Evaluating the CurriculumChapter 13 PresentationJ. Bradshaw and A. HamrickGFC

Evaluating The CurriculumDescribe several processes for evaluating the curriculumExplain the major features of curriculum evaluation modelsDescribe how these models can be usedDescribe how these models can be appliedDescribe 8 principles of curriculum construction and significance to planners

The Process2. What is curriculum evaluation?Instructional evaluationAssessment of the program and related areasEvaluation is the means for determining what needs improvement and for providing a basis for effecting that improvement

Problems in EvaluationAlbert I. Oliver The 5 PsProgramProvisionsProceduresProductsProcesses

Evaluation ModelsLimited Models and Comprehensive ModelsLimited ModelsEvaluation of curriculum objectivesSpecify performance or behavior to be demonstratedInclude a degree of masteryState conditions under which the performance will take place, if not readily understoodRefer to programs, not specific content and accomplishments of groups of students rather than individual students

Limited ModelsCurriculum evaluation is the assessment of achievement of the specified curriculum objectivesObservation surveysPortfoliosTest resultsIf the curriculum objectives have not been met, planners must determine whether the objectives still merit pursuing and if so, what measures must be taken to achieve them

8 perennial problems of curriculum construction and organizationScopeRelevanceBalanceIntegrationSequenceContinuityArticulationTransferability

ScopeThe breadth of the curriculum content topics learning experiences activities organizing threads and centers focal points for learning through which the schools objectives are to be attainedExplosion of knowledge limiting subject matter

Scope ContinuedAims Procedure a selection of skills, concepts, and knowledge to be incorporated into the curriculum Caswell and Campbell aim of education is stated, specific objectives indicated the scope of the curriculumNecessary Decisions What do young people need in order to succeed in our society? What are the needs of our locality, state, nation, and world? What are the essentials of each discipline?

RelevanceVarying interpretations What is relevant in the suburbs may not be relevant in the inner city.

B. Othanel Smith What is most assuredly useful? Uses of knowledge the ability of the learner to relate freely, bringing about solutions to problems. Abstract knowledge helps individuals to interpret their environment which they cannot do without fundamental knowledge

BalanceSomething that schools may not have, but, apparently shouldHalverson a balanced curriculum implies structure and order in its scope and sequence leading to the achievement of educational objectivesGoodlad what kind and how much attention to give learners and subject matterRonald C. Doll a balanced curriculum for a given learner at a given time would completely fit the learner in terms of his or her particular educational needs at that time

IntegrationThe blending, fusion, or unification of disciplinesOptional and controversialHinges on the philosophy of the nature of knowledgeTraditionally schools have felt that integration of subject matter was not too important or detrimental to student achievementProgressives feel that understanding is improved when barriers between disciplines are removed

CorrelationRelating of subjects to one another while still maintaining their separatenessRelationships between subjects taught at a particular school level are shown to students as in history and literatureCorrelation becomes integration when the subjects lose their identitiesRegardless of how the material is presented , the learner must integrate the knowledge into his or her own behavior

SequenceThe order in which the organizing elements are arranged by the curriculum plannersProblems of Sequencing the maturity of the learners the interest of the learners the readiness of the learner the difficulty of the items to be learned the relationship between items the prerequisite skills needed in each case

ContinuityThe planned repetition of content at successive levels, each time at an increased level of complexitySpiral Curriculum concepts, skills, and knowledge are introduced and reintroduced

Expertise Needed demands both knowledge of the subject field and of the learners

ArticulationThe meshing of organizing elements across school levelsHorizontal and Vertical correlation and continuityGaps between levels - become a problem with articulationPersonal articulation students personal articulation, schools look for ways to respond to students varied capabilitiesImproved articulation eases the movement of students from one level to the next

Comprehensive ModelsThe Saylor, Alexander and Lewis ModelThe CIPP Model

TransferabilityLearning in school should have applicability in either a broad or narrow sense outside of school and after school yearsEducation in some way should enrich the life of the individual

Saylor Model1. The goals, subgoals, and objectives2. The program of education as a totality3. The specific segments of the education program4. Instruction5. Evaluation program

The Saylor Model

Evaluation of Goals, Subgoals and ObjectivesAnalysis of the needs of societyAnalysis of the needs of the individualReferring the goals, subgoals and objectives to various groupsreferring the goals, subgoals and objectives to subject matter specialistsUse of summative data

Authors version of Saylor modelEvaluation of instructionEvaluation of specific segmentsEvaluative instrumentsEvaluation of total programEvaluation of the evaluation program

The CIPP ModelContextInputProcessProductDefinition - Evaluation is the process of delineating, obtaining, and providing useful information for judging decision alternatives

Four types of decisions and changeLarge change low information - Neomobilistic changeSmall change low information - Incremental changeSmall change high information - Homeostatic changeLarge change high information - Metamorphic change

Authors Model**

Standards for EvaluationNeeds to be some agreed upon standards.

Works CitedOliva, Peter F. Evaluating the Curriculum. Developing the Curriculum, 5th ed. New York: Longman, 2001, 438-486.