report kay dr. gomez

8/12/2019 Report Kay Dr. Gomez

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Evaluating the urriculum andInstructionY: MRS GLADYS GLO M BONDOC


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Teaching is a part of your job, and

you will be held accountable for howwell your students learnpresumably

an outcome of how well you teach. But

student achievement are only onemeasure of your instruction and an

imperfect one at that. Other measures

come from subjective student, peer and

administration evaluation.


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Instructor is not the only and

maybe not even the single mostimportant determining factor in the

learning process. Important students

characteristics that impact learning,influential characteristics of the course

structure and perceived value of any

supplementary materials impact

learning. Thus, evaluation must look at

the total learning experience.

-


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DEFINITION OF TERMS


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CURRICULUM: DEFINITION

The sum of all experiences which are to be providedin an educational institution.

According to Tanner and Tanner (1975),

curriculum are planned guided learning experienceand intended learning outcomes formulatedthrough a systematic reconstruction of knowledgeand experiences under the auspices of the school for

the learners continuous and willful growth inacademic, personal and social competence.


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EVALUATION: DEFINITION

Is the process of collecting data on a programme todetermine its worth or value of a learning process or aprogramme as well as the effectiveness with the aim ofdeciding whether to adopt, reject, or revise the process /programme itself . (Lawton, 1973)Evaluation is a disciplined inquiry to determine the worth ofthings which may include programmes, procedures orobjects. It is different from research on the followingdimensions:

Evaluation is applied research tends to be basic.Evaluation yields information that has immediate use whileresearch need not.Evaluation result in value judgments while research need not

and some would say should not.


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CURRICULUM EVALUATION:DEFINITION

Ornstein and Hunkins (1998) define curriculumevaluation as a process or cluster of processes thatpeople perform in order to gather data that willenable them to decide whether to accept, change oreliminate something- the curriculum in general oran educational textbook in particular.Curriculum Evaluation is a process by which we

attempt to gauge the value and effectiveness of anypiece of educational activity which could be arational project, or a piece of work undertaken byor with students. (Wiles and Bondi, 1989)


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FOCUS OF EACH

Curriculum evaluation focus on the studentlearnings and objectives specified for all subjectareas and grade/year levels. The content of thecurriculum is outlined in a scope and sequence

chart for each subject area and assessment tools areidentified.Instructional Evaluation focus on the manner inwhich student achievement objectives are met. Itincludes the amount of instructional time, theinstructional material and resources used, methodsof teaching, and supplemental support services and

programs.


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PURPOSE OF EV LU TION


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PURPOSE OF CURRICULUM EVALUATION

According to Cronbach (1963), there are threetypes of decisions for which evaluation is used. Theseare the following:

1. Course Improvement;2. Decisions about individuals; and3. Administrative regulations


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COURSE IMPROVEMENTTo determine if the curriculum meets the standards

To determine if the instructional program iseffective in meeting the curriculum objectivesTo determine if student achievement of thecurriculum objectives meets or exceeds

expectationsTo decide what instructional material and methodsare satisfactory and where changes are needed


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DECISION ABOUT INDIVIDUALS

To identify the needs of the learners for the sake ofplanning of instruction and grouping.To acquaint the learners with his own deficiencies.


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ADMINISTRATIVE REGULATIONSTo judge how good the school system is, how good

the individual teachers areGuide in selection and adoption of educationalmaterials and activitiesTo identify the necessary improvements to be made

in content, teaching methods, learning experiences,educational facilities, staff selection anddevelopment of educational objectives


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FORMATIVE EVALUATION

data is gathered during the formation ordevelopment of the curriculum so thatrevisions to it can be made

Includes determining who needs theprogramme, how great is the need, and howto meet the need

aim is to obtain information to improve aprogramme.


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When a cook tastes the soup,thats formative evaluation;

When the guests taste the

soup, thats formative evaluation.

-Robert Stakes


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APPROACHES TO EVALUATION

According to Cronbach (1982),Scientific approach decision about the educationalprogramme are made on the basis of efforts of

learners. The data gathered is in the form of testscores of students, which are employed to comparestudents achievementsHumanistic Approach uses data obtained from

thick descriptions of actual events. Data areobtained from interviews with the participants ofcurriculum and is utilized for the purpose ofevaluation.


