the scope of the evaluation project.
• The evaluator observes the program closely to get a sense of its
operation and to note any unintended deviations from
announced intents.
The evaluator discovers the stated and real purposes of the project
and the concerns that various audiences have about it and the
evaluation.
• The evaluator identifies the issues and problems with which the
evaluation should be concerned. For each issue and problem,
the evaluator develops an evaluation design, specifying the
kinds of data needed.
• The evaluator selects the means needed to acquire the data desired.
Most often, the means will be human observers or judges.
• The evaluator implements the data-collection procedures.
• The evaluator organizes the information into themes and prepares
“portrayals” that communicate in natural ways the thematic
reports. The portrayals may involve videotapes, artifacts, case
studies, or other “faithful representations.”
• By again being sensitive to the concerns of the stakeholders, the
evaluator decides which audiences require which reports and
chooses formats most appropriate for given audiences
- Key emphasis: Description and judgement of data
- Purpose:
o Focus is on responsive evaluation
Responds to audience needs of information
Orients more on toward program activities rather than results
Presents all audience view points
- Limitations:
o Ignores causes
o Stirs up value conflicts
MA 208 Curriculum Construction and Development
Learning Material
Antecedents – any condition existing prior to teaching and learning which may
relate to outcome.
Transactions – process of education where interactions between teachers and
students, students and students, students and educational environment, and
students and curricular materials are seen.
Outcomes – these are learning outcomes, impact of curriculum implementation to
students, teachers, administrators and community. Immediate outcomes and
long-range outcomes were also considered.
References
AACCUP. (2018). AACCUP Accreditation. Retrieved from
http://www.aaccupqa.org.ph/
Fundi, S. (2014). Curriculum Evaluation Using Tyler’s Goal Attainment Model or
Objectives-Centered Model. Retrieved from https://kibogoji.com/2014/04/19/
curriculum-evaluation-using-tylers-goal-attainment-model-or-objectives-
centered-model/
PACUCOA. (2018). PACUCOA Accreditation. Retrieved from https://sites.
google.com/ceu.edu.ph/pacucoa/pacucoa-accreditation
MA 208 Curriculum Construction and Development
Learning Material
Patil, Y. and S. Kalekar. CIPP MODEL FOR SCHOOL EVALUATION. Scholarly
Research Journal for Humanity Science and English Language. Retrieved
from http://oaji.net/articles/2015/1201-1439207905.pdf
Rathy, G.A. (2012). Models of Curriculum Evaluation. Retrieved from http://talc.ukzn.
ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ashx
United Nations Education, Scientific, and Cultural Organization – International
Bureau of Education (UNESCO – IBE). (2018). Curriculum evaluation and
student assessment. Retrieved from http://www.ibe.unesco.org/fileadmin/
user_upload/COPs/Pages_documents/Resource_Packs/TTCD/sitemap/Modu
le_8/Module_8.html
MA 208 Curriculum Construction and Development
Learning Material
