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Curriculum Development

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Curriculum Development

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ACTIVITYANALYSISAPPLICATIONABSTRACTIONWhat, Why and How to Evaluate a CurriculumCURRICULUM EVALUATIONDefinitions Curriculum evaluation is a process done in order to gather data that enables one to decide whether to accept, change, eliminate the whole curriculum of a textbook. (Orstein, A. & Hunkins, F., 1998) Evaluation answers two questions: 1. Do planned learning opportunities, programmes, courses and activities as developed and organized actually produce desired results? 2. How can a curriculum best be improved? (McNeil, J., 1997)Evaluation is to identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process. It is to determine the effectiveness of and the returns on allocated finance. (Gay, L., 1985)

It is a process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying, or eliminating the curriculum. (Oliva, P., 1988) REASONS for CURRICULUM EVALUATIONCurriculum 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 is 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, thus 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.Curriculum Evaluation ModelsBRADLEY EFFECTIVENESS MODEL L.H. Bradley wrote a hand book on Curriculum Leadership and Development.

This book provides indicators that can help measure the effectiveness of a developed or written curriculum. Bradley Effectiveness Model for Curriculum Development IndicatorsINDICATORSDESCRIPTIVE QUESTIONSYES or NOVertical Curriculum Continuity Does the curriculum reflect the format (i.e. K to 12, OBE, Inquiry, etc.) that enables teachers quickly access what is being taught in the grade/year levels below or above the current level? (Ex. If you are looking at Science 5, below means Science 4 and above means, Science 6)Horizontal Curriculum Continuity Does the curriculum provide content and objectives that are common to all classes of the same grade level? (Ex. All English 101 for all 1st year college students)Instruction Based on Curriculum Are lesson plans/ syllabi/ course design derived from the curriculum and strategies? Are materials used correlated with the content, objectives and activities?Broad Involvement Is there evidence of involvement of the different curriculum stakeholders in the planning, designing and implementation and review of the curriculum?Long Range Planning Is review cycle followed within the period of planning and implementation of the curriculum?Positive Human Relations Did the initial thoughts about the curriculum come from teachers, principals, curriculum leaders and other stakeholders?Theory-Into Practice Is there clarity of vision, mission, graduation outcomes, program philosophy, learning outcomes in the curriculum?Planned Change Are there tangible evidence to show that the internal and external publics accept the developed program?Tyler Objectives Centered Model Ralph Tyler proposed a curriculum evaluation model in 1950 which until now continues to influence many curriculum assessment processes.

His monograph was entitled Basic Principles of Curriculum and Instruction.

CURRICULUM ELEMENTSEVALUATION PROCESSACTION TAKEN: YES or NO1. Objectives/Intended Learning OutcomesPre-determine intended learning outcomes or objectives.2. Situation or ContextIdentify the situation/context that gives opportunity to develop behavior or achieve objectives.3. Evaluation Instruments/ToolsSelect, modify, and construct evaluation instruments or tools. Check its objectivity, reliability and validity.4. Utilization of ToolUtilize the tools to obtain results.Compare the results obtained from several instruments before and after to determine the change5. Analysis of ResultsAnalyze the results obtained to determine strength and weaknesses. Identify possible explanation about the reasons for the particular pattern.6. Utilization of ResultsUse the results to make the necessary modifications.Daniel Stufflebeam Model- Context, Input, Process Product Model (CIPP) CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee chaired by Daniel Stufflebeam.

The model made emphasis that the result of evaluation should provide data for decision making.

4 Stages of Program Operation CONTEXT EVALUATION assess needs and problems in the context for decision makers to determine the goals and objectives of the program/curriculum.

INPUT EVALUATION assess alternative means based on the inputs for the achievement of objectives to help decision makers to choose options for optimal means. PROCESS EVALUATION monitors the processes both to ensure that the means are actually being implemented and make necessary modifications.

