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Evaluating the urriculum andInstructionY: MRS GLADYS GLO M BONDOC
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Teaching is a part of your job, and
you will be held accountable for howwell your students learnpresumably
an outcome of how well you teach. But
student achievement are only onemeasure of your instruction and an
imperfect one at that. Other measures
come from subjective student, peer and
administration evaluation.
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Instructor is not the only and
maybe not even the single mostimportant determining factor in the
learning process. Important students
characteristics that impact learning,influential characteristics of the course
structure and perceived value of any
supplementary materials impact
learning. Thus, evaluation must look at
the total learning experience.
-
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DEFINITION OF TERMS
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CURRICULUM: DEFINITION
The sum of all experiences which are to be providedin an educational institution.
According to Tanner and Tanner (1975),
curriculum are planned guided learning experienceand intended learning outcomes formulatedthrough a systematic reconstruction of knowledgeand experiences under the auspices of the school for
the learners continuous and willful growth inacademic, personal and social competence.
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EVALUATION: DEFINITION
Is the process of collecting data on a programme todetermine its worth or value of a learning process or aprogramme as well as the effectiveness with the aim ofdeciding whether to adopt, reject, or revise the process /programme itself . (Lawton, 1973)Evaluation is a disciplined inquiry to determine the worth ofthings which may include programmes, procedures orobjects. It is different from research on the followingdimensions:
Evaluation is applied research tends to be basic.Evaluation yields information that has immediate use whileresearch need not.Evaluation result in value judgments while research need not
and some would say should not.
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CURRICULUM EVALUATION:DEFINITION
Ornstein and Hunkins (1998) define curriculumevaluation as a process or cluster of processes thatpeople perform in order to gather data that willenable them to decide whether to accept, change oreliminate something- the curriculum in general oran educational textbook in particular.Curriculum Evaluation is a process by which we
attempt to gauge the value and effectiveness of anypiece of educational activity which could be arational project, or a piece of work undertaken byor with students. (Wiles and Bondi, 1989)
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FOCUS OF EACH
Curriculum evaluation focus on the studentlearnings and objectives specified for all subjectareas and grade/year levels. The content of thecurriculum is outlined in a scope and sequence
chart for each subject area and assessment tools areidentified.Instructional Evaluation focus on the manner inwhich student achievement objectives are met. Itincludes the amount of instructional time, theinstructional material and resources used, methodsof teaching, and supplemental support services and
programs.
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PURPOSE OF EV LU TION
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PURPOSE OF CURRICULUM EVALUATION
According to Cronbach (1963), there are threetypes of decisions for which evaluation is used. Theseare the following:
1. Course Improvement;2. Decisions about individuals; and3. Administrative regulations
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PURPOSE OF CURRICULUM EVALUATION
COURSE IMPROVEMENTTo determine if the curriculum meets the standards
To determine if the instructional program iseffective in meeting the curriculum objectivesTo determine if student achievement of thecurriculum objectives meets or exceeds
expectationsTo decide what instructional material and methodsare satisfactory and where changes are needed
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PURPOSE OF CURRICULUM EVALUATION
DECISION ABOUT INDIVIDUALS
To identify the needs of the learners for the sake ofplanning of instruction and grouping.To acquaint the learners with his own deficiencies.
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PURPOSE OF CURRICULUM EVALUATION
ADMINISTRATIVE REGULATIONSTo judge how good the school system is, how good
the individual teachers areGuide in selection and adoption of educationalmaterials and activitiesTo identify the necessary improvements to be made
in content, teaching methods, learning experiences,educational facilities, staff selection anddevelopment of educational objectives
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FORMATIVE EVALUATION
data is gathered during the formation ordevelopment of the curriculum so thatrevisions to it can be made
Includes determining who needs theprogramme, how great is the need, and howto meet the need
aim is to obtain information to improve aprogramme.
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When a cook tastes the soup,thats formative evaluation;
When the guests taste the
soup, thats formative evaluation.
-Robert Stakes
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APPROACHES TO EVALUATION
According to Cronbach (1982),Scientific approach decision about the educationalprogramme are made on the basis of efforts of
learners. The data gathered is in the form of testscores of students, which are employed to comparestudents achievementsHumanistic Approach uses data obtained from
thick descriptions of actual events. Data areobtained from interviews with the participants ofcurriculum and is utilized for the purpose ofevaluation.
