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8/18/2019 Evaluating the Curriculum(1).ppt
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8/18/2019 Evaluating the Curriculum(1).ppt
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A process of formal evaluation that collects
objective information on the outcomes of aprogram is critical
The acid test of evaluation is student performance
© McGraw-Hill Higher Education. All rights reserved.
8/18/2019 Evaluating the Curriculum(1).ppt
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Who wants to know?TeachersAdministrationDistrictStateNational
Why do you want to assess?Accountabilityrogram improvement
© McGraw-Hill Higher Education. All rights reserved.
8/18/2019 Evaluating the Curriculum(1).ppt
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!urriculum outcomes
lanned curriculum
"mplemented curriculum
© McGraw-Hill Higher Education. All rights reserved.
8/18/2019 Evaluating the Curriculum(1).ppt
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To what e#tent are the goals of the programbeing met?
What are the other outcomes of the curriculumthat are not e#pressed?
To what e#tent are the objectives of theprogram being met?
© McGraw-Hill Higher Education. All rights reserved.
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What factors are facilitating the attainment
of program goals and objectives?
And what factors are a hindrance to theattainment of program goals and objectives?
To what e#tent does the program meet the
standards established for student
performance by the e#ternal body$agency
over the program?
© McGraw-Hill Higher Education. All rights reserved.
8/18/2019 Evaluating the Curriculum(1).ppt
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Does the program address the national$statestandards?
Are the goals and objectives of the program
clearly stated?
"s there an articulated scope and se%uence tothe program?
"s the content of the curriculum developed in adevelopmentally appropriate way?
© McGraw-Hill Higher Education. All rights reserved.
8/18/2019 Evaluating the Curriculum(1).ppt
8/18© McGraw-Hill Higher Education. All rights reserved.
Are the goals and objectives of the program achievable
within the time and resources available?
"s enough detail provided so that unit development
would have a clear direction?
To what e#tent is both formative and summative
assessment integrated throughout the curriculum?
"s the program designed to meet the needs of these
particular students? Are the goals and objectives
appropriate?
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To what e#tent are teachers using the written
curriculum to deliver the program?
To what e#tent are thestudents$parents$administrators aware andsupportive of what they are being taught?
To what e#tent is the physical educationprogram supported by the schooladministration?
"s the curriculum being implemented as
planned?© McGraw-Hill Higher Education. All rights reserved.
8/18/2019 Evaluating the Curriculum(1).ppt
10/18© McGraw-Hill Higher Education. All rights reserved.
Are the resources for the curriculum ade%uate to
accomplish the goals and objectives of thecurriculum?
Do teachers meet on a regular basis to plan&
implement and adjust the curriculum? "s a clear program of continuous assessment and
realignment in place?
To what e#tent are students and teachers
supportive of the curriculum?
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'evel of awareness
'evel of support "dentification of misperceptions& strengths&
weaknesses
(se of %uestionnaires& surveys& focus groups&
interviews
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8/18/2019 Evaluating the Curriculum(1).ppt
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rogram time !lass si)e !ompetent teachers committed to the program
*acilities +%uipment Time for planning
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"dentify what is operating to support theprogram goals
"dentify what is happening to impede theprogram goals
!hange inhibitors or revise program to be morerealistic of conditions
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Do you evaluate short term objectives or long termgoals of the program?
Do you evaluate products that are made e#plicit in the
program or those that are implicit as well?
Do you look for positive as well as negative outcomes ofa program?
Do you need to measure every student on everyoutcome?
What standard do you use to determine programeffectiveness?
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Standard 1: Demonstrates competency in
motor skills and movement patterns toperform a variety of physical activities Skills tests& scoring rubrics of participation& other
evidence of competence
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Standard 2: Demonstrates understanding of
movement concepts, principles strategies andtactics as they apply to the learning and
performance of physical activitiesWritten tests& observation in authentic activity setting&
cognitive tasks
Standard 3: Participates regularly in physical
activity.
Student journals& contracts and logs
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-ou don.t need to evaluate everything everyyear
Planned curriculum
/uidelines should be used as a check off as curriculum isdeveloped
mplemented curriculumAfter program has been implemented 0within two years1
+very three years
© McGraw-Hill Higher Education. All rights reserved.
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!urriculum outcomes and impactAll outcomes
Not every outcome every year
2ngoing processSample students and classes
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