curriculum evaluation

Component 4 :

“CurriculumEvaluation”

Worthen and Sanders (1987)

All curricula to be effective must have the elements of evaluation.

Tuckman (1985)

Defines evaluation as meeting the

goals and matching them with the intended outcomes.

Stufflebeam's CIPP (Context , Input, Process, Product) Model

In CIPP the process is long and continuous, and very important to curriculum managers.

Context refers o the environment of the curriculum. The real situation where the curriculum is operating. Simply put, context evaluation refers to situation analysis.

Input refers to the ingredients of the curriculum which includes the goals, instructional strategies , the learners, the teachers, the contents and all the materials needed .

Processrefers to the ways and

means of how the curriculum has been implemented.

Productindicates if the curriculum accomplishes its goals and what extent the curriculum objectives have been achieved.

A suggested plan of action for the process of curriculum evaluation.

These are the steps :

1. Focus on particular component of the curriculum. Specify the objectives of evaluation.2. Collect or gather the information.

3. Organize the information.This step will require

coding, organizing, storing and retrieving data for interpretation.

4. Analyze information. An appropriate way of analyzing will be utilized.

5. Report the information. Reporting can be done formally in conferences with stakeholders, or informally through roundtable discussions and conversations.

6. Recycle the information for continuous feedback, modification and adjustments to be made.