SEMESTER 1, 2018/2019

MPPC 1303
CURRICULUM EVALUATION

INDIVIDUAL ASSIGNMENT

LITERATURE REVIEW

PREPARED FOR

DR SANITAH BINTI MOHD YUSOF

PREPARED BY

USHA DEVI A/P LINGAPPAN

MPP171035
What is curriculum?

Leslie Owen Wilson 2005,

The word curriculumï as it is defined from its early Latin origins means literally to run a
course. If one thinks of a marathon with mile and direction markers, signposts, water stations,
and officials and coaches along the route, this beginning definition is a metaphor for what the
curriculum has become in the education of our children.

Here are multiple definitions of curriculum, from Oliva (1997).

Curriculum is:
That which is taught in schools
A set of subjects.
Content
A program of studies.
A set of materials
A sequence of courses.
A set of performance objectives
A course of study
 Is everything that goes on within the school, including extra-class
activities, guidance, and interpersonal relationships.
Everything that is planned by school personnel.
A series of experiences undergone by learners in a school.
That which an individual learner experiences as a result of schooling.

Definition (Wilson, 1990) of curriculum is:

Anything and everything that teaches a lesson, planned or otherwise. Humans
are born learning, thus the learned curriculum actually encompasses a
combination of all of the below -- the hidden, null, written, political and
societal etc.. Since students learn all the time through exposure and modelled
behaviours, this means that they learn important social and emotional lessons
from everyone who inhabits a school -- from the janitorial staff, the secretary,
the cafeteria workers, their peers, as well as from the deportment, conduct and
attitudes expressed and modelled by their teachers. Many educators are
unaware of the strong lessons imparted to youth by these everyday contacts.
Types of curriculum

Types Definitions
Is simply that which is written as part of formal instruction of schooling
experiences. It may refer to a curriculum document, texts, films, and
Overt,
supportive teaching materials that are overtly chosen to support the
explicit or
intentional instructional agenda of a school. Thus, the overt curriculum is
written
usually confined to those written understandings and directions formally
curriculum
designated and reviewed by administrators, curriculum directors and
teachers, often collectively.

As defined by Cortes (1981). Cortes defines this curriculum as:

Societal [the] massive, on-going, informal curriculum of family, peer groups,
curriculum neighbourhoods, churches organizations, occupations, mass, media and
other socializing forces that "educate" all of us throughout our lives.

That which is implied by the very structure and nature of schools, much of
what revolves around daily or established routines.
Longstreet and Shane (1993) offer a commonly accepted definition for this
term.
. . . The "hidden curriculum," which refers to the kinds of learning children
derive from the very nature and organizational design of the public school,
as well as from the behaviours and attitudes of teachers and
administrators.... "
The hidden Examples of the hidden curriculum might include the messages and lessons
or covert derived from the mere organization of schools -- the emphasis on: sequential
curriculum room arrangements; the cellular, timed segments of formal instruction; an
annual schedule that is still arranged to accommodate an agrarian age;
disciplined messages where concentration equates to student behaviours
were they are sitting up straight and are continually quiet; students getting
in and standing in line silently; students quietly raising their hands to be
called on; the endless competition for grades, and so on. The hidden
curriculum may include both positive and negative messages, depending on
the models provided and the perspectives of the learner or the observer.

That which we do not teach, thus gives students the message that these
elements are not important in their educational experiences or in our society.
Eisner offers some major points as he concludes his discussion of the null
curriculum.
The major point is that schools have consequences not only by virtue of
what they do not teach, but also by virtue of what they neglect to teach.
The null
What students cannot consider, what they don't processes they are unable to
curriculum
use, have consequences for the kinds of lives they lead. 103
Eisner (1985, 1994) first described and defined aspects of this curriculum.
He states:
There is something of a paradox involved in writing about a curriculum that
does not exist. Yet, if we are concerned with the consequences of school
programs and the role of curriculum in shaping those consequences, then it
 seems to me that we are well advised to consider not only the explicit and
implicit curricula of schools but also what schools do not teach. It is my
thesis that what schools do not teach may be as important as what they do
teach. I argue this position because ignorance is not simply a neutral void; it
has important effects on the kinds of options one is able to consider, the
alternatives that one can examine, and the perspectives from which one can
view a situation or problems. ...
From Eisner's perspective the null curriculum is simply that which is not
taught in schools. Somehow, somewhere, some people are empowered to
make conscious decisions as to what is to be included and what is to be
excluded from the overt (written) curriculum. Since it is physically
impossible to teach everything in schools, many topics and subject areas
must be intentionally excluded from the written curriculum. But Eisner's
position on the "null curriculum" is that when certain subjects or topics are
left out of the overt curriculum, school personnel are sending messages to
students that certain content and processes are not important enough to
study. Unfortunately, without some level of awareness that there is also a
well-defined implicit agenda in schools, school personnel send this same
type of message via the hidden curriculum.

