Evaluating the CurriculumEvaluating the CurriculumChapter 13 PresentationChapter 13 Presentation

J. Bradshaw and A. HamrickJ. Bradshaw and A. HamrickGFCGFC

Evaluating The CurriculumEvaluating The Curriculum

Describe several processes for Describe several processes for evaluating the curriculumevaluating the curriculum

Explain the major features of Explain the major features of curriculum evaluation modelscurriculum evaluation models

Describe how these models can be Describe how these models can be usedused

Describe how these models can be Describe how these models can be appliedapplied

Describe 8 principles of curriculum Describe 8 principles of curriculum construction and significance to construction and significance to plannersplanners

The ProcessThe Process2. What is curriculum evaluation?2. What is curriculum evaluation?

Instructional evaluationInstructional evaluation Assessment of the program and Assessment of the program and

related areasrelated areas Evaluation is the means for Evaluation is the means for

determining what needs determining what needs improvement and for providing a improvement and for providing a basis for effecting that basis for effecting that improvementimprovement

Problems in EvaluationProblems in EvaluationAlbert I. Oliver – The 5 PsAlbert I. Oliver – The 5 Ps

ProgramProgram ProvisionsProvisions ProceduresProcedures ProductsProducts ProcessesProcesses

Evaluation ModelsEvaluation Models

Limited Models and Limited Models and Comprehensive ModelsComprehensive Models

Limited ModelsLimited Models Evaluation of curriculum objectivesEvaluation of curriculum objectives Specify performance or behavior to be Specify performance or behavior to be

demonstrateddemonstrated Include a degree of masteryInclude a degree of mastery State conditions under which the performance State conditions under which the performance

will take place, if not readily understoodwill take place, if not readily understood Refer to programs, not specific content and Refer to programs, not specific content and

accomplishments of groups of students rather accomplishments of groups of students rather than individual studentsthan individual students

Limited ModelsLimited Models

Curriculum evaluation is the Curriculum evaluation is the assessment of achievement of the assessment of achievement of the specified curriculum objectivesspecified curriculum objectives

Observation surveysObservation surveys PortfoliosPortfolios Test resultsTest results If the curriculum objectives have not been If the curriculum objectives have not been

met, planners must determine whether the met, planners must determine whether the objectives still merit pursuing and if so, what objectives still merit pursuing and if so, what measures must be taken to achieve themmeasures must be taken to achieve them

8 perennial problems of 8 perennial problems of curriculum construction and curriculum construction and organizationorganization ScopeScope RelevanceRelevance BalanceBalance IntegrationIntegration SequenceSequence ContinuityContinuity ArticulationArticulation TransferabilityTransferability

ScopeScope

The The breadthbreadth of the curriculum of the curriculum content content topicstopics learning experienceslearning experiences activitiesactivities organizing threads and centers – focal organizing threads and centers – focal

points for learning through which the points for learning through which the school’s objectives are to be attainedschool’s objectives are to be attained

Explosion of knowledge – Explosion of knowledge – limiting subject limiting subject mattermatter

Scope ContinuedScope Continued

Aims ProcedureAims Procedure – a selection of skills, – a selection of skills, concepts, and knowledge to be incorporated concepts, and knowledge to be incorporated into the curriculum Caswell and Campbell – into the curriculum Caswell and Campbell – aim of education is stated, specific objectives aim of education is stated, specific objectives indicated the scope of the curriculumindicated the scope of the curriculum

Necessary DecisionsNecessary Decisions – – What do young people need in order to What do young people need in order to succeed in our society? succeed in our society? What are the needs of our What are the needs of our locality, state, nation, and world? locality, state, nation, and world? What are the What are the essentials of each discipline?essentials of each discipline?

RelevanceRelevance

Varying interpretationsVarying interpretations – What is relevant in – What is relevant in the suburbs may not be relevant in the the suburbs may not be relevant in the inner city.inner city.

B. Othanel SmithB. Othanel Smith – What is most assuredly – What is most assuredly useful?useful?

Uses of knowledgeUses of knowledge the ability of the learner to relate freely, the ability of the learner to relate freely,

bringing about solutions to problems. Abstract bringing about solutions to problems. Abstract knowledge helps individuals to interpret their knowledge helps individuals to interpret their environment which they cannot do without environment which they cannot do without fundamental knowledgefundamental knowledge

BalanceBalance

Something that schools may not have, but, Something that schools may not have, but, apparently shouldapparently should

HalversonHalverson – – a balanced curriculum implies a balanced curriculum implies structure and order in its scope and sequence structure and order in its scope and sequence leading to the achievement of educational leading to the achievement of educational objectivesobjectives

GoodladGoodlad – what kind and how much attention – what kind and how much attention to give learners and subject matterto give learners and subject matter

Ronald C. DollRonald C. Doll – a balanced curriculum for a – a balanced curriculum for a given learner at a given time would completely given learner at a given time would completely fit the learner in terms of his or her particular fit the learner in terms of his or her particular educational needs at that timeeducational needs at that time

IntegrationIntegration

The blending, fusion, or unification of The blending, fusion, or unification of disciplinesdisciplines