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SUMMATIVE EVALUATION

data is collected at the end of theimplementation of the curriculumprogramme

Determines to what extent the educationalobjectives are actually being realized by theprogramme of curriculum and instruction.

(for teachers) being used for the purpose ofranking, and to determine whether or not a

teacher will be rehired or promoted.


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EV LU TION MODELS


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STUFFLEBEAMS CIPP MODEL

Context studying the reality in which theprogramme is run

(1) What needs to be done and in what context

(2)Defines the environment in which the curriculumis implemented(3)Determines need that were not met and reasons

(4)Shortcomings and problems in the organizationunder the review


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Input determines how alternative curricularstrategies would be able to contribute to theattainment of curricular intentions

(1) Appropriateness of instructional objectives(2)Congruency between objectives and content(3)Appropriateness of instructional strategies and

assessment procedures


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Process evaluation examines theimplementation aspect of the curricularprogramme

Product evaluation uses data about thethree factors, content, input, and process,the extent to which the objectives arebeing achieved and determined.


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Context

InputProcess

Formative

Product Summative


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STAKES COUNTENANCE MODEL

Three Phases of Curriculum Evaluation a proposed byRobert Stake (1967)

Antecedents Transactions Outcomes

INSTRUCTION

Includes conditions

existing prior to

instruction that may

relate to the outcomes -Student and teacher

characteristics,

curriculum content,

instructional materials,

community context.

Process of instruction

Communication flow,time allocation,

sequence of events,

social and emotional

climate

Effects of the

programmeStudent achievement,

attitudes, motor skills,

effect on teachers and

institution.


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EISNERS CONNOISSEURSHIP MODEL

Evaluator can determine whether a curriculumprogramme has been successful using a combination ofskills and experience. Evaluator must seek to be aneducational critic.

Emphasis is given on the learning process and thequality of experiences by those involved in theimplementation of the curriculum

What has happened in the classroom as a result ofimplementation of the ne curriculum?

What are some of the events that took place? How did students and teachers organize themselves in these

events? How can the experiences of learners be made more effective as

suggested by students, teachers and administrators?


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PROVUS DISCREPANCY EVALUATION MODEL

Involves the following:(1) Determining programme standards(2)Determining programme performance

(3)Comparing performance with standard(4)Determining whether a discrepancy exists between

performance and standards

In this model, the programme, in operation, isconstantly judged in terms of fixed standard criteriaalready established.


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TECHNIQUES OF EV LU TION


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QUESTIONNAIRES AND CHECKLISTS

Being used when you need to quickly and/or easilyget lots of information from people in a non

threatening way

Relatively inexpensive to administerEasy to compare and analyseEasy to design as there are many samplequestionnaires existingInformation are not that accurateWordings used can bias clients responses

O S O


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OBSERVATION

Used to gather information about how a programactually operates

View operations of a program as they are actually

occurring Can people involved adopt as they occur?

May be supplemented by interviews and feedbackand other documentary evidences

S


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INTERVIEWS

Used when you want to fully understandsomeones impressions or experiences, or learnmore about their answers to questionnaires

Unstructured or structuredCan take much time , hard to analyze and compare,costly and interviewer can bias client's responses

DOCUMENTATION REVIEW


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DOCUMENTATION REVIEW

Used when we want impressions of how aprogramme operates without interrupting theprogramme, memos, minutes, etc can be reviewed

to get a comprehensive and historical informationabout the implementation of the programme.Takes time, need to be quite clear about what tolook for, data is restricted to what already exists


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WORKSHOPS & GROUP DISCUSSION

Experts are invited at one place to deliberateupon syllabi, materials, etc.and to arrive at aconsensus regarding the quality of the same.The materials may be evaluated against a setof criteria that might have been prepared by

the evaluator.

