Curriculum Evaluation

The process of describing and judging an educational program or subject.(Gatawa 1990:P 50

Curriculum evaluation refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme.

EVALUATION of collecting data Evaluation is the process of collecting data on a programme

to determine its value with the aim of deciding whether to adopt, reject, or revise the programme. Programmes are evaluated to answer questions and concerns of various parties. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.

Techniques for securing dataGenerally the techniques for securing evidence for

evaluation are classified into three types.Standardized testNon standardizedTeacher made test

Judgemental Judgemental DataData

Judgemental Judgemental DataData

ObservationalObservationalDataData

ObservationalObservationalDataData

StudentStudentLearningLearningStudentStudent

LearningLearning

1) Observation - Gathering accurate information about how a program actually operates, particularly about processes. It is a technique in which one or more persons observe what is occurring in some real-life situation. It is used to evaluate the overt behaviour of individuals in controlled and uncontrolled situations. Field Notes Observation Schedules, Checklist Audio Recording Video Recording2) InterviewsA process of interaction in which subject (interviewee) provides information verbally in a face-to-face situation. Preparation, conduct and recording are the main steps of interview technique.Interviews are used when you want to fully understand someone's impressions or experiences, or learn more about their answers to questionnaires. There are two general types of interviews depending on the extent to which the responses required are unstructured or structured.

3) QuestionnairesWhen you need to quickly and/or easily get lots of

information from people in a non threatening way, questionnaire and checklist are useful data collection techniques.

- Questionnaires and checklists can complete anonymously and relatively inexpensive to administer. Since data collected is quantitative, it is easy to compare and analyse and can be administered to many people.

Techniques of securing data Tests as tools of measurement are concerned with the

product of learning behaviour. Test approaches may be:a) Purpose-specific categorisation of test-types

Diagnostic Test - Gives a profile on what the learner knows and does

not know in given area of learning. Consists of a battery of sub-tests each covering one area.

- Helps identify the areas of learning which a learner needs a remedial course

Campare and difference Formal assessment vs. Informal assessment

- Formal assessment use for selection or an award. - Formal assessment must follow a standardised norms

procedure of test construction, administration and interpretation.

- Informal Assessment is a test use to obtain some information to fulfil some personal requirements

Formative assessment vs. Summative assessment - Formative assessment is concerned with identifying the

learner’s weakness in attainment with a view to helping the learner and the teacher overcome/remedy the learner’s weakness. The test is given at regular or frequent intervals during the course.

Summative assessment aims at grading and certifying the attainment of the learner at the end of the course.

Process vs. Product AssessmentBasis for evaluation may either be the final product or the result of a given task or the performance at different stages leading to the accomplishment of a task (like in research work).

Internal assessment vs. External assessment - Mode of assessment is external when the evaluation

of a learner’s ability is made by an outsider, a person who is not related to the actual process of teaching. If the evaluator is responsible for affecting the learning being measured, it becomes an internal assessment.

Teacher made test vs. Standardised test

Standardised test are commercially produced test adhering meticulously to certain procedure to meet the demands of objectivity and accuracy.

- The Teacher made test is not governed by such rigid processes. It is the discretion of the teacher to include items on test which he/she believes matters.

Cont….. Norm reference test (NRT) vs. Criterion reference test

(CRT)- NRT focus on where one stand in relation to the

other. It assesses the ability of one against the standard “norm” of achievement of one’s fellow testees. It discriminates between high-achievers and low-achievers.

- CRT assesses one’s ability against the standard “criterion” of what has been set as an acceptable level of ability.

Cont.. Aptitude Test

- Serve a predictive function. Helps identify potential talents.

- Identify the prerequisite characteristics which are essential for one to be competent to perform a given task. Presenting items on such sub-skills as may eventually developed into expert complex skills, this test identify who can do well in the field of study and those who cannot.

- Generally used while selecting people for special courses/careers

: Achievement Test

- Test that aims to measure the extent to which the objectives of a course have been achieved.

- The scope of the test is governed by the objectives of the given course and they cover only the areas of learning demarcated by the given

syllabus. Proficiency Test - It aims to assess the general ability of a person at a given

time. - The scope of the test is governed by a reasonable exception

of what abilities learners of a given status (say, a graduate student) should possess. A university entrance exam may be given as example.

Conclusion:Curriculum evaluation is not merely getting information.

It also involves making decisions. We will be able to make rational and better decisions if we have the necessary information and data. Though various techniques in getting data are in existence, using the most appropriate technique in a given evaluation situation is essential to get the most truthful and accurate information. Poor technique in getting information will lead to poor evaluations, hence will lead to poor decision as well.

References Curriculum development and instruction by S.M Shahid. http://www.nwlink.com/~

%E2%80%89donclark/hrd/isd/types_of_evaluations.html http://zvavanhuchopper.blogspot.com/2010/10/formative-and-summative-evaluation-in.html Croom Helm McCormick & James, M. (1988), Curriculum Evaluation in

Schools. (2nd Ed.) London: Lewy, A (1977), Handbook of Curriculum Evaluation. N. Y. Harpernad Row Ornstein, A. and Hunkins, F. Curriculum: Foundations, principle and

issues. (1998). Boston, MA: Allyn & Bacon. Chapter 10: Curriculum implementation.