Optional and controversialOptional and controversial Hinges on the philosophy of the nature of Hinges on the philosophy of the nature of

knowledgeknowledge Traditionally schools have felt that Traditionally schools have felt that

integration of subject matter was not too integration of subject matter was not too important or detrimental to student important or detrimental to student achievementachievement

Progressives feel that understanding is Progressives feel that understanding is improved when barriers between improved when barriers between disciplines are removeddisciplines are removed

CorrelationCorrelation

Relating of subjects to one another while still Relating of subjects to one another while still maintaining their separatenessmaintaining their separateness

Relationships between subjects taught at a Relationships between subjects taught at a particular school level are shown to students as in particular school level are shown to students as in history and literaturehistory and literature

Correlation becomes integration when the subjects Correlation becomes integration when the subjects lose their identitieslose their identities

Regardless of how the material is presented , the Regardless of how the material is presented , the learner must integrate the knowledge into his or her learner must integrate the knowledge into his or her own behaviorown behavior

SequenceSequence

The order in which the organizing elements The order in which the organizing elements are arranged by the curriculum plannersare arranged by the curriculum planners

Problems of SequencingProblems of Sequencing the maturity of the learnersthe maturity of the learners the interest of the learnersthe interest of the learners the readiness of the learnerthe readiness of the learner the difficulty of the items to be learnedthe difficulty of the items to be learned the relationship between itemsthe relationship between items the prerequisite skills needed in each casethe prerequisite skills needed in each case

ContinuityContinuity

The planned repetition of content at The planned repetition of content at successive levels, each time at an successive levels, each time at an increased level of complexityincreased level of complexity

Spiral CurriculumSpiral Curriculum – concepts, skills, and – concepts, skills, and knowledge are introduced and reintroducedknowledge are introduced and reintroduced

Expertise NeededExpertise Needed – demands both – demands both knowledge of the subject field and of the knowledge of the subject field and of the learnerslearners

ArticulationArticulation

The meshing of organizing elements The meshing of organizing elements across school levelsacross school levels

Horizontal and VerticalHorizontal and Vertical – correlation and – correlation and continuitycontinuity

Gaps between levelsGaps between levels - become a problem - become a problem with articulationwith articulation

Personal articulationPersonal articulation – students personal – students personal articulation, schools look for ways to articulation, schools look for ways to respond to students’ varied capabilitiesrespond to students’ varied capabilities

Improved articulation eases the movement Improved articulation eases the movement of students from one level to the nextof students from one level to the next

Comprehensive ModelsComprehensive Models

The Saylor, Alexander and The Saylor, Alexander and Lewis ModelLewis Model

The CIPP ModelThe CIPP Model

TransferabilityTransferability

Learning in school should have Learning in school should have applicability in either a broad or applicability in either a broad or narrow sense outside of school narrow sense outside of school and after school yearsand after school years

Education in some way should Education in some way should enrich the life of the individualenrich the life of the individual

Saylor ModelSaylor Model

1. The goals, subgoals, and 1. The goals, subgoals, and objectivesobjectives

2. The program of education as 2. The program of education as a totalitya totality

3. The specific segments of the 3. The specific segments of the education programeducation program

4. Instruction4. Instruction 5. Evaluation program5. Evaluation program

The Saylor ModelThe Saylor Model

Evaluation of Goals, Subgoals Evaluation of Goals, Subgoals and Objectivesand Objectives Analysis of the needs of societyAnalysis of the needs of society Analysis of the needs of the Analysis of the needs of the

individualindividual Referring the goals, subgoals and Referring the goals, subgoals and

objectives to various groupsobjectives to various groups referring the goals, subgoals and referring the goals, subgoals and

objectives to subject matter objectives to subject matter specialistsspecialists

Use of summative dataUse of summative data

Author’s version of Saylor Author’s version of Saylor modelmodel Evaluation of instructionEvaluation of instruction Evaluation of specific segmentsEvaluation of specific segments Evaluative instrumentsEvaluative instruments Evaluation of total programEvaluation of total program Evaluation of the evaluation Evaluation of the evaluation

programprogram

The CIPP ModelThe CIPP Model

ContextContext InputInput ProcessProcess ProductProduct Definition - “Evaluation is the Definition - “Evaluation is the

process of delineating, process of delineating, obtaining, and providing obtaining, and providing useful information for judging useful information for judging decision alternativesdecision alternatives

Four types of decisions and Four types of decisions and changechange

Large change low information Large change low information - Neomobilistic change- Neomobilistic change

Small change low information Small change low information - Incremental change- Incremental change

Small change high information Small change high information - Homeostatic change- Homeostatic change

Large change high information Large change high information - Metamorphic change- Metamorphic change

Author’s ModelAuthor’s Model

Standards for EvaluationStandards for Evaluation

Needs to be some agreed upon Needs to be some agreed upon standards.standards.

Works CitedWorks Cited

Oliva, Peter F. “Evaluating the Oliva, Peter F. “Evaluating the Curriculum”. Curriculum”. Developing the Developing the CurriculumCurriculum, 5, 5thth ed. ed. New York: New York: Longman, 2001, 438-486. Longman, 2001, 438-486.