steps in curriculum development

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STEPS IN CURRICULUM EVALUATION Teaching & Learning Commons Presentation Slide # 1 http://talc.ukzn.ac.za

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Slide # 2 STEPS IN CURRICULUM EVALUATION 1. Specify the Objectives of the evaluation 2. Choose an appropriate evaluation Design / method 3. Identify the sources of information / data 4. Construct instruments for data collection 5. Select or develop strategies for data collection 6. Conduct pilot scale evaluation 7. Conduct large-scale evaluation 8. Analyze the data 9. Prepare reports and feedback to decision makers http://talc.ukzn.ac.za

Specify the objectives of the Evaluation : 

PURPOSE: The purpose statement should succinctly indicate the reason why the evaluation is being undertaken. SCOPE: The scope statement in essence should state what will be focussed on in the evaluation. http://talc.ukzn.ac.za Specify the objectives of the Evaluation STEP 1: Slide # 3

PURPOSE: : 

SCOPE: http://talc.ukzn.ac.za PURPOSE: WHY ? WHAT ? Slide # 4

PURPOSE : 

WHY ? http://talc.ukzn.ac.za PURPOSE Reasons of conducting the evaluation Slide # 5

Areas of Evaluation: : 

Total Curriculum of a Programme Curriculum of a single subject Curriculum content Time estimates and allocations Teaching-Learning strategies Instructional materials / media Procedures used to evaluate the performance of learners Institutional resources and climate Attitudes and interests of students, teachers and administrators http://talc.ukzn.ac.za Areas of Evaluation: SCOPE Slide # 6

CLIENT AND AUDIENCES : 

Client is a person who sponsors the evaluation and pays the cost of conducting it. Audiences are the people who need to and expect to use the information that will be generated by the evaluation. A client may also be one of the audiences, but not all audiences are clients. The evaluator should identify the client’s and audience’s expectations of the evaluation. http://talc.ukzn.ac.za CLIENT AND AUDIENCES Contd.. Slide # 7

CLIENT AND AUDIENCES : 

The objectives of the evaluation have to be specified by the evaluator by taking the purpose and scope statements and making them more specific. http://talc.ukzn.ac.za CLIENT AND AUDIENCES INFORMATION SOURCES (SAMPLE) Persons from whom we can collect the Information (data) needed for Curriculum Evaluation Slide # 8 Contd..

Choose an appropriate Evaluation Design / Method : 

Slide # 9 http://talc.ukzn.ac.za Choose an appropriate Evaluation Design / Method STEP 2: Pre-experimental design: These are used when no control groups are available. In such cases a post test only, or pre-and post-tests, will be used to determine the outcomes of a program. Ouasi-experimental design: These are used in cases where control groups are available but where subjects/cases cannot be assigned to groups on the basis of random selection. Contd..

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This design involves contrast or comparative groups: http://talc.ukzn.ac.za Ouasi-experimental design Compare the performance of one institution with that of a similar institution. Compare a particular institution’s performance with the norms specified. Compare a particular institution’s performance over a period of ‘n’ number of years (Time Series Analysis) e.g. Contd.. STEP 2: Slide # 10

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A Particular aspect related to the process of curriculum implementation or curricular outcomes is assessed several times over a period of time (months/years) and plotted graphically. http://talc.ukzn.ac.za TIME SERIES ANALYSIS Look for Slide # 11 Trends Plateaus Changes of slope

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Slide # 12 YEAR PERCENTAGE OF STUDENTS PASSING IN MATHS TIME SERIES ANALYSIS http://talc.ukzn.ac.za

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STEP 2: Slide # 13 Experimental Design: This is the most powerful technique for group comparison. It implies random assignment of subjects/cases to various groups. In actual education settings it is often the case that no random assignment of students is possible and the evaluator has to employ other designs. http://talc.ukzn.ac.za

