I. What is Evaluation?

Evaluation is the process of determining the value of something or the extent to

which goals are being achieved. It is a process of making decision or reading a
conclusion. It involves decision making about student performance based on
information obtained from an assessment process. Assessment is the process of
collecting information by reviewing the products of student work, interviewing,
observing, or testing.
Evaluation is the process of using information that is collected through
assessment. The ultimate purpose of any evaluation process that takes place in schools
is to improve student learning. (Howell and Nolet, 2000)
Evaluation entails a reasoning process that is based on influence. Inference is
the process of arriving at a logical conclusion from a body of evidence. Inference usually
refers to the process of developing a conclusion on the basis of some phenomenon that
is not experienced or observed directly by the person drawing the inference.
Evaluation is a thoughtful process. We use it to help us understand things. It has
been defined in a variety of ways, all of which have at their core the idea of comparison.
When we evaluate, we make comparisons between things, note the differences,
summarie our findings, and draw conclusion about results. (Deno, Winkin, Yavorsky,
1977)
Evaluation is the !udgment we make about the assessments of student learning
based on established criteria. It involves a process of integrating assessment
information from various sources and using this information to make inferences and
!udgments about how well students have achieved curriculum expectations. Evaluation
involves placing a value on and determining the worth of student assessment.
Evaluations are usually made so that progress can be communicated to student and
parents. (www.cals_ncs.ed)
Evaluation provides information"
a. directly to the learner for guidance
b. directly to the teacher for orientation of the next instruction activities
c. directly to the external agencies for their assessment of schools functioning in the
light of national purpose
II. What is Curriculum Evaluation?
#urriculum evaluation is the process of obtaining information for !udging the
worth of an educational program, product, procedure, educational ob!ectives or the
potential utility of alternative approaches designed to attain specified ob!ectives. (!lass
and Wort"e#, 1997)
#urriculum evaluation focuses on determining whether the curriculum as
recorded in the master plan has been carried out in the classroom. In evaluating a
curriculum, the following key $uestions are usually asked%
&. Are the ob!ectives being addressed'
(. Are the contents presented in the recommended se$uence'
). Are students being involved in the suggested instructional experiences'
*. Are students reacting to the contents'
III. Formative and Summative Evaluation
+ummative evaluation is evaluation that takes place at the end of a unit or
section of instruction. +ummative and formative evaluation can be contracted like this%
summative evaluation takes place at the end of a lesson or pro!ect and tells the
evaluator what has happened. ,ormative evaluation takes place during the lesson or
pro!ect and tells the evaluator what is happening. +ummative evaluation -sums up. the
learning. It is after"the"fact, like end"of"the"year"testing. ,ormative evaluation is on"
going and yields information that can be used to modify the program prior to
termination. (Howell $ Nolet. 2000)
IV. Curriculum Evaluation Models
/odel is a representation of reality presented with a degree of structure and
order. It is a representation of a system that allows for investigation of the properties of
the system and, in some cases, prediction of future outcomes.
+ome models are physical ob!ects, for instance, a toy model which may be assembled,
and may even be made to work like the ob!ect it represents. Whereas, a conceptual
model is a model made of the composition of concepts that thus exists only in the mind.
#onceptual models are used to help us know, understand, or simulate the sub!ect
matter they represent.
0ow should you go about evaluating curriculum' +everal experts have proposed
different models describing how and what should be involved in evaluating a curriculum.
/odels are useful because they help you define the parameters of an evaluation, what
concepts to study and the procedures to be used to extract important data. Another
reason is to provide a conceptual framework for designing a particular evaluation
depending on the specific purpose of the evaluation. 1umerous evaluation models have
been proposed.
1. Stakes Congruence-Contingenc !evel Model
This model emphasied on a full description of the educational programme and
the curriculum process. Three sources of information are taken into account
Antecedents
Transactions
2ut"comes
Antecedents refer to conditions existing prior to teaching and learning.
Transactions are the encounters in the learning situation and 2ut"comes take into
consideration the intended as well as the unintended, which arise during the
implantation of a programme. This model recognies that multiple standards operated
depending on the educational setting, instructor and student. The recognitions of logical
contingency between the antecedents, transactions and outcomes are an important
feature of this model. The evaluator is making !udgements regarding the programme
based on the congruency between the intended and the observed aspects of the
curriculum.
". #rovus $iscre%anc Evaluation Model
The 3iscrepancy Evaluation /odel 43E/5, designed by /alcolm 6rovus and
reflected in the #I66 model, is an effective way to evaluate academic programs. 6rovus
defined evaluation as the process of agreeing upon program standards, and using
discrepancy between outcomes and standards to evaluate the program. As such, the
3E/ can be used as a formative assessment to determine whether to revise or end a
program. The model is ideal for finding problems by means of discrepancy. It can also
be used to design a program from inception to conclusion, leading to summative
evaluations.
&. Stu''le(eams CI## Evaluation Model
The full"form of #I66 is #ontext, Input, 6rocess and 6roduct.
