333607766 Curriculum Evaluation and the Teacher PDF

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City of TaguigTaguig City UniversityGen. Santos Ave., Central BicutanTaguigcitySEMI- DETAILED LESSON PLANI. Objective: At the end of the lesson the students should be able to: a. acquire clear understanding of what is curriculum evaluation b. explain the need to evaluate the curriculum and how it’s ...

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Republic of the Phillippines City of Taguig

Taguig City University Gen. Santos Ave., Central BicutanTaguigcity

SEMI- DETAILED LESSON PLAN I.

Objective: At the end of the lesson the students should be able to: a. acquire clear understanding of what is curriculum evaluation b. explain the need to evaluate the curriculum and how it’s being done; and c. compare and contrast the different models of curriculum evaluation.

II.

Subject Matter a. Topic: Curriculum Evaluation and the Teacher b. Materials: b.1 Cue Cards b.2 PowerPoint Presentation b.3 Projector and Laptop b.4 Whiteboard Marker c. Reference:

III.

Procedure a. Preliminary activities a.1. Greetings a.2. Prayer a.3. Attendance and Cleanliness a.4. Review or Recall b. Motivation

The teacher will present a game called ‘Whispering Game” or “Message Relay”. (Have that student explain the message to the next person by whispering it in their ear. They cannot pass on or show the message; that must go back to the person organizing or monitoring the game.) c. Lesson Proper Curriculum Evaluation and the Teacher Curriculum evaluation is a new idea for many teachers, not knowing that every day, the teacher is involved in several components of evaluation. There are two ways of looking at curriculum evaluation: 1. Curriculum Program Evaluation may focus on the overall aspects of a curriculum or the curriculum itself. More often it refers to a big curriculum program. Examples of these programs that may undergo a curriculum program evaluation are the K to 12 Curriculum, the Integrated Science Program, the Teacher Approach in Mathematics

Republic of the Phillippines City of Taguig

Taguig City University Gen. Santos Ave., Central BicutanTaguigcity

Curriculum, the Outcomes-Based Curriculum in Teacher Education, or Experiential Teacher Education Program are some of the big curriculum programs

2. Curriculum Program Component Evaluation. A curriculum component may include separate evaluation of (a) Achieved learning outcomes (b) curriculum process (teaching-learning methods/strategies) (c) instructional materials (i.e. books, modules, models)

Curriculum Evaluation: A Process and a Tool As a process it follows a procedure based on models and frameworks to get the desired results. As a tool, it will help teachers and program implementers to judge the worth and merit of the program and innovation or curricular change. For both process and a tool, the results of evaluation will be the basis to IMPROVE curriculum Persons Ornstein, A. & Hunkins, F. (1998)

McNeil, J. (1977)

Gay, L. (1985)

Oliva, P. (1985)

Definition Curriculum evaluation is a process done in order to gather data that enables one to decide whether to accept, change, eliminate the whole curriculum of a textbook. Evaluation answers two questions: 1. Do planned learning opportunities, programmes, courses and activities as developed and organized actually produced desired results? 2. How can a curriculum best be improved? Evaluation is to identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process. It is to determine the effectiveness of and the returns on allocated finance. It is a process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying, or eliminating the curriculum

Reasons for Curriculum Evaluation Here are some of the specific reasons. a. Needs Assessment Curriculum evaluation defines the strengths and weaknesses of an existing curriculum that will be the basis of the intended plan, design or implementation. b. Monitoring

Republic of the Phillippines City of Taguig

Taguig City University Gen. Santos Ave., Central BicutanTaguigcity

When evaluation is done in the middle of the curriculum development, it will tell if the designed or implemented curriculum can produce or is producing the desired results. c. Terminal Assessment Based on some standards, curriculum evaluation will guide whether the results have equaled or exceeded the standards, thus can be labelled as success. d. Decision Making Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist for policy recommendations that will enhance achieved learning outcomes. Curriculum Evaluation Models Curriculum specialists have proposed an array of models which are useful for classroom teachers and practitioners. 1. Bradley Effectiveness Model In 1985, L.H. Bradley wrote a handbook on Curriculum Leadership and Development. This book provides indicators that can help measure the effectiveness of a developed or written curriculum. For purposes of the classroom teachers, some of the statements were simplified. First, you have to identify what curriculum you will evaluate. Example: Elementary Science Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study Curriculum. Then find out if the curriculum you are evaluating answers YES or NO. Answering Yes to all the questions means, good curriculum as described by Bradley. Bradley Effectiveness Model for Curriculum Development Indicators Indicators Descriptive Questions Vertical • Does the curriculum reflect the format (i.e. K to 12, OBE, Curriculum Inquiry, etc.) that enables teachers quickly access what is being Community taught in the grade/year levels below or above the current level? (Example: If you are looking at Science 5, below means Science 4 and above means, Science 6) • Does the curriculum reflect provide content and objectives that Horizontal Curriculum are common to all classes of the same grade level? Community (Example: All English 101 for all 1st year college students) Instruction Based on Curriculum Broad Involvement Long Range

