EDU555 CURRICULUM AND INSTRUCTION

WEEK 4

Introduction

0 This lecture will consist of the following:

1. Curriculum Evaluation: Types, Purposes, Procedures

2. CIPP Model

Definition of Curriculum Evaluation

0 Making judgments about the desirability of certain

changes in students + using info to change teaching

and the curriculum

Definition

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

Definition

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

Definition

0 Provus (1971): the comparison of performance to

some standards to determine whether discrepancies

existed

Types of Evaluation

0 Scriven (1967)

1) Formative evaluation

0 on-going program

0 program improvement

0 provide data abt educational program

to assist developer in improving the program

Types of Evaluation

2) Summative evaluation

0 done at the completion of a program

0 concerned with overall effectiveness of the

program

0 Provide data to determine the worth of the

program

Evaluation in curriculum development

0 Evaluation – part of the curriculum development

process

0 Enables curriculum makers reviewing and

modifying – to cater the current and future needs

Evaluation in curriculum development

0 Curriculum shd be continuously reviewed & reviewed

0 WHY??

0 maintaining and sustaining: quality of the program relevance in meeting adequacy the ever changing quantity needs

Evaluation in curriculum development

0 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2) Does the program contain extraneous and outdated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?

Evaluation in curriculum development

0 Wentling (1980): EVALUATION MUST DO MORE

THAN :

0 just analyse the extend to which a program had

adhered to an original plan

0 OR attained its primary goals and objectives

Evaluation in curriculum development

0 So, based on Wentling’s (1980) suggestion..

0 Curriculum evaluation needs to go beyond the

assessment of student behaviour

0 It should include the overall effect on students,

teachers and society

Evaluation in curriculum development

0 The task of evaluating the curriculum involves a COMPLEX PROCESS

0 A comprehensive evaluation framework or model is necessary to achieve a systematic, effective and efficient evaluation

CIPP Model For Evaluation

0 Introduced by Daniel Stufflebeam in 1966.

0 A comprehensive framework for guiding formative and summative evaluation of Programs (Curriculum, course design, etc.)

Projects

Personnel

Products

Institutions

Systems

CIPP Model For Evaluation

0The model has been widely applied by:

Government officials

Foundation officers

Program and project staffs

International assistance personnel

School administrators

Evaluators, etc.

Model (framework) for Curriculum Evaluation

0 CIPP model (Finch & Bjorquist, 1977)

CONTEXT EVALUATION

INPUT EVALUATION

PROCESS EVALUATION

PRODUCT EVALUATION

CURRICULUM INITIATION AND STRUCTURING

CURRICULUM OPERATION

Context Evaluation

0 Involves analysis of goals and needs in a specific education setting

0 Needs a discrepancy between an existing condition and desired condition

0 Evaluation of context includes: Environment Students Background School climate Goals and objectives of offering the program, etc.

Input Evaluation

0 Concerns judgment about resources and strategies needed to accomplish program goals and objectives

0 This includes the quality of: The curriculum and syllabus

Students

Teachers

Staffs

Facilities and infrastructures, etc.

Process Evaluation 0 Involves the collection of data once the program

has been designed and put into operation.

0Data which is collected over a period of time is useful in detecting strengths and weaknesses of the program.

0Process including: Teachers’ methods

The facilities used

The students performance, etc.

Product Evaluation

0 To determine the extent to which the goals of the program have been achieved.

0 Data collected can be used to make decisions about the program and making modifications for improvement.

0 This can be done through feedback from former students or graduates, employers and the society.

0 Concerns accountability i.e. the number of quality of the students and graduates produced.

Thank you