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SUMMATIVE EVALUATION
data is collected at the end of theimplementation of the curriculumprogramme
Determines to what extent the educationalobjectives are actually being realized by theprogramme of curriculum and instruction.
(for teachers) being used for the purpose ofranking, and to determine whether or not a
teacher will be rehired or promoted.
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EV LU TION MODELS
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STUFFLEBEAMS CIPP MODEL
Context studying the reality in which theprogramme is run
(1) What needs to be done and in what context
(2)Defines the environment in which the curriculumis implemented(3)Determines need that were not met and reasons
(4)Shortcomings and problems in the organizationunder the review
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STUFFLEBEAMS CIPP MODEL
Input determines how alternative curricularstrategies would be able to contribute to theattainment of curricular intentions
(1) Appropriateness of instructional objectives(2)Congruency between objectives and content(3)Appropriateness of instructional strategies and
assessment procedures
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STUFFLEBEAMS CIPP MODEL
Process evaluation examines theimplementation aspect of the curricularprogramme
Product evaluation uses data about thethree factors, content, input, and process,the extent to which the objectives arebeing achieved and determined.
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STUFFLEBEAMS CIPP MODEL
Context
InputProcess
Formative
Product Summative
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STAKES COUNTENANCE MODEL
Three Phases of Curriculum Evaluation a proposed byRobert Stake (1967)
Antecedents Transactions Outcomes
INSTRUCTION
Includes conditions
existing prior to
instruction that may
relate to the outcomes -Student and teacher
characteristics,
curriculum content,
instructional materials,
community context.
Process of instruction
Communication flow,time allocation,
sequence of events,
social and emotional
climate
Effects of the
programmeStudent achievement,
attitudes, motor skills,
effect on teachers and
institution.
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EISNERS CONNOISSEURSHIP MODEL
Evaluator can determine whether a curriculumprogramme has been successful using a combination ofskills and experience. Evaluator must seek to be aneducational critic.
Emphasis is given on the learning process and thequality of experiences by those involved in theimplementation of the curriculum
What has happened in the classroom as a result ofimplementation of the ne curriculum?
What are some of the events that took place? How did students and teachers organize themselves in these
events? How can the experiences of learners be made more effective as
suggested by students, teachers and administrators?
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PROVUS DISCREPANCY EVALUATION MODEL
Involves the following:(1) Determining programme standards(2)Determining programme performance
(3)Comparing performance with standard(4)Determining whether a discrepancy exists between
performance and standards
In this model, the programme, in operation, isconstantly judged in terms of fixed standard criteriaalready established.
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TECHNIQUES OF EV LU TION
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QUESTIONNAIRES AND CHECKLISTS
Being used when you need to quickly and/or easilyget lots of information from people in a non
threatening way
Relatively inexpensive to administerEasy to compare and analyseEasy to design as there are many samplequestionnaires existingInformation are not that accurateWordings used can bias clients responses
O S O
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OBSERVATION
Used to gather information about how a programactually operates
View operations of a program as they are actually
occurring Can people involved adopt as they occur?
May be supplemented by interviews and feedbackand other documentary evidences
S
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INTERVIEWS
Used when you want to fully understandsomeones impressions or experiences, or learnmore about their answers to questionnaires
Unstructured or structuredCan take much time , hard to analyze and compare,costly and interviewer can bias client's responses
DOCUMENTATION REVIEW
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DOCUMENTATION REVIEW
Used when we want impressions of how aprogramme operates without interrupting theprogramme, memos, minutes, etc can be reviewed
to get a comprehensive and historical informationabout the implementation of the programme.Takes time, need to be quite clear about what tolook for, data is restricted to what already exists
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WORKSHOPS & GROUP DISCUSSION
Experts are invited at one place to deliberateupon syllabi, materials, etc.and to arrive at aconsensus regarding the quality of the same.The materials may be evaluated against a setof criteria that might have been prepared by
the evaluator.
