The Teacher and the School Curriculum │ Module 14. What, Why and How to Evaluate a Curriculum │Page 1 of 7
What, Why and How to Evaluate a Curriculum
OVERVIEW
This module is all about curriculum evaluation in the context of its definition and the role of the teacher as an
evaluator. It will present the ways of evaluating the curriculum as written, planned or implemented. It will reference
popular curriculum models currently used in educational programs here and abroad.
Curriculum evaluation is a component of curriculum development that responds to public accountability. It looks
into educational reforms or innovations that happen in the teacher’s classrooms, the school, district, division or the
whole educational system as well. It is establishing the merit and worth of a curriculum. Merit refers to the value and
worth of the curriculum. Test results will only be used as one of the pieces of evidence of evaluation. For in the end,
the purpose of evaluation is to improve and not to prove.
Curriculum evaluation is premised on the concept of alignment of planned, written and implemented curriculum. It is
an attempt to answer two big questions as:
1. Do planned courses, programs, activities as written and implemented produce desired outcomes?
2. How can these school curricula be improved?
LEARNING OUTCOMES
At the end of this module, you are expected to:
1. Acquire clear understanding of what curriculum evaluation is;
2. Explain the need to evaluate the curriculum and how it’s being done;
3. Expand knowledge about different curriculum evaluation models.
LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)
ABSTRACTION
Curriculum evaluation is a new idea for many teachers, not knowing that every day, the teacher is involved in
several components of evaluation. There are two ways of looking at curriculum evaluation:
1. Curriculum Program Evaluation. Refers to the overall aspects of a curriculum as a subject, degree program,
curriculum reform program and the like. Some examples are: The Curriculum Development as a Subject,
Bachelor of Education as a degree, K to 12 as a curricular reform, Outcomes-Based Education as a Process,
Mother Tongue Based Multilingual Education as a program.
Program evaluation will be using program evaluation models like Bradely Effectiveness Model, Tyler’s
Objective Centered Model, Stufflebeam’s CIPP Model, and Scriven’s Consumer-Oriented Model among
others.
2. Components of a Curricular Program. This will cover separate evaluation for a curriculum component such as
(1) Achieved Learning Outcomes, (2) Teaching Learning Process, (3) Instruction Materials, (4) Assessment
of Learning Outcomes.
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The Teacher and the School Curriculum │ Module 14. What, Why and How to Evaluate a Curriculum │Page 2 of 7
Curricular program component evaluation refers directly to the assessment of curriculum contents and
processes as implemented every day in view of the learning outcomes as either formative or summative.
Curriculum Evaluation: A Process and a Tool
Do you have a clear understanding of what curriculum evaluation is all about? Is it synonymous to assessment
of learning? An analysis of the various definitions reveals that evaluation is both a process and a tool. As a process it
follows a procedure based on models and frameworks to get the desired results. As a tool, it will help teachers and
program implementers to judge the worth and merit of the program and innovation or curricular change. For both
process and a tool, the results of evaluation will be the basis to IMPROVE curriculum.
Let’s look at how curricularists define curriculum evaluation. Read what each of them say.
Persons
Ornstein, A. &
Hunkins, F., (1998)
McNeil, J. (1977)
Gay, L. (1985)
Oliva, P. (1988)
Definition
Curriculum evaluation is a process done in order to gather data that enables one to decide
whether to accepts, change, eliminate the whole curriculum of a textbook.
Evaluation answers two question: 1. Do planned learning opportunities, programs,
courses and activities as developed and organized actually produce desired results? 2.
How can a curriculum best be improved?
Evaluation is to identify the weaknesses and strengths as well as problems encountered
in the implementation, to improve the curriculum development process. It is to determine
the effectiveness of and the returns on allocated finance.
It is a process of delineating, obtaining and providing useful information for judging
alternatives for purposes of modifying, or eliminating the curriculum.
