International Journal of Humanities and Social Science Vol. 1 No. 14; October 2011
Evaluation of Curriculum Development Process
Afzaal Hussain
Doctoral Research Scholar
Division of Education
University of Education
College Road, Township, Road
Lahore, Pakistan
Dr. Ashiq Hussain Dogar
Controller Examinations
University of Education
College Road, Township, Road
Lahore, Pakistan
Muhammad Azeem
Assessment Expert
Punjab Education Assessment System (PEAS)
University of Education
College Road, Township, Lahore, Pakistan
Azra Shakoor
Doctoral Research Scholar
University of Education
College Road, Township, Lahore, Pakistan
Abstract
The essence of the achievement of curriculum objectives depends on its evaluation process during development. If
the process indicators involve comprehensively at grass root level the product will be valid for use. Content
selection regarding objective consideration and with respect to the content organization is somewhat critical
during the process of curriculum development. Since often no evaluation of the implemented curriculum is carried
out; hence no feedback is received to revise the curriculum. This study addresses the curriculum development
process issues. A validated questionnaire consisting of 84 statements was developed. Data was collected from 810
personals involved in curriculum development process and analyzed by Statistical Packages for Social Sciences
(SPSS) using Chi Square. Result shows a significant association between existing process and desired process for
curriculum development. Some new trends showed a mark difference like Memorandums of Understanding,
Expressions of Interest, study tours and learner cognitive level.
1. Introduction
Process evaluation is believed as Guarantee of Quality product. Evaluation of the process of curriculum
development plays a vital role in channelizing and keeping the direction of young generation on the desired way
for the achievement of national objectives and keeping the system update respect to changing scenario of time.
Curriculum development process also undergoes transformation due to newer developments in education and its
evaluation keeps it valid, reliable and keeps it in the right direction. Recommendations through evaluation for any
process have a message of eternity for it. Therefore the needs to organize the curriculum development process in
such a way which should prepare young men and women for pursue of the higher education as well as to make
them able to adjust with their practical life meaningfully and productively are necessary. Because the goals of
education can be attained only through valid reliable curriculum and proper evaluation of the process for updating
and fulfilling required social needs.
2. Literature Review
There are numerous uses of the word “curriculum”. The Concise Oxford dictionary defines it as “Course of
Study” and notes that it derives from the Latin word for a chariot race-course. The curriculum as a race with series
of “hurdles” to be overcome might still be a view held by a number of you today.
263
, © Centre for Promoting Ideas, USA www.ijhssnet.com
Print, (1993, p.110) curriculum is an area of vital importance to the professional teacher. Over the past two
decades the study of curriculum has become an established part of teacher education programmes. Therefore,
teachers need to be knowledgeable about curriculum and understand the processes by which curricula may be
developed. When teachers consider curriculum issues, for example, they tackle the substantive matter of
schooling which may be expressed in terms of the fundamental questions of curriculum namely.
(i) What to teach?
(ii) How to teach?
(iii) When to teach?
(iv) What is impact of teaching?
What knowledge is of most worth to learn? What activities are most effective in enabling learners to acquire this
knowledge (information, facts, skills, values, attitudes etc)? Wheat is the most appropriate way to organize these
activities. How do I know if learners have acquired this knowledge?
2.1 Characteristics of a Good Curriculum:
Following are the characteristics of good Curriculum
Development of Social Understanding:
Promotion of Maximum Personal Development:
Promotion of Continuity of Experience:
Provision for Educational Goals:
Maintenance of Balance among All Goals:
Utilization of Effective Learning Experiences and Needed Resources
2.3 Curriculum Development Process
2.3.1 Situation Analysis:
Nicholls and Nicholls (1974, p.65) refer to the process of situation analysis as, “A situation which is made up of a
number of factors such as pupils” home and background, school, its climate, its staff, facilities and equipment.
Analysis of those factors, together with a self analysis, followed by study of their implications for curriculum
planning constitutes one step towards the rational approach of curriculum”. Print, (1993, p.122) a situation
analysis is an obvious commencement point for the construction of a curriculum it is an ideal opportunity for
curriculum developers, aware of the curriculum presage factors affecting them, to bring a reasoned, rational
approach to the development of curricula. Above all, it is an opportunity for curriculum developers to take
account of local factors when developing curriculum to meet student needs.
Analysis of factors which constitute the situation:
a) Cultural and social changes and expectations including parental expectations, employer requirements,
community assumption and value, changing relationships (e.g. between adults and children) and ideology.
b) Educational system requirements and challenges, e.g. policy statements, examinations, local authority
expirations or demands or pressures, curriculum projects, education research.
c) The Changing nature of the subject matter to be taught.
d) The potential contribution of teacher-support system, e.g. teacher training college, research institutes.
e) Flow of resources into the school.
f) Pupils: aptitudes, abilities and defined education needs.
g) Teachers: value, attitudes, skills knowledge, experience, social strengths and weaknesses, roles.
h) School ethos and political structure: Common assumptions and expectations including power conformity
to norms and dealing with deviance.
i) Material resources including plant, equipment, and potential for enhancing these.
j) Perceived and felt problems and shortcomings in existing curriculum.
Nicholls and Nicholls (1974, p.69) the need for conducting a situational analysis is fundamental precept of
effective curriculum development. Developers commencing their task should ask important questions such as,
what do we know about the context the students, teachers, school environment – of this curriculum and why is it
need? This provided then with an information base to pose an even more fundamental question: what do our
learners need?A recommended approach to conduct a situational analysis involves four steps i) identify problems
in contents; ii) select approach factors; iii) data collection; and analysis iv) make recommendations.
