STO.
TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION
Major in Food Service Management
EDUC 103: Curriculum Development with Emphasis on Trainers Methodology I & II
Chapter No. &
Chapter 4: Evaluating the Curriculum - Curriculum Evaluation and the Teacher
Title
Lesson No. and
Lesson 1: What, Why and How to Evaluate a Curriculum
Title
Learning a) Elucidate the clear understanding of what is curriculum evaluation
Outcomes
Time Frame 3 Hours – Week 14
This module is all about the curriculum evaluation in the context of its definition and the role of the
teacher as an evaluator. It will present the ways of evaluating the curriculum as written, planned or
implemented. This is in reference to the popular curriculum models currently used in educational
Introduction
programs here in the Philippines and across the globe.
Module
Curriculum evaluation is a component of curriculum development that responds to public
Overview
accountability. It looks into educational reforms or innovations that happen in the teachers’
classrooms, the school, district, division, or the whole educational system as well. It is establishing
the merit and worth of a curriculum. Test results will only be used as one of the pieces of evidence
of evaluation. For in the end, the purpose of evaluation is to improve and not to prove.
TAKE OFF, OF DISCOVERY OF LEARNING.
1. Using AI generated answers on this question is highly discouraged. You may search on the
internet and paraphrase it based on your understanding.
Question 1.1 – What is “CURRICULUM PROGRAM EVALUATION”, cite some examples of the
Activity specifications of curriculum program evaluation.
Question 1.2 – What is “CURRICULUM PROGRAM COMPONENT EVALUATION”, cite some examples of
the specifications of curriculum program component evaluation.
Guiding Questions
Analysis 1. How does “curriculum program evaluation” and “curriculum program component evaluation”
helps to achieve successful and integrative school or curriculum? Justify your answers.
UNLOCKING OF TERMS
• Curriculum Program Evaluation – may focus on the overall aspects of a curriculum or the
Abstraction
curriculum itself. More often, it refers to a big curriculum program. Examples of these
(for your reading
programs that may undergo a curriculum program evaluation are the K to 12 Curriculum.
and further
The integrated science program, the teacher education program, the mother tongue
understanding)
curriculum, the process approach in mathematics curriculum, the outcomes-based
curriculum in teacher education, or experiential teacher education.
• Curriculum Program Component Evaluation – A curriculum component may include
separate evaluation of (a) achieved learning outcomes (b) curriculum process [teaching-
learning methods/strategies] (c) instructional materials (i.e books, modules, models, kits,
learning materials).
Curriculum Evaluation: A Process and a Tool
• A process as it follows a procedure based on models and frameworks to get to the desired
results.
• A tool, as it will help teachers and program implementers to judge the worth and merit or
the program implementers to judge the worth and merit of the program and innovation or
circular change.
Persons Definition
Ornstein, A. & Hunkins, F. (1998) Curriculum evaluation is a process done in order to
gather data that enables one to decide whether to
accept, change, eliminate the whole curriculum.
McNeil, J. (1977) Evaluation answers two questions: 1. Do planned
opportunities, programs, courses and activities as
developed and organized actually produce desired
results? 2. How can a curriculum best be
improved?
Gay, L. (1985) Evaluation is to identify the weakness 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.
Oliva, P. (1988) It is a process of delineating, obtaining and
providing useful information for judging alternatives
for purposes of modifying, or eliminating the
curriculum.
CURRICULUM EVALUATION MODELS
1. Bradley Effectiveness Model
• This book provides indicators that can help measure the effectiveness of a developed
or written curriculum. First, you have to identify what curriculum you will evaluate.
Example: Elementary Science Curriculum, Teacher Education Curriculum, Student
Teaching Curriculum, Field Study Curriculum. Then find out if the curriculum you are
evaluating answers YES or NO. Answering YES to all the questions means good
curriculum as described by Bradley.
Bradley’s Effectiveness Model for Curriculum Development Indicators
Indicators Descriptive Questions Yes No
Vertical Curriculum Does the curriculum reflect the format (i.e. K to 12, OBE,
Continuity Inquiry, etc.) that enables teachers quickly access what
is being taught in the grade/year levels. Examples:
Science 5, Science 4 and Science 6.
Horizontal Curriculum Does the curriculum provide content and objectives that
Continuity are common to all classes of the same grade level?