Reasons for Curriculum Evaluation
Why is there a need to evaluate a curriculum? The curriculum processes presented by Tyler, Taba and others
at the end of the line or cycle undergo and evaluation. All of them agree that planning, designing and implementing
are less useful unless there is evaluation. Here are some of the specific reasons.
•
•
•
•
Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the basis
of the intended plan, design or implementation. This is referred to as the needs assessment.
When evaluation is done in the middle of the curriculum development, it will tell if the designed or
implemented curriculum can produce or is producing the desired results. This is related to monitoring.
Based on some standards, curriculum evaluation will guide whether the results have equaled or exceeded the
standards, thus can be labelled as success. This sometimes called terminal assessment.
Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist for
policy recommendations that will enhance achieved learning outcomes. This is the basis of decision making.
In curriculum evaluation, important processes were evolved such as (a) needs assessment, (b) monitoring, (c)
terminal assessment and (d) decision making.
Curriculum Evaluation Models
Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big idea that
collectively tells about the value or worth of something that was done.
How can a merit or worth of an aspect of a curriculum be determined? Curriculum specialists have proposed
an array of models which are useful for classroom teachers and practitioners. Let us look at some of these.
1. Bradley Effectiveness Model
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In 1985, L.H. Bradley wrote a hand book on Curriculum Leadership and Development. This book
provides indicators that can help measure the effectiveness of a developed or written curriculum. For purposes
of the classroom teachers, some of the statements were simplified.
First, you have to identify what curriculum you will evaluate. Example: Elementary Science
Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study Curriculum. Then find
out if the curriculum you are evaluating answers Yes or No. Answering Yes to all the questions means, good
curriculum as described by Bradley.
Bradley’s Effectiveness Model for Curriculum Development Indicators
Indicators
Descriptive Questions
Vertical Curriculum
Does the curriculum reflect the format (i.e K to 12, OBE, Inquiry,
Continuity
etc.) that enables teachers to quickly access what is being taught in
the grade/ year levels below or above the current level?
(Example: If you are looking at Science 5, below means Science 4
and above means Science 6)
Horizontal Curriculum
Does the curriculum provide content and objectives that are common
Continuity
to all classes of the same grade level?
(Example: All English 101 for all 1st year college students)
Instruction Based on
Are all lesson plans/ syllabi/ course design derived from the
Curriculum
curriculum and strategies? Are materials used correlated with the
content, objectives and activities?
Broad Involvement
Is there evidence of involvement of the different curriculum
stakeholders in the planning, designing, and implementation and
review of the curriculum?
Long Range Planning
Is review cycle followed with the period of planning and
implementation of the curriculum?
Positive Human Relations
Did the initial thoughts about the curriculum come from teachers,
principals, curriculum leaders and other stakeholders?
Theory-Into Practice
Is there clarity of vision, mission, graduation outcomes, program
philosophy, learning outcomes in the curriculum?
Planned Change
Are there tangible evidence to show that the internal and external
publics accept the development program?
If any of the indicators is answered with a <No=, actions should be made to make it Yes.
Yes or No
2. Tylers Objectives-Centered Model
Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to influence many
curricula assessment processes. His monograph was entitled Basic Principles in Curriculum and Instruction.
In using the Tyler’s model, the following curriculum components and processes are identified in curriculum
evaluation.
Curriculum Elements
1. Objectives/ Intended
Learning Outcomes
2. Situation or Context
3. Evaluation Instruments/
tools
4. Utilization of Tool
Evaluation Process
Action Taken:
Yes or No
1. Pre-determine intended learning outcomes or objectives
2. Identify the situation/context that gives opportunity to
develop behavior or achieve objective
3. Select, modify and construct evaluation instruments or
tools. Check its objectivity, reliability and validity.
4. Utilize the tools to obtain results
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5. Analysis of Results
6. Utilization of Results
5. Compare the results obtained from several instruments
before and after to determine the change.
6. Analyze the results obtained to determine strength and
weaknesses. Identify possible explanation about the
reasons for the particular pattern.