#21TE7T% Evaluation involves studying the reality in which the programme is run.
I168T% Evaluation provides information for determining how alternative curricular
strategies would be able to contribute to the attainment of curricular intentions. This
component of evaluation examines things such as%
appropriateness of selected ob!ectives
congruency between ob!ectives and content
appropriateness of the instructional strategies and
assessment procedures
692#E++% Evaluation examines the implementation aspect of the curricular
programme.
69238#T% Evaluation using data about the three factors vi., context, input and
process, the extent to which the ob!ectives are being achieved and determined.
). Eisners Connoisseurshi% Evaluation Model
The %onnoissers"i& 'odel in which Elliot Eisner 4&:;<5 claimed that a
knowledgeable evaluator can determine whether a curriculum programme has been
successful, using a combination of skills and experience. The word =connoisseurship>
comes from the ?atin word co(noscere, meaning to know. ,or example, to be a
connoisseur of food, paintings or films, you must have knowledge about and experience
with different types of food, paintings or films before you are able to criticise. To be a
food critic, you must be a connoisseur of different kinds of foods. To be a critic, you must
be aware and appreciate the subtle differences in the phenomenon you are examining.
In other words, the curriculum evaluator must seek to be an educational critic.
*. +lers Model
9alph Tyler>s /odel 4&:*:5 is organied about focus on ob!ectives. Tyler said that
evaluation needs to focus on the degree to which ob!ectives are realied. If you see
your goals and ob!ectives as driving your program and if learning about the degree to
which these goals and ob!ectives have been attained, than this evaluation model can
help determine your success. The evaluation re$uires that the goals be clearly
articulated and expressed in ways that are measurable. The evaluator will need access
to data and may need per"mission to gather new data. Additionally, program participants
will need to be alert"ted to the presence of the evaluator seeking information about goal
attainment.
Tyler>s +even +teps Evaluation /odel
,. Met'essel - Michael Evaluation Model .1/,01
Identify the eight steps%
Involve the total school community as facilitators of program evaluation.
,ormulate cohesive model of goals and specific ob!ectives.
Translate specific ob!ectives into a communicable form applicable to facilitating
learning in the school environment.
+elect or construct instruments to furnish measures allowing inferences about
program effectiveness. #arry out periodic observations using content"valid tests,
scales, and other behavioral measures.
Analye data using appropriate statistical methods.
Interpret the data using standards of desired levels of performance over all
measures.
3evelop recommendations for the further implementation, modification, and
revision of broad goals and specific ob!ectives.
This model was heavily influenced by the work of Tyler. Its ma!or contribution was in
expanding the possibilities regarding alternative instruments.
V. EFFEC+IVE C233IC2!2M EV4!24+I56 M5$E!
An effective curriculum evaluation model does the following%
&. #an be implemented without making inordinate demands upon district resources
(. #an be applied to all levels of curriculum@programs of study, fields of study, courses
of study
). /akes provisions for assessing all significant aspects of curriculum@the written, the
taught, the supported, the tested, and the learned curricula
*. /akes useful distinctions between merit 4intrinsic value5 and worth 4value for a given
context5
<. Is responsive to the special concerns of district stakeholders and is able to provide
them with the data they need for decision making
A. Is goal oriented, emphasiing ob!ectives and outcomes
;. Is sensitive to and makes appropriate provisions for assessing unintended effects
B. 6ays due attention to and makes provisions for assessing formative aspects of
evaluation
:. Is sensitive to and makes provisions for assessing the special context for the
curriculum
&C. Is sensitive to and makes provisions for assessing the aesthetic or $ualitative
aspects of the curriculum
&&. /akes provisions for assessing opportunity cost@the opportunities lost by those
studying this curriculum
&(. 8ses both $uantitative and $ualitative methods for gathering and analysing data
&). 6resents findings in reports responsive to the special needs of several audiences
3EFE3E6CES7
Dilbao, 6., ?ucido, 6., Iringan, T., Eavier, 9. 4(CCB5. %rricl# Develo&#ent. /etro
/anila% ?orimar 6ublishing, Inc.
2rnstein, A. and 0unkins, ,. 4&::B5. %rricl#) *ondations, +rinci&le and ,sses.
Doston, /A% Allyn F Dacon. 9etrieved from
peoplelearn.homestead.comGassessGmoduleHB.evaluation.doc
Iuba, E., F ?incoln, J. 4&:B&5. -..ective evalation. +an ,rancisco% Eossey"Dass.
9etrieved from http%GGwww.sagepub.comGupm"dataG**)))H&(.pdf
0oly Angel 8niversity
Angeles #ity
#ollege of Arts, +ciences, and Education
Teacher Education
In 6artial ,ulfillment of the 9e$uirements in
#urriculum 3evelopment
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+ubmitted by%
Duan, 9achel Iail 6.
Dulan, Athena ,.
+ubmitted to%
3r. Denita /. Donus
+eptember <, (C&)