Curriculum leadership chapter 12 powerpoint

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition

© 2012 SAGE Publications

Chapter 12

Curriculum Evaluation

Curriculum evaluation is an attempt to toss light on

two questions: Do planned courses, programs,

activities, and learning opportunities as developed

and organized actually produce desired results?

How can the curriculum offerings best be improved?





Curriculum evaluation should be concerned with:Assessing the value of a program of studies

All the planned learning experiences over a multiyear

period for a given group of learners

A field of study All the planned learning experiences over a multiyear

period in a given discipline or area of study

A course of study All the planned learning experiences for a period of 1

year or less in a given field of study). It is the

assessment of the merit and worth of a program of

studies, a field of study, or a course of study.

Curriculum Evaluation





Bradley’s Effectiveness Model – 10 key indicators

Tyler’s Objectives-Centered Model

Stufflebeam’s Context-Input-Process-Product

Model

Scriven’s Goal-Free Model

Stake’s Responsive Model

Eisner’s Connoisseurship Model

An Eclectic Approach

Evaluation Methods



Bradley’s Effectiveness Model

Vertical curriculum

continuity

Horizontal

curriculum

continuity

Instruction based

on curriculum

Curriculum priority

Broad involvement

Long range

planning

Decision-making

clarity

Positive human

relations

Theory-into-

practice approach

Planned change






Begin with the behavioral objectives that have

been determined.

Identify the situations that will give the student the

opportunity to express the behavior embodied in

the objective and that evoke or encourage this

behavior.

Select, modify, or construct suitable evaluation

instruments, and check the instruments for

objectivity, reliability, and validity.





Use the instruments to obtain summarized or

appraised results

Compare the results obtained from several

instruments in order to estimate the amount of

change taking place.

Analyze the results in order to determine strengths

and weaknesses of the curriculum and to identify

possible explanations.

Use the results to make the necessary modifications in

the curriculum. (as cited in Glatthorn, 1987, p.273).






Context evaluation Continuously assessing needs and problems in the

context to determine goals and objectives,

Input evaluation Assesses alternative means for achieving those goals,

Process evaluation Monitors the processes both to ensure that the means

are actually being implemented and to make the

necessary modifications, and

Product evaluation Compares actual ends with intended ends and leads to a

series of recycling decisions.

Stufflebeam’s Context-Input-

Process-Product Model





Focus on qualitative methods for evaluation,

the evaluation assesses the actual effects of

the program.

Scriven’s Goal-Free Model





Based explicitly on the concerns of the

stakeholders

Model moves through nine steps.

Stake’s Responsive Model





Emphasizes qualitative appreciation

Connoisseurship – the art of appreciation –

recognizing and appreciating through perceptual

memory, drawing from experience to appreciate

what is significant. It is the ability both to perceive

the particulars of educational life and to understand

how those particulars form part of a classroom

structure.

Criticism – is an attempt to characterize and portray

the relevant qualities of education life – the rules, the

regularities, the underlying architecture.

Eisner’s Connoisseurship Model





Congruence in current theories of evaluation

using common emphases with insights from

other models to develop a list of criteria for

evaluating curriculum.

An Eclectic Approach





1. Can be implemented without making moderate

demands upon district resources

2. Can be applied to all levels of the curriculum

3. Makes provisions for assessing all significant

aspects of curriculum

4. Makes distinctions between merit and worth

5. Is responsive

13 Criteria for a Curriculum Evaluation

Model





6. Is goal oriented

7. Is sensitive to and makes appropriate

provisions for assessing unintended effects

8. Attends to assessing formative aspects of

evaluation

9. Is sensitive to and makes provisions for

assessing the special context for the curriculum


Model, cont.





10. Is sensitive to and makes provisions for assessing the aesthetic aspects of the curriculum

11. Makes provisions for assessing opportunity cost

12. Uses both qualitative and quantitative methods for gathering and analyzing data

13. Presents findings in reports responsive to the special needs of several audiences


Model, cont.





Challenges to program evaluation continues to be

basic awareness of the measurable benefits.

Quality leadership is a key component in the

success of any evaluation process.

Technology can support evaluation

Other issues facing evaluation





PURPOSE – to identify strengths and

weaknesses to plan for improvements

1. prepare for the evaluation

2. assess the context

3. Identify the evaluation issues

4. Develop design

5. Implement the evaluation design

Evaluating a Field of Study

Curriculum leadership chapter 12 powerpoint

Education

Transcript of Curriculum leadership chapter 12 powerpoint