The messages prevalent in and through exposure to any type of media.

These components and messages play a major part in the enculturation of
Phantom
students into the predominant meta-culture, or in acculturating students into
curriculum
narrower or generational subcultures.

What is taught, or emphasized at home, or those experiences that are part of

a family's experiences, or related experiences sanctioned by the family.
Concomitant (This type of curriculum may be received at church, in the context of
curriculum religious expression, lessons on values, ethics or morals, moulded
behaviours, or social experiences based on the family's preferences.)

Elements from the rhetorical curriculum are comprised from ideas offered
by policymakers, school officials, administrators, or politicians. This
curriculum may also come from those professionals involved in concept
formation and content changes; or from those educational initiatives
Rhetorical
resulting from decisions based on national and state reports, public speeches,
curriculum
or from texts critiquing out-dated educational practices. The rhetorical
curriculum may also come from the publicized works offering updates in
pedagogical knowledge.

The formal curriculum (written or overt) comprises those things in

textbooks, and content and concepts in the district curriculum guides.
Curriculum- However, those "formal" elements are frequently not taught. The
in-use curriculum-in-use is the actual curriculum that is delivered and presented by
each teacher.

Those things that students actually take out of classroom; those concepts and
Received
content that are truly learned and remembered.
curriculum
 Processes, content, knowledge combined with the experiences and realities
of the learner to create new knowledge. While educators should be aware of
The internal
this curriculum, they have little control over the internal curriculum since it
curriculum
is unique to each student.

Those lessons learned through searching the Internet for information, or

through using e-forms of communication. (Wilson, 2004)
This type of curriculum may be either formal or informal, and inherent
lessons may be overt or covert, good or bad, correct or incorrect depending
on ones' views. Students who use the Internet on a regular basis, both for
recreational purposes (as in blogs, chat rooms, list serves, through instant
messenger on-line conversations, or through personal e-mails) and for
research and information, are bombarded with all types of media and
messages. Much of this information may be factually correct, informative,
or even entertaining or inspirational, but other information may be very
incorrect, dated, biased, perverse, or even manipulative. The implications for
educational practices are that part of the overt curriculum needs to include
lessons on how to be wise consumers of information, how to critically
The appraise the accuracy and correctness of e-information, as well as the
electronic reliability of electronic sources. Also, students need to learn how to be
curriculum artfully discerning about the usefulness and appropriateness of certain types
of information. And, like other forms of social interaction, students need to
know that there are inherent lessons to be learned about appropriate and
acceptable "netiquette" and online behaviour, to include the differences
between "fair usage" and plagiarism.
Functions of curriculum