7. Use the results to make the necessary modifications
Using all the steps to evaluate the curriculum and obtaining all YES answer would mean the curriculum has
PASSED the standards. Tyler’s model of evaluating the curriculum is relatively easy to understand which many
teachers can follow.
3. Daniel Stufflebeam’s Context, Input, Process, Product Model (CIPP)
The CIPP Model of Curriculum Evaluation was produce of the Phi Delta Kappa committee chaired by Daniel
Stufflebeam. The model emphasized that the result of evaluation should provide data for decision making. There are
four stages of program operation. These include (1) Context Evaluation, (2) Input Evaluation, (3) Process Evaluation.
(4) Product Evaluation. However, any evaluator can take only any of the four stages as the focus of evaluation.
•
•
•
•
Context Evaluation – assesses needs and problems in the context for decision makers to determine the
goals and objectives of the program/ curriculum.
Input Evaluation – assesses alternative means based on the inputs for the achievement of objectives to
help decision makers to choose options for optimal means.
Process Evaluation – monitors the processes both to ensure that the means are actually being
implemented and make necessary modifications.
Product Evaluation – compares actual ends with intended ends and leads to a series of recycling
decisions.
For all the four stages, the six steps are suggested:
Stages of the CIPP Model
1. Context Evaluation
2. Input Evaluation
3. Process Evaluation
4. Product Evaluation
Steps Taken in All the Stages
Step 1: Identify the kind of decision to be made.
Step 2: Identify the kinds of data to make that decision.
Step 3: Collect the data needed.
Step 4: Establish the criteria to determine quality of data.
Step 5: Analyze data based on the criteria.
Step 6. Organize needed information needed for decision makers.
4. Stake Responsive Model.
Responsive model is oriented more directly to program activities than program intents. Evaluation focuses
more on the activities rather than intent or purposes.
Robert Stake (1975) recommends the following steps to the curriculum evaluator.
The curriculum evaluator follows the steps below.
Step 1
Meets with stakeholders to identify their perspectives and intentions regarding curriculum evaluation.
Step 2
Draws from Step 1 documents to determine the scope of the evaluation.
Step 3
Observes the curriculum closely to identify the unintended sense of implementation and any deviations
from announced intents.
Step 4
Identifies the stated real purposes of the program and the various audiences.
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Step 5
Step 6
Step 7
Step 8
Step 9
Identifies the problems of the curriculum evaluation at hand and identifies an evaluation design with
data or information.
Selects the means needed to collect data or information.
Implements the data collection procedure
Organizes the information into themes.
Decides with stakeholders the most appropriate formats for the report
5. Scriven Consumer Oriented Evaluation.
Michael Scriven, in 1967 introduced this evaluation among many others when education products flooded the
market. Consumers of educational products which are needed to support an implemented curriculum often use
consumer-oriented evaluation. These products are used in schools which require a purchasing decision. These products
include textbooks, modules, educational technology like software and other instructional materials. Even teachers and
schools themselves nowadays write and produce these materials for their own purposes.
Consumer-oriented evaluation uses criteria and checklist as a tool of either formative or summative evaluation
purposes. The use of criteria and checklist was proposed by Scriven for adoption by educational evaluators.
An example of an Instructional Material Review Form by Marvin Patterson of Florida State University adapted
for better understanding.
Instructional Materials Review Form
Adapted from Patterson, Marvin, FSU, USA
Preliminary Information
Title:
Author(s):
Publisher:
Copyright date:
Material evaluator:
Recommendation
___Retain for further review
___Reject
(Comments)
Use the following codes to rate the material
+ means yes or good quality
- means no or poor quality
o means all right but not of good quality
NA means not applicable
+
yes or good
Criteria
o
all right but not
so good
no or poor
NA
not applicable
1. Content covers a significant portion of the
course competencies
2. Contents are up-to-date
3. Reading level is appropriate for most
students who will use the material
4. Intended learning outcomes, competencies
are stated.
5. Formative and summative assessments are
included.
6. Activities are varied to meet the needs of
students.
