Phases of Curriculum Design: Evaluation Stufflebeam’s CIPP Model

Phases of Curriculum Design:Evaluation

Stufflebeam’s CIPP Model

Dr. Katherine KorkidisApril 19, 2009

In this presentation:

1. Steps in the implementation phase for schools is reviewed.

2.Overview of developing a evaluation plan using the CIPP model.

• Context – decision to adopt a curriculum

• Overview of developing a teaching schedule.

• Elements to include in staff professional development.

• Input – goals for restructuring curriculum

• Addressing specifics needs or concerns.

• Product- goals achieved or not

• Potential problem areas on first implementation.

• Process- monitoring during implementation

• Outputs of the implementation phase.

KK Evaluation Criteria of Curriculum

.

Content/Alignment with Standards NJCCCS

Program OrganizationScope and sequence Incorporation of 21st skills Curriculum design

AssessmentStandardized testing

Universal accessNCLB

Instructional planning and supportTeaching schedule and resources

Curriculum Evaluated

Andover Schools – Technology Education in the MSGrades 6-8

East Haddam Schools – Physical Science in the MSGrades 7,8

Both schools are in the implementation phase .

In the implementation phase, the schools conduct the course and

carry out a plan to evaluate how well your methods and materials work

in practice.

It may be necessary to go back and modify the output from the

development phase, based on the results of the evaluation study.

Analysis

Design

Development

Implementation

Evaluation / Maintenance

IMPLEMENTATION

Evaluation Plan

Expectation Reality

In the evaluation plan, the schools specify how they will determine whether or not the course and its components worked.

The evaluation plan addresses both the course as a whole and the individual lessons and units within the course.

The point of the evaluation study is to compare the expectations for the course and the reality from teaching it.

Expectation RealityThe CIPP plan addresses:

• Class achievement.

• Validity and reliability of evaluation instruments.

• Student feedback.

• Instructor feedback.

For each of these the plans:

1. Define expectations: What will be acceptable? Unacceptable?

2. Specify data collection methods; develop collection instruments.

3. Specify data analysis methods.

4. Specify actions for unacceptable elements.

CIPP Evaluation Plan for Both Schools

CLASS ACHIEVEMENT

For each unit in the course, the schools considered the following questions:

How well has the class done?

Did a majority of the students successfully complete each part of the unit?

Did parts of the unit pose particular problems for the class or a group of students within the class?

Did students who did not perform well on the unit have common traits or backgrounds?

Expectation Reality

STUDENT FEEDBACKWhen implementing a course, students are your immediate customers. It makes sense to findout what they think of the course. This will betrue every time the course is presented, but student feedback is even more important forthe first iteration of a course.

Questionnaires for student feedback focus on the students’ perception of the content and conduct of the course:

• Were the learning objectives clear?• Was there sufficient time to meet the learning objectives?• Did the students understand the purpose of the lesson/unit/module? • Were study aids sufficient? Useful?• Was the material too hard? Too easy?• Were audiovisual materials useful?• Were the instructors knowledgeable? Helpful? Clear?

Expectation Reality

OTHER CONSIDERATIONS

The implementation plan should also include a time line or POA&M

(Plan of Action and Milestones) for getting ready for the first

class of students.

It should allow enough lead time for ordering supplies and

equipment, printing or duplicating materials for students, conducting

the instructor orientation, and completing personalization of the

lesson topic guides.

OUTPUTS FROM THE IMPLEMENTATION PHASE

Outputs from this phase included:

Validation Report• Summary of student achievement.• Summary of student input.• Summary of instructor input.• Reliability data, summary analysis for test instruments and items.• Summary of adjustments made during implementation.

List of recommended changes from validation process.

SUMMARY

Although the slides in this presentation address the implementation phase for a new curriculum, most of the steps are also needed for implementing subsequent iterations of the curriculum.

The evaluation plan can be modified and used to monitor the effectiveness of instruction.

The school district may not need as much detail, but should continue to watch student and instructor reactions to the materials and methods, reliability and validity of testing instruments, and general class achievement (or its negative side: attrition rate).

The staff professional development plan becomes a plan for orientation of new instructors.

The teaching schedule becomes the model for later schedules.