S C O C SS
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INSTRUCTIONAL EFFECTIVENESS
(1)Self Assessment(2)Informal Peer Assessment classroomvisits, video tape
(3)Formal Assessments(4)Student AssessmentStudent Interviews
Written Evauations
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CRITERI FOR CURRICULUMEV LU TION
CURRICULUM COMPLETENESS
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CURRICULUM COMPLETENESS
Outlined course of study for allcurriculum subjects areas necessary forstudents present and future
functioning in the societyAmount of instructional time allowedto each subject area based on
governing boards and legalrequirements
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SUBJECT/ STRAND COMPLETENESS
Strands on the subject area have beenidentifiedStrands are weighted in terms of
relative importanceWeighting of strands corresponds tostudents developmental needs
SUBJECT/ STRAND QUALITY
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SUBJECT/ STRAND QUALITY
Students needs and interests are reflected inthe objectiveCompetencies needed to function in society
are included in the objectives whenappropriateRecent research is reflected
Objectives are consistent with national andschools curriculum goals and objectivesSequence of objectives are developmentally
appropriate
STUDENT ACHIEVEMENT OF SUBJECT/
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STUDENT ACHIEVEMENT OF SUBJECT/STRAND LEARNINGS
Mastery of the contents/ objectives/competencies based on the results of
the tests
Majority of the students earn aboveaverage scores on regional and nationalachievement tests
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INSTRUCTION L PROGR MEV LU TION
INSTRUCTIONAL PROGRAM QUALITY
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INSTRUCTIONAL PROGRAM QUALITY
Course study guides are provided whichincludes performance objectives andrecommended instructional time allocations
Enough instructional staff and other neededsupport staff membersAdequate resources are provided for
instructional materialsInstructional support services are providedStaff training needs are assessed and trainings
are provided
INSTRUCTIONAL PROGRAM QUALITY
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INSTRUCTIONAL PROGRAM QUALITY
Teachers are teaching based on objectivesTeachers following recommendations forinstructional time allocations
Instructional materials and resources areavailable and are used based on objectivesTeachers assess student performance related
to objectives and use evaluative data to planinstructionTeachers use principles of learning in
delivery of instruction
INSTRUCTIONAL PROGRAM QUALITY
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INSTRUCTIONAL PROGRAM QUALITY
Student performance is routinely monitoredand records are keptRemediation is provided when needed
Instructional interventions are evaluated todetermine if student achievement isinfluenced
A plan for use of suport services is developedand is operational
INSTRUCTIONAL PROGRAM EFFECTIVENESS
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INSTRUCTIONAL PROGRAM EFFECTIVENESS
PRIMARY MEASURE IS STUDENTACHIEVEMENTINTERVENTION SHOULD BE PLANNED
WITH CORRESPONDS TO THEOUTCOMES OF THE INSTRUCTIONALPROGRAM EVALUATION
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CRITERI USED IN SSESSMENT OFTE CHER EFFECTIVENESS
PERSONAL CHARACTERISTICS
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PERSONAL CHARACTERISTICS
1. Enthusiasm for subject and for teaching2. Knowledge of the subject matter3. Preparation for class
4. Encouragement of independent thought5. Interest in and respect for students;
friendliness
6. Availability and helpfulness
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PRESENTATION
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PRESENTATION
1. Elocutionary skills2. Sensitivity to and concern with classcomprehension and progress
3. Classroom management and effective use of time4. Classroom atmosphere; openness to questions
and discussion5. Individualization of teaching
6. Pursuing and meeting course objectives7. Stimulation of interest in the course and its
subject matter
8. Motivation of students
ASSESSMENTS
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ASSESSMENTS
1. FAIRNESS AND QUALITY OF EXAMS2. IMPARTIAL EVALUATION OF STUDENTS3. VARIETY AND FREQUENCY OF
STUDENT ASSESSMENT4. FREQUENCY OF FEEDBACK FROM
TEACHER TO STUDENTS
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PH SES OF CURRICULUMEV LU TION
PHASES OF EVALUATION
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PHASES OF EVALUATIONAspects of the
curriculum tobe evaluated
Determines what to be evaluated
which may be the total schoolsystem, a particular grade level or aparticular subject. The objectivesare clearly stated
DataCollection
Information to becollected, tools, andsources of data
Analysis ofinformation
Present data(graphs/ tables), usestatistical tools
Reportingof
Information
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Developed curriculum should befiltered through evaluation techniques.
..
A good curriculum is important for
the development of a child, a system,
and finally for national development.
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