Curriculum Evaluation, Concepts, Views and Definition PDF

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CURRICULUM DEVELOPEMENT AND RECENT TRENDSCURRICULUM EVALUATION, CONCEPTS, VIEWS AND DEFINITIONIntended Learning Outcomes (ILOs)  Demonstrate concrete knowledge and understanding of the what, why and how of curriculum evaluation and contextualize these in the actual conduct of evaluation process.Eva...

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CURRICULUM DEVELOPEMENT AND RECENT TRENDS CURRICULUM EVALUATION, CONCEPTS, VIEWS AND DEFINITION Intended Learning Outcomes (ILOs)  Demonstrate concrete knowledge and understanding of the what, why and how of curriculum evaluation and contextualize these in the actual conduct of evaluation process.

Evaluation is a systematic and objective assessment of an ongoing or completed project, programme or policy, its design, implementation and results with the aim of determining its relevance and fulfilment of objectives, efficiency, effectiveness, impact and sustainability (United Nations Office on Drugs and Crime, n.d.). “Evaluation is the systematic process of collecting and analyzing data in order to determine whether and to what degree objectives have been achieved” (Boulmetis & Dutwin, 2005, p. 4) Curriculum evaluation is an attempt to toss light on two questions:  Do planned courses, programs, activities, and learning opportunities as developed and organized actually produce desired results?  How can the curriculum offerings best be improved? (Hussain, Dogar, Azeem, & Shakoor, 2011) MODELS OF EVALUATION Models are liken to myths and metaphors which helps us make senses of our world. A model offers its user a means of comprehending an otherwise incomprehensible problem (Instructional Design Central, 2012). Theory explains the process and philosophical foundation of a matter and also sought to find answer to the question “why?” Models describes a process and the underpinning conceptual framework of a matter, and also sought answers to the question “How?” (Rathy, n.d). Models of Curriculum Evaluation • Tyler’s Model • CIPP Model • Stake’s Model Tyler’s Model of Curriculum Evaluation  Propounded by Ralph Tyler in 1949.  One of the earliest curriculum experts.

 Tyler’s model is also referred to as “the goal attainment model of curriculum evaluation”  Tyler’s model emphasize more on goals formulation through a detailed analysis of feedback from the students, society and subject matter.  The model measures the extent to which the educational goals of a program have been attained (Singla & Gupta, n.d).  Tyler model proceeds from the broader view of a concept and narrow it down to the specific.  For instance, it examine the needs of the society and then narrow it to stating the specific objectives to be achieved in order meet the societal need. It is however said to be deductive in nature (Oliva & Gordon, 2012). Tyler’s Rationale  What educational purpose should the school seek to attain (i.e. educational aims, goals and objectives)?  What educational experiences (learning experiences) can be provided that are likely to bring about the attainment of the set purpose?  How can these educational experiences be effectively organized (organization of learning experiences)?  How can we determine whether these purposes are being attained (evauation)? (Omoniyi, 2009)

Selection of Educational Purposes

Selection of Learning Experiences

Tyler’s Model

CIPP Model of Curriculum Evaluation  Propounded in 1971

Organization of Learning Experiences

Evaluation of Learning Experiences

 The CIPP model came as a consensus of the Phi-Delta Committee that was chaired by Daniel Stufflebeam in 1971. CIPP focused more on decision making at each stages of the curriculum processes. C – Context I – Input P – Process P – Product However, despite several promises of excellence and potential in moving in the region of formative and summative evaluation CIPP model, is too concerned with how the process is supposed to be rather than the reality on ground (Pradinata, 2012). Stake’s Countenance Model  Propounded in 1969 by Robert E. Stake.  It examine the basis of the education programme such as the background philosophy and purpose for which the programme was developed. These intents refer to the goals and plans of the practitioners, such as the curricula and education programme planners, teachers and students.  Antecedent - Antecedent is any condition existing prior to teaching and learning which may relate to outcome.  Students’ interests or prior learning  Learning Environment in the Institution  Traditions and Values of the Institution (Rathy, n.d)  Transactions are the countless encounters of students with teacher, student with student, author with reader, parent with counsellor. Interactions that occur between students to teacher, students to students, students to curricular materials and students to educational environment. Stake’s Countenance Model: Outcome  Outcome - Outcome include measurements of the impact of instruction on learners and others. The outcome is an integral impact of curriculum implementation on students, teachers, administrators and community. Outcome can either be immediate or long range (Rathy, n.d).  The high point of Stake's model lies in the manner in which intents and actions are defined, observed and evaluated, together with standards and judgements rather than actual educational goals. (Woods, 1988; Ling, et al., n.d.). nonetheless, Rathy (n.d) faults the model for “stairng up conflicts” and also tends to ignore the “causes”....