S C O C SS


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INSTRUCTIONAL EFFECTIVENESS

(1)Self Assessment(2)Informal Peer Assessment classroomvisits, video tape

(3)Formal Assessments(4)Student AssessmentStudent Interviews

Written Evauations


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CRITERI FOR CURRICULUMEV LU TION

CURRICULUM COMPLETENESS


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CURRICULUM COMPLETENESS

Outlined course of study for allcurriculum subjects areas necessary forstudents present and future

functioning in the societyAmount of instructional time allowedto each subject area based on

governing boards and legalrequirements


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SUBJECT/ STRAND COMPLETENESS

Strands on the subject area have beenidentifiedStrands are weighted in terms of

relative importanceWeighting of strands corresponds tostudents developmental needs

SUBJECT/ STRAND QUALITY


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SUBJECT/ STRAND QUALITY

Students needs and interests are reflected inthe objectiveCompetencies needed to function in society

are included in the objectives whenappropriateRecent research is reflected

Objectives are consistent with national andschools curriculum goals and objectivesSequence of objectives are developmentally

appropriate

STUDENT ACHIEVEMENT OF SUBJECT/


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STUDENT ACHIEVEMENT OF SUBJECT/STRAND LEARNINGS

Mastery of the contents/ objectives/competencies based on the results of

the tests

Majority of the students earn aboveaverage scores on regional and nationalachievement tests


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INSTRUCTION L PROGR MEV LU TION

INSTRUCTIONAL PROGRAM QUALITY


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Course study guides are provided whichincludes performance objectives andrecommended instructional time allocations

Enough instructional staff and other neededsupport staff membersAdequate resources are provided for

instructional materialsInstructional support services are providedStaff training needs are assessed and trainings

are provided



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Teachers are teaching based on objectivesTeachers following recommendations forinstructional time allocations

Instructional materials and resources areavailable and are used based on objectivesTeachers assess student performance related

to objectives and use evaluative data to planinstructionTeachers use principles of learning in

delivery of instruction



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Student performance is routinely monitoredand records are keptRemediation is provided when needed

Instructional interventions are evaluated todetermine if student achievement isinfluenced

A plan for use of suport services is developedand is operational

INSTRUCTIONAL PROGRAM EFFECTIVENESS


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INSTRUCTIONAL PROGRAM EFFECTIVENESS

PRIMARY MEASURE IS STUDENTACHIEVEMENTINTERVENTION SHOULD BE PLANNED

WITH CORRESPONDS TO THEOUTCOMES OF THE INSTRUCTIONALPROGRAM EVALUATION


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CRITERI USED IN SSESSMENT OFTE CHER EFFECTIVENESS

PERSONAL CHARACTERISTICS


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PERSONAL CHARACTERISTICS

1. Enthusiasm for subject and for teaching2. Knowledge of the subject matter3. Preparation for class

4. Encouragement of independent thought5. Interest in and respect for students;

friendliness

6. Availability and helpfulness


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PRESENTATION


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PRESENTATION

1. Elocutionary skills2. Sensitivity to and concern with classcomprehension and progress

3. Classroom management and effective use of time4. Classroom atmosphere; openness to questions

and discussion5. Individualization of teaching

6. Pursuing and meeting course objectives7. Stimulation of interest in the course and its

subject matter

8. Motivation of students

ASSESSMENTS


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ASSESSMENTS

1. FAIRNESS AND QUALITY OF EXAMS2. IMPARTIAL EVALUATION OF STUDENTS3. VARIETY AND FREQUENCY OF

STUDENT ASSESSMENT4. FREQUENCY OF FEEDBACK FROM

TEACHER TO STUDENTS


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PH SES OF CURRICULUMEV LU TION

PHASES OF EVALUATION


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PHASES OF EVALUATIONAspects of the

curriculum tobe evaluated

Determines what to be evaluated

which may be the total schoolsystem, a particular grade level or aparticular subject. The objectivesare clearly stated

DataCollection

Information to becollected, tools, andsources of data

Analysis ofinformation

Present data(graphs/ tables), usestatistical tools

Reportingof

Information


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Developed curriculum should befiltered through evaluation techniques.

..

A good curriculum is important for

the development of a child, a system,

and finally for national development.


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report kay dr. gomez

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