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The Teacher and the School Curriculum │ Module 14. What, Why and How to Evaluate a Curriculum │Page 6 of 7
7. Teacher’s guide is included with
management suggestion
8. Materials are presented in logical order
9. Learning outcomes, competencies and/or
tasks
10. Degree of match between learning
activities and intended learning outcomes
11. Quality of test items and degree of match
with intended learning outcomes
12. Quality of direction on how students will
process through the materials
13. Quality of drawings, photographs, and /or
other materials.
14. Overall design of the learning activities
for individual instruction
15. Quality of management procedures for
teachers (TGs)
16. Optional (List course map competencies
covered by the instructional material)
Using the checklist for instructional material review or evaluation may help any curricularist make a decision
as to which textbook, modules, or any instructional support material will be used, revised, modified or rejected.
A Simple Way of Curriculum Evaluation Process
For a very simple and practical way of curriculum evaluation, responding to the following questions will
provide an evaluation data for curriculum decision. Just ask the following questions and any NO answer to an item
will indicate a need for a serious curriculum evaluation process.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Does the curriculum emphasize learning outcomes?
Does the implemented curriculum require less demands?
Can this curriculum be applied to any particular level? (Kindergarten, elementary, secondary, tertiary levels)
Can the curriculum aspects be assessed as (a) written, (b) taught, (c) supported, (d) tested, and (e) learned?
Does the curriculum include formative assessment?
Does the curriculum include summative assessment?
Does the curriculum provide quantitative methods of assessment?
Does the curriculum provide for the qualitative methods of assessment?
Can the curriculum provide the data needed for decision making?
Are the findings of evaluation available to stakeholders?
In summary, whatever models of curriculum evaluation to be used, ASCD, 1983 suggests the following steps.
Steps in Conducting Curriculum Evaluation
Steps
1. Identifying primary
audiences
2. Identifying critical issues/
problems
What to Consider
Curriculum Program Sponsors, Managers and Administrators, School
Heads, Participants (Teachers and Students) Content Specialist; other
Stakeholders
Outcomes (expected, desired, intended) Process (Implementation)
Resources (Inputs)
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The Teacher and the School Curriculum │ Module 14. What, Why and How to Evaluate a Curriculum │Page 7 of 7
3. Identifying data source
4.
5.
6.
7.
8.
People (teachers, students, parents, curriculum developers) Existing
documents; Available records; Evaluation Studies.
Identifying techniques for
Standardized Test, Informal tests; Samples of Students Work; Interviews;
collecting data
Participant Observations, Checklist, Anecdotal records
Identifying established
Standards previously set by agency (DepEd, CHED, Professional
standards and criteria
Organization)
Identifying techniques in
Content Analysis, Process Analysis, Statistics, Comparison, Evaluation
data analysis
Process
Preparing evaluation report Written; Oral; Progress; Final; Summary: Descriptive, Graphic, Evaluative,
and Judgmental; List of Recommendations
Preparing models of display Case studies; Test Scores Summary; Testimonies; Multimedia
representation; Product Display (exhibits); Technical Report
These steps are easy to follow. Begin thinking of how curriculum evaluators will proceed in finding out if
there is a need to modify, enhance or continue with the implementation of the curriculum. After all, the main purpose
of evaluation is to improve the existing condition, so that it would benefit the students.
ACTIVITY
(14.1) Making a Simple Rapid Curriculum Evaluation
LOOKING AHEAD
Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If you
have not reached your desired level of competence, just keep going! Remember that an expert was once a beginner.
The next topic will be Curriculum Evaluation Through Learning Assessment. Happy learning!
REFERENCES
Bilbao, Purita P. Ed.D., Dayagbil, Filomena, Ed.D., Corpuz, Brenda B. Ph.D., (2020). The Teacher and The School
Curriculum. What, Why and How to Evaluate a Curriculum, 111-123. Manila: Lorimar Publishing Inc.
END OF MODULE ASSESEMENT
(14.2) What Can I Remember?
(14.3) Self-Reflect
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