264
Evaluation of Curriculum Development Process
Afzaal Hussain
Doctoral Research Scholar
Division of Education
University of Education
College Road, Township, Road
Lahore, Pakistan
Dr. Ashiq Hussain Dogar
Controller Examinations
University of Education
College Road, Township, Road
Lahore, Pakistan
Muhammad Azeem
Assessment Expert
Punjab Education Assessment System (PEAS)
University of Education
College Road, Township, Lahore, Pakistan
Azra Shakoor
Doctoral Research Scholar
University of Education
College Road, Township, Lahore, Pakistan
Abstract
The essence of the achievement of curriculum objectives depends on its evaluation process during development. If
the process indicators involve comprehensively at grass root level the product will be valid for use. Content
selection regarding objective consideration and with respect to the content organization is somewhat critical
during the process of curriculum development. Since often no evaluation of the implemented curriculum is carried
out; hence no feedback is received to revise the curriculum. This study addresses the curriculum development
process issues. A validated questionnaire consisting of 84 statements was developed. Data was collected from 810
personals involved in curriculum development process and analyzed by Statistical Packages for Social Sciences
(SPSS) using Chi Square. Result shows a significant association between existing process and desired process for
curriculum development. Some new trends showed a mark difference like Memorandums of Understanding,
Expressions of Interest, study tours and learner cognitive level.
1. Introduction
Process evaluation is believed as Guarantee of Quality product. Evaluation of the process of curriculum
development plays a vital role in channelizing and keeping the direction of young generation on the desired way
for the achievement of national objectives and keeping the system update respect to changing scenario of time.
Curriculum development process also undergoes transformation due to newer developments in education and its
evaluation keeps it valid, reliable and keeps it in the right direction. Recommendations through evaluation for any
process have a message of eternity for it. Therefore the needs to organize the curriculum development process in
such a way which should prepare young men and women for pursue of the higher education as well as to make
them able to adjust with their practical life meaningfully and productively are necessary. Because the goals of
education can be attained only through valid reliable curriculum and proper evaluation of the process for updating
and fulfilling required social needs.
2. Literature Review
There are numerous uses of the word “curriculum”. The Concise Oxford dictionary defines it as “Course of
Study” and notes that it derives from the Latin word for a chariot race-course. The curriculum as a race with series
of “hurdles” to be overcome might still be a view held by a number of you today.
263
, © Centre for Promoting Ideas, USA www.ijhssnet.com
Print, (1993, p.110) curriculum is an area of vital importance to the professional teacher. Over the past two
decades the study of curriculum has become an established part of teacher education programmes. Therefore,
teachers need to be knowledgeable about curriculum and understand the processes by which curricula may be
developed. When teachers consider curriculum issues, for example, they tackle the substantive matter of
schooling which may be expressed in terms of the fundamental questions of curriculum namely.
(i) What to teach?
(ii) How to teach?
(iii) When to teach?
(iv) What is impact of teaching?
What knowledge is of most worth to learn? What activities are most effective in enabling learners to acquire this
knowledge (information, facts, skills, values, attitudes etc)? Wheat is the most appropriate way to organize these
activities. How do I know if learners have acquired this knowledge?
2.1 Characteristics of a Good Curriculum:
Following are the characteristics of good Curriculum
Development of Social Understanding:
Promotion of Maximum Personal Development:
Promotion of Continuity of Experience:
Provision for Educational Goals:
Maintenance of Balance among All Goals:
Utilization of Effective Learning Experiences and Needed Resources
2.3 Curriculum Development Process
2.3.1 Situation Analysis:
Nicholls and Nicholls (1974, p.65) refer to the process of situation analysis as, “A situation which is made up of a
number of factors such as pupils” home and background, school, its climate, its staff, facilities and equipment.
Analysis of those factors, together with a self analysis, followed by study of their implications for curriculum
planning constitutes one step towards the rational approach of curriculum”. Print, (1993, p.122) a situation
analysis is an obvious commencement point for the construction of a curriculum it is an ideal opportunity for
curriculum developers, aware of the curriculum presage factors affecting them, to bring a reasoned, rational
approach to the development of curricula. Above all, it is an opportunity for curriculum developers to take
account of local factors when developing curriculum to meet student needs.
Analysis of factors which constitute the situation:
a) Cultural and social changes and expectations including parental expectations, employer requirements,
community assumption and value, changing relationships (e.g. between adults and children) and ideology.
b) Educational system requirements and challenges, e.g. policy statements, examinations, local authority
expirations or demands or pressures, curriculum projects, education research.
c) The Changing nature of the subject matter to be taught.
d) The potential contribution of teacher-support system, e.g. teacher training college, research institutes.
e) Flow of resources into the school.
f) Pupils: aptitudes, abilities and defined education needs.
g) Teachers: value, attitudes, skills knowledge, experience, social strengths and weaknesses, roles.
h) School ethos and political structure: Common assumptions and expectations including power conformity
to norms and dealing with deviance.
i) Material resources including plant, equipment, and potential for enhancing these.
j) Perceived and felt problems and shortcomings in existing curriculum.
Nicholls and Nicholls (1974, p.69) the need for conducting a situational analysis is fundamental precept of
effective curriculum development. Developers commencing their task should ask important questions such as,
what do we know about the context the students, teachers, school environment – of this curriculum and why is it
need? This provided then with an information base to pose an even more fundamental question: what do our
learners need?A recommended approach to conduct a situational analysis involves four steps i) identify problems
in contents; ii) select approach factors; iii) data collection; and analysis iv) make recommendations.
264