PRODUCT EVALUATION compares actual ends with intended ends and leads to a series of recycling STAGES of the CIPP MODELSTEPS TAKEN in ALL the STAGES1. Context EvaluationStep 1: Identify the kind of decision to be made.2. Input EvaluationStep 2: Identify the kinds of data to make that decision.Step 3: Collect the data needed.3. Process EvaluationStep 4: Establish the criteria to determine quality of data.Step 5: Analyze data based on the criteria.4. Product EvaluationStep 6: Organize needed information needed for decision makers.STAKE RESPONSIVE MODELResponsive model is oriented more directly to program activities than program intents.Evaluation focuses more on the activities rather than intent or purposes.Robert Stake (1975) recommends to the curriculum evaluator the following steps.

Step 1Meets with stakeholders to identify their perspectives and intentions regarding curriculum evaluation.Step 2Draws from Step 1 documents to determine the scope of the evaluation.Step 3Observes the curriculum closely to identify the unintended sense of implementation and any deviations from announced intents.Step 4Identifies the stated real purposes of the programs and the various audiences.Step 5Identifies the problems of the curriculum evaluation at hand and identifies an evaluation design with needed data.Step 6Selects the means needed to collect data or information.Step 7Implements the data collection producer.Step 8Organizes the information into themes.Step 9Decides with stakeholders the most appropriate formats for report.SCRIVEN CONSUMER ORIENTED EVALUATION Michael Scriven introduced this evaluation among many when education products flooded the market. Consumers of educational products which are needed to support an implemented curriculum often use consumer-oriented evaluation.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or summative evaluation purposes.

The use of criteria and checklist was proposed by Scriven for adoption by educational evaluators.PRELIMINARY INFORMATIONRECOMMENDATION Title:

Author(s):

Publisher:

Copyright date:

Material Evaluator:

__Retain for further review

__Reject (comments)Use the following codes to rate the material+ means yes or good quality- means no or poor quality0 means all right but not of good qualityN A means not applicableCRITERIA+yes or good0all right but not so good- no or poorN Anot applicable1. Content covers a significant portion of the course competencies.2. Contents are up-to-date.3. Reading level is appropriate for most students who will use the material.4. Intended learning outcomes, competencies are stated.5. Formative and summative assessments are included.6. Activities are varied to meet the needs of students.7. Teachers guide is included with management suggestions.8. Materials are presented in logical order.9. Learning outcomes, competencies and/or tasks.10. Degree of match between learning activities and intended learning outcomes.11. Quality of test items and degree of match with intended learning outcomes.12. Quality of direction on how students will process through materials.13. Quality of drawings, photographs and/or other materials.14. Overall design of the learning activities for individual instruction.15. Quality of management procedures for teachers (TGs).16. Optional (List course map competencies covered by the instructional material)A SIMPLE WAY of CURRICULUM EVALUATION PROCESSDoes the curriculum emphasize learning outcomes?Does the implemented curriculum require less demands?Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary, tertiary levels)Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d) tested and (e) learned?Does the curriculum include formative assessment?Does the curriculum include summative assessment?Does the curriculum provide quantitative methods of assessment?Does the curriculum provide qualitative methods of assessment?Can the curriculum provide the data needed for decision making?Are the findings of evaluation available for stakeholders?STEPS in CONDUCTING a CURRICULUM EVALUATIONSTEPSWHAT to CONSIDER1. Identifying primary audiencesCurriculum Program Sponsors, Managers and Administrators, School Heads, Participants (Teachers and Students) Content Specialist; other stakeholders.2. Identifying critical issues/problemsOutcomes (expected, desired, intended) Process (Implementation) Resources (Inputs)3. Identifying data sourcePeople (teachers, students, parents, curriculum developers) Existing documents; Available records; Existing documents4. Identifying techniques in data analysisStandardized Test, Informal tests; samples of Students Work; Interviews; Participants Observations, Checklist, Anectodal records5. Identifying primary audiencesStandards previously set by agency (DepEd, CHED, Professional Organization)6. Identifying established standards and criteriaContent Analysis, Process Analysis, Statistics, Comparison, Evaluation Process7. Preparing evaluation reportWritten; Oral; Progress; Final; Summary; Descriptive, Graphic, Evaluative and Judgmental; List of Recommendations8. Preparing modes of displayCase studies; Test Scores Summary; Testimonies; Multi media representation; Product Display (exhibits); Technical ReportPrepared By:

KELLY DONAYREPRINCESS MYKA BELICENAMIA FRENZINE GATURIANNORLEE JANE MURATARUSSEL CLAVELBSED 3-F


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