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UTMUNIVERSITI TEKNOLOGI MALAYSIA

MPF 1483Curriculum Evaluation

general

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Curriculum

Informallyorganised, e.g.,What a craftsmanteaches anapprentice

Formally organised,e.g., What is taughtin an instructional

film

Lesson

Curricular program of a comprehensive high school

Entire educational program of the nation

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What teachers will do

What students will be exposed to in terms ofachievement and behaviour?

What are the Materials & equipments Are the environments conducive?

They are characterised by their purpose, content,

environments, methods, changes they bring about

There are messages to be conveyed, relationships to bedemonstrated, concepts to be symbolised,understanding and skills to be acquired

What to evaluate?

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It is expository in purpose

Oriented to whole program, not certain variables to manyprograms

Focused on

Worth and merits Growth, progress

Are the objective worthwhile?

Can they be achieved?

Are the content and Methodology relevant to the needs and aspirations ofthe society

What are the expected outcomes

Are they consistent with curriculum objectives?

Evaluation

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determination of the worth of a thing,

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1.Collection of data

2.Processing the data

3.Interpretation of data

Collection and provision of evidence, on the basis ofwhich decisions can be taken about the feasibility,

effectiveness and educational value of curricula

The Steps involved

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1. Collection of data1. On goals, environments, personnel, methods and content, outcomes

2. Personal judgments about social worth as to the quality andappropriateness of those goals, environments, etc.

2. Processing the data1. Weighing the outcome of program against the stated objectives2. Comparing costs about two courses of study

3. Interpretation of data1. Judgments about social worth as to the quality and appropriateness of

those goals, environments, etc.2. Determining the skills or sophistication needed for students

Steps in detail

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Observation

Interviews

Tests Questionnares

Evaluation Methods and Tools

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Is it then just achievement testing?, whichdiscriminate among students?

Or does it discriminate among curricula?

E.g. Standards for educational and psychological tests (APA,1966)

Educational Measurement (Lindquist, 1951)

If it is judgment about curriculum components,

what is the relationship between the objectand judgment being made.

So how different it is from standardised test?

Discriminate among students orcurricula?

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General coverage, or focus on general skills, common to all No special contents are tested

Fair to all students

Do not penetrate the scope and depth of a particular curricula

Focus on Items having strong relationship with general intelligence

Item that correlate highly among themselves or with any achievement items

Do not tell about What has been learned

What deficiencies remain in student understanding

They are not equally useful for evaluation for decision are basedon just a few items , which is questionable

Curriculum supervisor should not concentrate on individualstudent decisions, but variance among curricula

What do standardized tests do?

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How effective they are?

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Procedure-criteria-rationale-theories

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EVALUATION

Procedures

CriteriaRationale

Theories

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Standard ways of translating aims and needs into practices

Is there lesson writing paradigms, and subroutines tomaintain a pace, control reading difficulty, organizereview exercises, discover inconsistencies, optimize

redundancies?

Who does all these? Editors?, what is the quality of thosematerials?

Logical sequence? Rational procedure to check logic of

development of a curriculum?

Curriculum development requires

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Messages are transferred, but

Does the teacher say what author want to say?

Is he a subject matter expert?

How to scale and process the perception of objectives?How to scale and process the judgments?

Quality and Communication integrity?

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Capitalize on the ability of teachers toestimate which teaching technique to

follow? Or on teachers power of observation

and estimation?

It is possible for the provision of astandard learning situation

Appropriate and inappropriateroles of teacher in Evaluation

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Some need psychometric thinking: psychologist

Others need sociologists, communicationexperts, linguists, philosopher, anthropoligist,

economist, curriculum designer, subject-specialist, religious authorities, politicians

Can we find all of them?

We must

Curriculum Development andEvaluation? Who and who are to involve?

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Measurement of Learning, Tyler Evaluation of course offerings, Dressel and Mayhew, 1954

Evaluating Pupil Growth, Ahmann and Glock (1963)

Measurement Projects

TALENT, Flanagan (1964)

National Assessment of Educational Progress, Tyler 1966

Evaluation of Teaching

Handbook of Research on Teaching, Gage (1963)

McKeachie (1959)

Simpson and Seidman (1962)

Educational Measurement,Lindquist, 1951

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Other evaluations done Conant (1959)

Gardner (1961)

Trump (1960)

Educational Policies Commission (1959, 1961)

Instructional Objectives

Bloom (1956)

Krathwohl (1964)

Lindvall (1964)

Educational Decision Making Cronbach and Gleser (1964)

James (1963)

Educational Measurement,Lindquist, 1951

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School Environment

Astin (1961)

Pace (1965-66)

Economic and Social Aspect

Benson (1961)

Carlson et al. (1965)

Mort (1960)

Curriculum Development

Taba (1962)

Heath (1964b)

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Innovation in Education

Clark and Guba (1965)

Miles (1964)

Pellegrin (1966)

Innovation in measurement methodology

Psychological scaling (Torgerson, 1958)

Semantic Differential (Osgood, 1957)

Interaction Analysis (Flander, 1961)

Tab-testing Methods, Damrin-Glaser (adapted byMcGuire, 1966)

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Purpose: provide essential info fordesigning appropriate program

When: Beginning of a program orproject

How identify aspect to be improved

Make appropriate decisions

Types of evaluation1. Diagnostic Evaluation

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E.g., Basic Education Curriculum (Thailand) Studying Thai educational quality problems: social, cultural, economic,

scientific, technological, political

Analyze 1990 primary lower and upper curricula implementation

Analyze the national educational policies

Studying theories on Educational philosophy

Curriculum development theories

Learning theories

Learning psychology

Social and cultural information.

Collecting, analyzing, synthesizing provisions educational management andnational curricula of other countries

Studying standard-based education

1. Diagnostic Evaluation, E.g.

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Term coined by Scriven (1973)

Question address are:

Is the instruction successful?

If not successful, what can be done to avoid failure? Evaluation that gather information for the purpose of

improving instruction as the instruction was given

Learner

Immediate retention of skills and knowledge

Attitudes

Integral part of curriculum design and delivery

To correct flaws

Doubtful projects can be stopped

2. Formative evaluation

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Can the program work as envisioned?

Summarize worth and weakness

Cost effectiveness Professional pre-requisites: Time, space,

training that teacher might need

Is it better than the old one

3. Summative Evaluation

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Academic Approach

Competency-based Approach

Approaches to Curriculum andCurriculum Evaluation

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Two approached tocurriculum

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Competency-basedAcademic

Systems approachSubject-approach

Knowledge-based

Analysis of Policies, LabourMarket and Occupations

Analysis of subject &Discipline

Job/Occupation-based

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Two approaches to curriculum

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Competency-basedAcademic

Analysis of jobs and tasksDetermining level andprerequisites

Organize curriculumaccording to logic

of discipline

Develop InstructionsDevelop Instruction

Organize curriculumaccording to way the job

is done

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Concepts, facts, generalization, researchinstruments and methods lack of properfunding for research and evaluation

the reluctance of teachers to changetheir practices

the conservative nature of theeducational bureaucracy

Changing concepts ofEducational Evaluation

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The Scientific Model

The Decision-Making Model

Criteria-based Mode

http://www.slideshare.net/Azia1980/curriculum-development-evaluation

Map of the evaluation field

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Education as a science

Ability to measure the effects of education throughthe used of test of achievement, attitude scales and

interest inventories Thee evolved as tools to find out

In what degree education was distributed?

On what factors successful education or effective

teaching depended?

Later was used as actual measures ofeducational success

Scientific Model

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