Aim of Role of Focus in Curriculum

Education Education Curriculum Trends
 To educate  Teachers help  Classical  Use of great
the rational students think subjects, books and
Perennialism person. with reason. literary analysis return to
 To cultivate and curriculum liberal arts.
the intellect. are constant.
 To promote  The teacher is  Essential skills  Excellence in
the the sole of the 3 R’s and education,
intellectual authority in essential back to basics
growth of the his or her subjects of and cultural
Essentialism individual subject area or English, literacy
and educate a field of Science,
competent specialization. History, Math
person. and Foreign
Language.
 To promote  Knowledge Subjects are  School
democratic leads to interdisciplinary, reforms,
and social growth and integrative and relevant and
living development interactive. contextualizes
of lifelong Curriculum is curriculum,
Progressivism
learners who focused on humanistic
actively learn students’ education.
by doing interests, human
problems and
affairs.
To improve Teachers act  Focus on  Equality of
and as agents of present and educational
reconstruct change and future trends opportunities
the society reform in and issues of in education;
Reconstructionism Education for various national and access to
change educational international global
projects interests. education.
including
research.
Concept of Evaluation, Measurement and Assessment
Assessment
• According to David Payne
in his book Applied
Educational Assessment 2nd
Edition (2003), assessment is
the integration of the process
of collecting information,
interpret information or
provide value to the
information and make
decisions based on the
interpretation made to the
information.
• Assessment = measurement
+ evaluation
• For information about
learning, we use the process
of measurement, evaluation
or assessment.
Assessment
Evaluation
Measurement
Evaluation
• Evaluation is the process of
obtaining systematic
information about something
followed by process value or
interpretation to such
information.
• Evaluate include primarily
the test and measure.
• Example:
– Asri scores 92% in the
math test (measurement)
– Asri is a student who
excelled in the subject of
Mathematics (assessment)
Measurement
• Measurement is the process
of obtaining information by
means of measure using the
measurements before
instruments are assessed or
properly interpreted.
• Measurement process ended
with the information in the
form of quantitative such as:
– raw Scores
– raw scores Percentage
– Percentile (per cent of a
person's position compared to
position of others)
– Aggregate
– Rank or band
• Measurement above can be
obtained either by using
instrument or not.
• Educational measurement
instrument or tools
commonly used are test,
questionnaire, quiz or
checklist.
What is Curriculum Evaluation?

Curriculum plays crucial role in achieving educational purposes. There are four main
roles, namely, curriculum, curriculum objectives of curriculum content, teaching and learning
and evaluation of curriculum. The fourth role the curriculum should be balanced and aims to
achieve optimum educational purposes. Component of the evaluation is inseparable part of
the curriculum. The term “evaluation” generally applies to the process of making a value
judgment. In education, the term “evaluation” is used in reference to operations associated
with curriculum, programs, and interventions, methods of teaching and organizational factors.
Curriculum evaluation aims to examine the impact of implemented curriculum on student
(learning) achievement so that the official curriculum can be revised if necessary and to
review teaching and learning processes in the classroom. Curriculum evaluation establishes:
 Specific strengths and weaknesses of a curriculum and its implementation;
 Critical information for strategic changes and policy decisions;
 Inputs needed for improved learning and teaching;
 Indicators for monitoring.

In concept of curriculum development, evaluation is an important aspect. It is the last

component based on the objectives to be achieved. However, it is also a comprehensive,
continuous and has specific goals. Assessment involves a process of thinking at high level,
requires critical thinking skills and creative thinking, a very complex and very valuable in the
learning system. Evaluation is at the highest level in a hierarchy of learning (Bloom, et. al.,
1956). Evaluation is a process in locating, obtaining, provides useful information for
consideration of an alternative decision. Therefore, it can be summarized that curriculum
evaluation is the process of assessing the content, organisation and delivery method which
determines whether the curriculum to achieve the expected results.

Curriculum evaluation may be an internal activity and process conducted by the

various units within the education system for their own respective purposes. These units may
include national Ministries of Education, regional education authorities, institutional
supervision and reporting systems, departments of education, schools and communities.

Curriculum evaluation may also be external or commissioned review processes. These

may be undertaken regularly by special committees or task forces on the curriculum, or they
may be research-based studies on the state and effectiveness of various aspects of the
curriculum and its implementation. These processes might examine, for example, the
effectiveness of curriculum content, existing pedagogies and instructional approaches,
teacher training and textbooks and instructional materials.

Curriculum evaluation is a necessary and important aspect of any national education

system. It provides the basis for curriculum policy decisions, for feedback on continuous
curriculum adjustments and processes of curriculum implementation. The fundamental
concerns of curriculum evaluation relate to:
 Effectiveness and efficiency of translating government education policy into
educational practice;
 Status of curriculum contents and practices in the contexts of global, national and
local concerns;
 The achievement of the goals and aims of educational programmes.

Student assessment is an important aspect of curriculum evaluation which helps to

facilitate the understanding of the impact and outcome of education programmes. A
fundamental measure of the success of any curriculum is the quality of student learning.
Knowing the extent to which students have achieved the outcomes specified in the
curriculum is fundamental to both improving teaching and evaluating the curriculum.