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GROUP 1 Control Group OLD CURRICULUM Pre-Test PRc Post-Test PSc Control Group GAIN = PSc – PRc 60 – 12 = 48 GROUP 2 Experimental Group NEW CURRICULUM Pre-Test PRE Post-Test PSE GAIN = PSE – PRE 85 – 12 = 73 Slide # 14 http://talc.ukzn.ac.za

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STEP 2: Slide # 15 Survey Method: The term survey suggests the gathering of evidence relating to current conditions. An evaluative survey is conducted to assess some aspect of a curriculum in terms of some preselected criteria. The survey method will involve the use of data gathering instruments like Questionnaires Interview schedules Observation schedules Attitude Scales http://talc.ukzn.ac.za

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Slide # 16 Identify the sources of information / data STEP 3: The data / information needed for Evaluation of Curriculum may be collected from one are more of the following potential sources: Present students Ex-students (Alumni) Teachers Heads of institutions Curriculum Coordinators Officers of examining bodies Contd.. http://talc.ukzn.ac.za

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Examination Results:- Products of students :- Educational Administrators Parents Employers of Ex-students http://talc.ukzn.ac.za STEP 3: Percentage of passes and proportion of students who have secured first class Test papers, Lab. Reports, project Models produced Slide # 17

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Slide # 18 Construct instruments for data collection STEP 4: Questionnaires containing fixed response, restricted response and or open ended questions. Interview schedules Observation schedules to be used during on site visits (Checklists and Rating Scales) Attitude scales Achievement Tests http://talc.ukzn.ac.za (PRE & POST TESTS)

SPECIMEN OF A CHEK LIST : 

Slide # 19 STEP 4: http://talc.ukzn.ac.za SPECIMEN OF A CHEK LIST Student’s Actions: Name of the Student: Uses the Spatula Washes the glass apparatus with tap water Washes the glass apparatus with distilled water Rinses the burette Shakes the standard flask after making up the solution Rinses the pipette

SPECIMEN OF A CHEK LIST : 

Slide # 20 STEP 4: http://talc.ukzn.ac.za SPECIMEN OF A CHEK LIST Replaces the acid bottle in its original place after use Keeps the porcelain tile on the base of the burette stand Takes the burette reading without parallax error Records the burette reading immediately

RATING SCALE : 

RATING SCALE http://talc.ukzn.ac.za Slide # 21

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Mailing out the questionnaire. Administering the questionnaire in person. Conducting personal interviews. Making on site visits for observation. Observations have to be made In unobtrusive manner to the extent possible. Inspecting samples of the products of the students and publications of the institution. Following the procedures laid down for the experimental design chosen. http://talc.ukzn.ac.za Select or Develop strategies for data collection STEP 5: Slide # 22

OBSERVATION : 

Structured observation Vs Unstructured observation Use of observation schedules Use of recording devices http://talc.ukzn.ac.za OBSERVATION Check lists Rating scales Camera (Photo) Tape-recorder (Audio) Videography Slide # 23

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PURPOSES: http://talc.ukzn.ac.za Conduct Pilot Scale Evaluation STEP 6: To provide a trial run of the data collection approach To test out the data-collection instrument To provide some pilot data to testout the data analysis techniques planned To give the evaluation team experience in working with the sample Slide # 24

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During this stage the data collection plan drawn up in Step 5 will be implemented http://talc.ukzn.ac.za Conduct large scale evaluation STEP 7: Slide # 25

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Analyze the data STEP 8: Slide # 26 QUNANTITATIVE DATA QUALITATIVE DATA METHODS OF DATA ANALYSIS ESTABLSHING VALIDITY RELIABILITY http://talc.ukzn.ac.za

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Written Report Outline of an Evaluation Report The evaluation report should be written in a style and language that will be easily understood by the audience. The contents, length and nature of the report is partly a matter for negotiation between evaluators & clients. Oral Report / Presentation to decision makers http://talc.ukzn.ac.za Prepare Reports and feedback to Decision makers STEP 9: Slide # 27

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http://talc.ukzn.ac.za

Thank you : 

hansrajhr@ukzn.ac.za http://talc.ukzn.ac.za Thank you