Example: All English 101 for all the 1st year college
students.
Instruction Based on Are lesson plans/syllabi/course design derived from the
Curriculum 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?
If any of the indicators is answered with a “No”, actions should be made to make it Yes.
2. TYLER OBJECTIVES CENTERED MODEL
• Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to influence many
curriculum assessment processes. His monograph was entitled “Basic Principles of Curriculum and
Instruction”.
Curriculum Elements Evaluation Process Action Taken
Yes or No
Objectives/Intended Learning Pre-determine intended learning
Outcomes outcomes or objectives.
Situation or Context Identify the situation/context that
gives opportunity to develop
behavior or achieve objectives.
Evaluation Instruments/Tools Select, modify and construct
evaluation instruments or tools.
Check its objectivity, reliability
and validity.
Utilization of Tool Utilize the tools to obtain results.
Compare the results obtained
from several instruments before
and after to determine the
change.
Analysis of Results Analyze the results obtained to
determine strength and
weaknesses. Identify possible
explanation about the reasons
for the particular pattern.
Utilization of Results Use the results to make the
necessary modifications.
3. DANIEL STUFFLEBEAM’S CONTEXT, INPUT, PROCESS PRODUCT MODEL (CIPP)
• The 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. There are 4 stages of program operation. These include (1) Context Evaluation (2) Input
Evaluation (3) Process Evaluation and (4) Product Evaluation.
Context Evaluation – Assesses needs and problems in the context for decision makers to determine the goals and
objectives of the program/curriculum.
Input Evaluation – Assesses 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 decisions.
Stages of the CIPP Model Steps Taken in All the Stages
1. Context Evaluation Step 1: Identify the kind of decision to be made.
Step 2: Identify the kinds of data to make that
2. Input Evaluation decision.
3. Process Evaluation Step 3: Collect the data needed.
Step 4: Establish the criteria to determine quality of
4. Product Evaluation data.
Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for
decision makers.
4. STAKE RESPONSIVE MODEL
• Responsive model is oriented more directly to program activities than program intents. Evaluation focuses
more on the activities rather than intent or purposes.
The curriculum evaluator follows the steps below:
Step 1 Meets with stakeholders to identify their perspectives and
intentions regarding curriculum evaluation.
Step 2 Draws from step 1 documents to determine the scope of the
evaluation.
Step 3 Observes the curriculum closely to identify the unintended
sense of implementation and any deviations from announced
intents.
Step 4 Identifies the stated real purposes of the program and the
various audiences.
Step 5 Identifies the problems of the curriculum evaluation at hand and
identifies and evaluation design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats for the
report.
5. SCRIVEN CONSUMER ORIENTED EVALUATION
• Consumers of educational products which are needed to support an implemented curriculum often use
consumer-oriented evaluation. These products are used in schools which require a purchasing decision.
These products include textbooks, modules, educational technology like soft wares and other instructional
materials.
Preliminary Information Recommendation
Title: ___Retain for further review
Author (s): ___Reject (comments)
Publisher:
Copyright date:
Material Evaluator:
Criteria Yes or
Good
All right but not so
good
Poor NA
Content covers a significant portion of the course competencies.
Content are up to date.
Reading level is appropriate
Intended learning outcomes, competencies are stated.
Formative and summative assessments are included.
Activities are varied to meet the needs of students.
Teacher’s guide is included with management suggestions.
Materials are presented in logical order.
Learning outcomes, competencies and/or tasks.
Degree of match between learning activities and intended learning outcomes.
TEST I – What Can I Remember?
Instructions: Based on your understanding on the information being stipulated above, cite the
contribution of each authors on curriculum evaluation processes and cite the importance of each
evaluation model.
Authors Evaluation/Model and Short Description
1. L.H Bradley
Application 2. Michael Scriven
3. Robert Stake
4. Daniel Stufflebeam
5. Ralph Tyler
Closure
Reference:
Bilbao, P., Dayagbil, F., Corpuz, B., (2015). Curriculum Development for Teachers. Lorimar Publishing, Inc.
Greg Tabios Pawilen (2015). Curriculum Development a guide for teachers and students. Rex Book Store, Inc.
Villena, D., Reyes, E., Dizon, E., (2015). Curriculum Development. Adriana Publishing Co., Inc.
