ANINTEGRATEDCURRICULUM

EVALUATIONMODELFORTECHNICAL
EDUCATIONPROGRAMMES
ParmodKumarSingla

AssistantProfessor,CurriculumDevelopmentCentre,NationalInstituteof
TechnicalTeachersTrainingandResearch,
Sector26,Chandigarh160019(INDIA)

ABGupta

Professor,CurriculumDevelopmentCentre,NationalInstituteof
TechnicalTeachersTrainingandResearch,

Sector26,Chandigarh160019(INDIA)

PRESENTATIONS
Introduction

CurriculumDevelopmentStages
CurriculumEvaluationModels

SuggestedIntegratedCurriculum

EvaluationModelOSEModel
Conclusions

INTRODUCTION

Acurriculumisanattempttocommunicatetheessential
featuresofeducationalprogrammes,preferablyusingspecific
objectivesandasystematicapproachtothedesignand
managementtoteachingandlearning.
Itshouldbecapableofeffectivetranslationbyteachersinthe
field.
Incontemporarytechnicaleducationitisarguedthatthe
curriculumshouldachievea"symbiosis"withthetechnology
andworldofworkinwhichthestudentswillserve.
Thecurriculummustberesponsivetochangingvaluesand
expectationsineducationifitistoremainuseful.
Forcomprehensivecurriculumevaluation,ithastobevery
systematicandshouldcoveralltheaspectsrelatedto
curriculumdevelopment.

CURRICULUMDEVELOPMENTSTAGES
NeedAnalysisStage
CurriculumDesignStage
Curriculum Development and Implementation

Stage
CurriculumEvaluationStage

NEED
ANALYSIS
STAGE

CURRICULUM
IMPLEMENTATION
STAGE

CURRICULUM
DESIGN
STAGE

CURRICULUM
EVALUTION
STAGE

FEEDBACK

STAGESOFCURRICULUMDEVELOPMENT

Thecurriculumshouldbe
berelevanttotheneeds

befeasiblefortheworkingenvironment
adequately

communicate the intent and

purposes
guide
planning
strategies
for
implementation
becapableofbeingusedasabasisfor
improvement

CURRICULUMEVALUATIONMODELS
StakesCountenanceModel:RobertE.Stake
proposedamodelforcarryingoutcurriculum
evaluationthatfocusesondescriptionand
judgment.
TylersGoalAttainmentModel:Itfocuseson
formulationofgoalsthroughdetailedanalysisof
feedbackfromstudents,societyandsubject
matter(theextenttowhicheducationalgoalsofa
programhavebeenachieved).

CURRICULUMEVALUATIONMODELS
StufflebeamsCIPPModel:Stufflebeam

(1971)developedamodel,popularlyknown
asCIPPmodel,whichevaluatescontext,
input,processandproduct.
ScrivenGoalFreeModel:Thechecklist
usedinthismodelprescribestheminimum
levelstobeachievedbyaprogram.
KirkpatricksFourLevelModel:Donald
Kirkpatrick(1994)developedafourlevel
model.

SUGGESTEDINTEGRATEDCURRICULUM
EVALUATIONMODELOSEMODEL

Stage1ObjectivesEvaluation
Stage2SystemEvaluation

Stage3EsotericEvaluation

SUGGESTEDINTEGRATEDCURRICULUM
EVALUATIONMODELOSEMODEL
Stage1ObjectivesEvaluation
Itisimportanttoinvestigatewhetherthe
objectivesare:
worthachieving?
feasibleandachievable?
welldefinedwithdueregardtothegoalsand aims
ofaninstituteoranorganization?
demanddriven and as per the needs and
requirements of the employers, society and
individuals?
achieved?

Stage1ObjectivesEvaluation

Attainedobjectivesreflectasuccessfulinstructional
programandthusitcanbeconcludedthat
curriculumiswelldocumented.
Oncetheevaluatorinfersthatalltheobjectiveshave
beenachieveds/hemayregisteritasgood
curriculumandrecommendthatitshouldcontinue.
Incases/hefindsanygapsintheobjectivess/he
mayrecommendforacurriculumreview.

S/hemaynotproceedfurtherinher/his
curriculumevaluationinstigations,unless
s/heisaskedtogobeyonditbytheclient.

Stage2SystemEvaluation

Thecurriculumisimplementedinasystem,
whichconsistsof:

Input
Process
Environmentinwhichitworksand
Output.

Itisessentialtocriticallylookintothe
featuresofasystemtoarriveatadecision
regardingcurriculumchanges.

Stage2SystemEvaluation:Inputs

Learners interest, aptitude, entry/prerequisite

qualification, behaviour, intellectual competence
andabilities.
Availability of competent, qualified and trained
facultyandstaff.
Availability of appropriate human, physical,
informational/instructionalandfinancialresources.
Access to the curriculum document with the
learners, teachers, examiners, administrators and
otherstakeholders.
AvailabilityoflibraryandeasyaccesstoInternet.

Stage2SystemEvaluation:Process
Extentofcoverageofsyllabus.

Integrationoftheoryandpractice.

Involvementoflearnersintheteachinglearning

process.
Appropriatenessandutilizationofresources.
Types of learning experiences provided to the
learner.
Academicplanninganditsimplementation.
Appropriatenessofstudentsevaluationsystem.

Stage2SystemEvaluation:Output
Academic

performance and personality

developmentofthestudents.
Extent of employability of the students as
pertheirqualificationandstatus.
Extenttowhichtheemployerissatisfied
withtheperformanceofthestudents.

Stage2SystemEvaluation:Environment
Motivationoffacultyandstaff.
Autonomyavailableintheinstitute.
Delegationoftheauthorityandresponsibilities.
Inbuilttransparencyinthesystem.
Flexibilityinmanagementandadministration.
Dynamicandvisionaryleadership
Cleanandhealthyworkingenvironment.
S/hecanidentifytheareasofgapsthatneedattention
fortheclients.Theevaluatorcanthenproceedtothe
nextstageofesotericevaluation,providedtheclient
makesthefundsandtimeavailable.

Stage3EsotericEvaluation
Aninstituteisdistinguishedforitsesoteric
dimensionswhichgobeyondthecallofits
curricularactivities.Theevaluator,atthis
stageshouldfocusonfollowingaspects:
Cocurriculumandextracurriculumactivities.
Effortsinimprovingemployability.
Partnershipwiththeindustry.
Researchanddevelopmenteffortsmade.
Updatingfacultyandstaff.
Acquisitionofmodernmachinesandtools.

Stage3EsotericEvaluation
Learnersinvolvementintheactivities.
Promoting

selfstudy and innovations in

teachinglearningstrategies.
Continuousupdatingofthecurriculum.
Counselingandguidance.
Communityinteractionsandhelpingunder
privileged,handicappedandweakersectionof
thesociety.

CONCLUSIONS

Anintegratedmodelforcurriculumevaluationof
technicaleducationprogrammesproposedinthe
paper(OSE)evaluatesthecurriculumfromthree
aspectsobjectives;systemandesotericefforts
madebytheinstitution.
Theevaluatorshouldmakeeffortssothat
informationiscollectedfromdifferentsourcesusing
differentevaluationtools.
Atthesametime,theevaluatorshouldensurethat
theevaluationisvalidandreliable'.
Agoodcurriculumevaluationsystemsurelylendsa
distinctivecachettotheeducationalprogramme.

GODBEWITHYOU