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Are lesson plans/syllabi/course design derived from the curriculum and strategies? Are materials used correlated with the content, objectives and activities? Is there evidence of involvement of the different curriculum stakeholders in the planning, designing and implementation and review of the curriculum? Is review cycle followed within the period of planning and

Yes or No

Republic of the Phillippines City of Taguig

Taguig City University Gen. Santos Ave., Central BicutanTaguigcity

Planning Positive Human Relations

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implementation of the curriculum? Did the initial thoughts about the curriculum come from teachers, principals, curriculum leaders and other stakeholders?

Theory-Into • Is there clarity of vision, mission, graduation outcomes, Practice program philosophy, learning outcomes in the curriculum? Planned • Are there tangible evidence to show that the internal and Change external publics accept the developed program? If any of the indicators is answered with a “No”, actions should be made to make it Yes.

2. Tyler Objectives Centered Model Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to influence many curriculum assessment processes. His monograph was entitled Basic Principles of Curriculum and Instruction In using the Tyler’s model, the following curriculum components and processes are identified in curriculum evaluation.

Curriculum Elements 1. Objectives/Intended Learning Outcomes 2. Situation or Context

3. Situation or Context

4. Utilization of Tool

5. Analysis of Results

6. Utilization of Results

Evaluation Process 1. Pre-determine intended learning outcomes or objectives. 2. Identify the situation/context that gives opportunity to develop behavior or achieve objectives. 3. Select, modify and construct evaluation instruments or tools. Check its objectivity, reliability and validity. 4. Utilize the tools to obtain results. 5. Compare the results obtained from several instruments before and after to determine the change. 5. Analyze the results obtained to determine strength and weaknesses. Identify possible explanation about the reasons for the particular pattern. 6. Use the results to make the necessary modifications.

Action Taken: Yes or No

Republic of the Phillippines City of Taguig

Taguig City University Gen. Santos Ave., Central BicutanTaguigcity

Using all the steps to evaluate the curriculum and obtaining all YES answer would mean the curriculum has PASSED the standards. Tyler’s model of evaluating the curriculum is relatively easy to understand which many teachers can follow. 3. Daniel Stufflebeam Model- Context, Input, Process Product Model (CIPP) The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee chaired by Daniel Stufflebeam. The model made emphasis that the result of evaluation should provide data for decision making. There are four stages of program operation. • • • •

Context Evaluation-assess needs and problems in the context for decision makers to determine the goals and objectives of the program/curriculum. Input Evaluation-assess alternative means based on the inputs for the achievement of objectives to help decision makers to choose options for optimal means. Process Evaluation-monitors the processes both to ensure that the means are actually being implemented and make necessary modifications. Product Evaluation-compares actual ends with intended ends and leads to a series of recycling decisions.

For all the four stages, the six steps are suggested. Stages of CIPP Model

Steps Taken in All the Stages

1. Context Evaluation

Step 1: Identify the kind of decision to be made. Step 2: Identify the kinds of data to make that decision Step 3: Collect the data needed. Step 4: Establish the criteria to determine quality of data Step 5: Analyze data based on the criteria. Step 6: Organize needed information needed for decision makers.

2. Input Evaluation

3. Process Evaluation

4. Product Evaluation

4. Stake Responsive Model-Responsive model is oriented more directly to program activities that program intents. Evaluation focuses more on the activities rather that intent or purposes. Robert Stake (1975) recommends to the curriculum evaluator the following steps. The curriculum evaluator follows the steps below: Step 1 Meets with stakeholders to identify their perspectives and intentions regarding curriculum evaluation Step 2 Draws from Step 1 documents to determine the scope of the evaluation Step 3` Observes the curriculum closely to identify the unintended sense of implementation and any deviations from announced intents....