Curriculum assessment plays an important role in the improvement of a program at all

levels. In schools, the assessment was held in two stages. The first is in the classroom. The
evaluation is done during the teaching and learning processes take place and at the end of
subjects to ensure that pupils achieve its objectives. In addition, teachers will also identify the
advantages and disadvantages of the respective teaching and learning process, repair and
improve the quality of teaching. It also helps instructors to select appropriate teaching
methods according to the era and the suitability of the pupils in terms of JERIS. The
evaluation of a program to be able to assess the results of a programme directly and a student
it indirectly (Oliva, 2005).

Secondly, in schools where the administrator can evaluate the quality of teaching of
the teachers, students ' achievement and at the school itself. The administrator is able to
assess their leadership. In addition, assessment in schools is able to help the school
administrators to improve the quality of teaching his teachers. Assessing the curriculum itself
can assess its effectiveness as a whole so that improvement could be done on the basis of
pupils’ development. Experience-the experience gained at the time of the curriculum
implemented will provide maturity to find innovation new and appropriate according to the
circulation of the times.

In addition, the evaluation of the curriculum can help the Government to make
decisions about curriculum, curriculum plan components, namely, infrastructure, labour, time
and cost, implementation of the curriculum, such as teaching and training activities as well as
the impact on the education programmes that have been carried out.

In conclusion, the evaluation of the curriculum is an on-going process to assess and

improve the quality of education in Malaysia. Then, the assessment of a holistic, flexible,
cohesive, balanced and based on standard (the standard) is considered as quality assessment.

Objectives of Curriculum Evaluation

1. To determine the outcomes of a programme.

2. To help in deciding whether to accept or reject a programme.
3. To ascertain the need for the revision of the course content.
4. To help in future development of the curriculum material for continuous
improvement.
5. To improve methods of teaching and instructional techniques.
6. Examine and evaluate the historical, philosophical, ethical, social, economic and
political influence on curriculum.
7. Evaluate curriculum methods and structures in relation to national curricular standards
and to national value-added mandates.
8. Relate cognitive and brain-based research to curricular methods, structure and intents.
9. Analyse the compatibility of curriculum and related assessments.
10. Explore the effects of curriculum on teaching, learning, supervision and policy.
11. Evaluate the curricular demands of a digital age.
12. Define personal philosophy and approaches regarding curriculum design,
development and implementation.
Types of Curriculum Evaluation

According to Scriven, following are the main 3 types of curriculum evaluation.

1. Formative Evaluation
It occurs during the course of curriculum development. Its purpose is to contribute to
the improvement of the educational programme. The merits of a programme are
evaluated during the process of its development. The evaluation results provide
information to the programme developers and enable them to correct flaws detected in
the programme. Instead of waiting until the end of the school year to look
back on how well the curriculum worked, using a formative evaluation
allows you to get feedback on a consistent basis, according to the Carnegie
Mellon University. This type of assessment allows educators and
administrators to make changes as the school year progresses and adapt the
curriculum for different learning styles. Methods for formative evaluation
may include collecting student reflection papers after lessons, midterm
course evaluations or reviewing summaries that the students write on
instructional units.

2. Summative Evaluation
In summative evaluation, the final effects of a curriculum are evaluated on the basis
of its stated objectives. It takes place after the curriculum has been fully developed
and put into operations.

3. Diagnostic Evaluation
Diagnostic evaluation is directed towards two purposes either for placement of
students properly at the outset of an instructional level (such as secondary school) or
to discover the underlying cause of deviancies in student learning in any field of
study.
References

Cortes, C.E. (1981) The societal curriculum: Implications for multiethnic educations. In
Banks, J.A (ed.) Educations in the 80's: Multiethnic education. National Education
Association.

Eisner, E.W. (1994) The educational imagination: On design and evaluation of school
programs. (3rd. ed) New York: Macmillan.

Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a new millennium. Boston: Allyn
and Bacon.

Oliva, P. (1997) The curriculum: Theoretical dimensions. New York: Longman.

Olive, PE. (2005). Developing the Curriculum. 6th edition. United States: Allyn & Bacon

Wilson, L. O. (1990, 2004, 2006) Curriculum course packets ED 721 & 726, unpublished.

Scriven, M. (1991). Key Evaluation Checklist. In M. Scriven. Evaluation thesaurus.

Thousands Oaks, CA: Sage

http://www.studylecturenotes.com/curriculum-instructions/curriculum-evaluation-meaning-
importance-objective