MODULE 19: CURRICULUM EVALUATION AND ITS PROCESS
Curriculum Evaluation – systematic process of judging the value, effectiveness, and
adequacy of a curriculum: its process, product and setting.
Key Questions:
● Is the curriculum meeting learners’ needs?
● Are the objectives relevant to society?
● Are teaching methods effective?
● Should the curriculum be revised or replaced?
Reasons for Curriculum Evaluation:
1. Needs Assessment – done before or during curriculum development. Ensures
relevance.
Purpose: To determine if curriculum addresses students’ needs, societal demands, job
market requirements, and national educational goals.
Exam: Diagnostic
2. Monitoring – happens while the curriculum is being implemented. Ensures
proper implementation.
Purpose: To check whether teachers are following the curriculum plan, learning
activities are effective, students are progressing as expected, and resources are
adequate.
Exam: Formative
3. Terminal Assessment – occurs at the end of a course, term or program. Measures
outcome.
Purpose: To evaluate the overall students’ achievements, objectives are met and
effectiveness of instructional strategies.
Exam: Summative
4. Decision Making – provides data to help stakeholders make informed decisions.
Ensures improvement and action.
, Decisions may include: continue the curriculum, modify certain parts, introduce new
content, remove ineffective elements and provide teacher training.
Exam: As ease
STEPS IN CURRICULUM EVALUATION:
1. Identify objectives
2. Select instruments
3. Collect data
4. Analyze data
5. Interpret results
Definition of Curriculum Evaluation
Authors Role Definitions
Ornstein, A. and Data Collectors – to gather data that enables one to decide
Hunkins, F. whether to accept, change, eliminate the
whole curriculum of a textbook.
McNeil, J. Questioner Evaluation answers two questions:
1. Do planned learning opportunities,
programs, courses and activities as
developed and organized actually produced
desired results?
2. How can a curriculum best be improved?
Gay, L Auditor – identify the weaknesses and strengths as
well as problems encountered in the
implementation, to improve the curriculum
process.
– to determine the effectiveness of and the
returns on allocated finance.
Cost-Benefit Study: A financial analysis
used to determine the opportunity cost; it
compares the educational benefits against
the resources and money spent to ensure a
worthwhile investment. (Based on our
summative test).
Oliva, P. Decision Maker – process of delineating, obtaining and
providing useful information for judging
alternatives for purposes of modifying, or
eliminating the curriculum.
Curriculum Evaluation – systematic process of judging the value, effectiveness, and
adequacy of a curriculum: its process, product and setting.
Key Questions:
● Is the curriculum meeting learners’ needs?
● Are the objectives relevant to society?
● Are teaching methods effective?
● Should the curriculum be revised or replaced?
Reasons for Curriculum Evaluation:
1. Needs Assessment – done before or during curriculum development. Ensures
relevance.
Purpose: To determine if curriculum addresses students’ needs, societal demands, job
market requirements, and national educational goals.
Exam: Diagnostic
2. Monitoring – happens while the curriculum is being implemented. Ensures
proper implementation.
Purpose: To check whether teachers are following the curriculum plan, learning
activities are effective, students are progressing as expected, and resources are
adequate.
Exam: Formative
3. Terminal Assessment – occurs at the end of a course, term or program. Measures
outcome.
Purpose: To evaluate the overall students’ achievements, objectives are met and
effectiveness of instructional strategies.
Exam: Summative
4. Decision Making – provides data to help stakeholders make informed decisions.
Ensures improvement and action.
, Decisions may include: continue the curriculum, modify certain parts, introduce new
content, remove ineffective elements and provide teacher training.
Exam: As ease
STEPS IN CURRICULUM EVALUATION:
1. Identify objectives
2. Select instruments
3. Collect data
4. Analyze data
5. Interpret results
Definition of Curriculum Evaluation
Authors Role Definitions
Ornstein, A. and Data Collectors – to gather data that enables one to decide
Hunkins, F. whether to accept, change, eliminate the
whole curriculum of a textbook.
McNeil, J. Questioner Evaluation answers two questions:
1. Do planned learning opportunities,
programs, courses and activities as
developed and organized actually produced
desired results?
2. How can a curriculum best be improved?
Gay, L Auditor – identify the weaknesses and strengths as
well as problems encountered in the
implementation, to improve the curriculum
process.
– to determine the effectiveness of and the
returns on allocated finance.
Cost-Benefit Study: A financial analysis
used to determine the opportunity cost; it
compares the educational benefits against
the resources and money spent to ensure a
worthwhile investment. (Based on our
summative test).
Oliva, P. Decision Maker – process of delineating, obtaining and
providing useful information for judging
alternatives for purposes of modifying, or
eliminating the curriculum.
