Curriculum Evaluation Procedures :Curriculum Evaluation Procedures 1 1Cor. 14:40 all things should be done decently and in order. Daniel C. Elliott, Ed.D. Professor and Curriculum Specialist Azusa Pacific University


Introduction to Curriculum Evaluation :Formal evaluation studies of educational programs accomplishes the following: A basis for decision making and policy formation. Student assessment. Assessment content and processes. Accreditation decisions. Monitors costs. Assessment and revision of educational materials and programs. Introduction to Curriculum Evaluation 2


Curriculum Evaluation Involves: :the assessment of the merit and worth the asking and answering of value-questions. 3 Curriculum Evaluation Involves:


Slide 4:Curriculum Evaluation Involves the asking and answering of value-questions: Intrinsic Value Instrumental Value Comparative Value Idealization Value Decision Value 4


Slide 5:Measurement, Assessment and Evaluation Measurement Giving a numerical value Assessment Information collected for the purpose of guiding future performance. Assessment is always formative Evaluation Making a value judgment based upon a measurement- usually summative 5


Slide 6:Why evaluation? Marsh and Willis (2003, p.280) identified five reasons for evaluating the curriculum To improve teaching To examine effects of new curriculum To justify school practices To respond to dissatisfactions To settle conflicts 6


Purpose of evaluation :Making a value judgment from a measurement. Formative Evaluation used to guide progress Summative Evaluation used to judge outcomes 7 Purpose of evaluation


What do we evaluate? :Schwab (1970) identifies four areas he called commonplace TEACHER LEARNER SUBJECT MATTER MELIEU 8 What do we evaluate?


Evaluation Models :Stake’s model Stufflebeam’s model Eisner’s Model Stake’s models Illuminative model Portraiture model 9 Evaluation Models


Slide 10:What do we do well? What is working “OK” but needs improvement? What needs to be dropped? What needs to be added? 10 Appraisal of Schooling


Slide 11:11 Criteria for a Curriculum-Evaluation Strategy Practical Applied to all levels Assesses the written, the taught, the supported, the tested, and the learned curricula Distinguishes between merit and worth Provides necessary information


Slide 12:12 Oriented around the goals, objectives, or outcomes Recognizes unintended effects Formative first and summative later Examines "opportunity cost” Reports generated for specific audiences Criteria for a Curriculum-Evaluation Strategy


Criterion-referenced vs. Norm-referenced evaluation :Criterion referenced Measures: avoid pitting students against each other show how students compare to an external Presumes that students will persevere until they reach a standard 13 Criterion-referenced vs. Norm-referenced evaluation


Criterion-referenced vs. Norm-referenced evaluation :Norm referenced Measures: compare students with each other simply provide comparative aged-based data 14 Criterion-referenced vs. Norm-referenced evaluation


Pupil Evaluation :Traditional Teacher-made objective tests Standardized tests Alternative Experiments Projects Performances Portfolios 15 Pupil Evaluation


Process vs. Product :Process assessment looks at how students plan and carry out work Product assessment judges outcome quality 16 Process vs. Product


CIPP :Context Define the environment. Input Determine the resources. Process Determine congruency between planned and actual instructional activities. Product Determine whether the goals and objectives are met. Example: Evaluations of federally funded special projects 17 CIPP


Stufflebeam’s model :18 Stufflebeam’s model


Responsive Evaluation :Combines qualitative and quantitative data Plan is determined by evaluator and school Responds to specific topics and questions Preliminary findings Final report is prepared after input from all the stakeholders. Examples include WASC, NCATE, PQR, Internal Self Studies 19 Responsive Evaluation


Taba’s comprehensive evaluation model :20 Taba’s comprehensive evaluation model


Curriculum evaluation: criteria :Consistent with objectives Comprehensive Sufficient diagnostic value Validity Unity of evaluative judgment Continuity 21 Curriculum evaluation: criteria


Assessment :generating and collecting activities to obtain information about the knowledge skills and attitudes identifying, gathering and interpreting information about achievement, It involves four steps: gathering evidence evaluating this evidence recording the findings using this information 22 Assessment


Why the need for assessment? :to grade students’ achievement to select students for admission to provide diagnostic information to help students make choices about future activities to predict how well a student will perform 23 Why the need for assessment?


Diagnosis-the popular choice :Identify student learning difficulties and to overcome them Identify the teacher’s deficiencies Identify deficiencies in the curriculum 24 Diagnosis-the popular choice


Tests, Evaluation and Assessment :Test: materials used to assess and grade work Evaluation subsumes assessment and describes data collected Assessment: criterion-referenced norm-referenced, summative formative 25 Tests, Evaluation and Assessment


Three commonly used techniques for assessment in the school :Interest inventories Rating scales Semantic differential 26 Three commonly used techniques for assessment in the school


Limitations of Standardized Tests :may not suit instructional purposes cultural bias do not test understanding do not consider students’ learning styles are centralized and inflexible 27 Limitations of Standardized Tests


Creative assessment strategies :Graphic organizers Interviews Observations Performance tasks Creative performances and exhibitions Self and peer evaluation Journals and learning logs Contracts 28 Creative assessment strategies


Slide 29:29 Five Phases of Curriculum Evaluation I Preparation for the evaluation: II Assess the context III Identify the Evaluation Issues The Written Curriculum B. The supported curriculum D. The tested curriculum E. The learned curriculum F. How the curriculum was developed


Slide 30:30 Five Phases. . . IV The Evaluation Design A. Identify the required information ( study questions) B. Identify the sources of information C. Identify the information collection methods and develop interview strategies, questions, and criteria. V Implement the Evaluation: A. Keep the process flexible. B. Results reported in different ways to meet the special needs of the different stakeholder audiences.


Slide 31:31 Existing Conditions Objectives Activities Timelines Evaluation Budget Goals for improving instruction