Curriculum Evaluation

Contents:
1.) What is Evaluation?
2.) Types of Evaluations
3.) Characteristics of Evaluation Instruments
4.) Rationale for Evaluation.
5.) Evaluating the CDS program.

1.) What is Evaluation?

Benjamin Bloom defines evaluation as “the systematic collection of evidence to
determine whether in fact certain changes are taking place in the learner as well as
to determine the amount or degree of change in individual students”. To be
effective, all curricula must have an element of evaluation.

2.) Types of Evaluations

Evaluation may either be:
a.) Formative –Type of evaluation that is given in the process of instruction, that is,
while students are being “formed”. In the CDS context, this evaluation is given at
the end of a lesson (e.g. Quiz) or at the end of the unit (unit test).

b.) Summative – Type of evaluation that is done at the end of the process to “sum”
up the learning outcomes in a predetermined terminal behavior. This evaluation is
given at the end of an academic grading period (quarterly or semestral
examination).

3.) Characteristics of Evaluation Instruments

Books on measurement and evaluation give a comprehensive listing of

characteristics of measuring instruments, these are:

a.) Validity – A test is given precisely to measure what has been taught and learned.
Hence, when a teacher gives a so-called “surprise test” on some matter that has not
been covered in a class or matter still to be taken up, such a test can hardly be
considered as “valid”.

b.) Reliability- An evaluation measure is said to be reliable when it yields the same
results when given to the same group at some other time or to another comparable
group under more or less similar conditions. The term then refers to the level of
“consistency” or “dependability” of the measuring device.

c.) Objectivity – This characteristic refers to the degree of freedom a test has from
factors that could unduly influence the outcomes of the test. These factors could be
“internal” to the testee, i.e. conditions in the person himself that could affect the
test-taking either way, such as his physical state (mood, anxiety, emotions, etc). The
factors maybe “external” or environmental such as ventilation, lighting, noise, etc as
well as human such as the socio-emotional climate in the testing environment.

1
4.) Rationale for Evaluation
Generally speaking, evaluation of learning outcomes in school can serve the
following purposes:

a.) From the learner’s perspective –We would like to assured that the learner has
mastered the lesson or unit and that he is ready to tackle the next one.
b.) From the teacher’s perspective –Evaluation helps the teacher make a judgment
whether he has taught effectively or not.

c.) From the supervisor’s perspective –A teacher who shows a pattern of ineffective
teaching as revealed by evaluation may need more help through supervision or in-
service training.

d.) From perspective of the curriculum task force. The evaluation results give a
picture of how the students are coping with the learning content of the curriculum.
It may indicate aspects of the curriculum that need revision in relation to its
appropriateness for the level and the readiness of the students to cope with it.

e.) From the parents’ perspective –Keeping parents abreast of the results of
evaluation will give them an idea as to the type and intensity of intervention or help
their children need at home in their home work assignments and private study.
f.) From the administrators’ perspective – Evaluation provide solid data on which
administrative decision can be firmed up as to the promotion, retention, and even
separation of students in school.

5.) Evaluating the CDS program

Curriculum evaluation refers to the formal determination of the quality,
effectiveness or value of the program, process, and product of the curriculum.
Several methods of evaluation came up.

The most widely used is Daniel Stufflebeam's CIPP Model. The process in CIPP
model is continuous and very important to curriculum managers.

Context –Represents the environment, both internal and external to the school. It
includes both the needs and interests of the clientele, the school child or youth, as
well as the environmental and sociological factors affecting the school enterprise.

Input –In CDS context refers to curriculum content and learning objectives used in
the program and expressed principally in the scope and sequence grid.

Process –Consists of the wide range of learning strategies and resources used in the
program as found in the Plantillas and session plans. It also includes the personnel
who carry out the program following “quality control” specifications.

2
Product –Refers to learning gains of the students as revealed by tests and valuated
against the school standards embodied in the set of behavioral indicators based on
the profile of the “Ideal Graduate.”

Regardless of the methods and materials evaluation will utilize, a suggested plan of
action for the process of curriculum evaluation is introduced. These are the steps:

1. Focus on one particular component of the curriculum. Will it be subject area, the
grade level, the course, or the degree program? Specify objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed
regarding the object of evaluation.
3. Organize the information. This step will require coding, organizing, storing and
retrieving data for interpretation.
4. Analyze information. An appropriate way of analyzing will be utilized.
5. Report the information. The report of evaluation should be reported to specific
audiences. It can be done formally in conferences with stakeholders, or informally
through round table discussion and conversations.
6. Recycle the information for continuous feedback, modifications and adjustments
to be made.