Ruby writes from the Philippines. She teaches education and communication courses in HEI. Ruby holds an MA in Education.
A crucial stage of curriculum creation is curriculum evaluation. A faculty can determine whether a curriculum is serving its objective and whether students are truly learning through evaluation. In any curriculum whether academic or not, an evaluation is a very important consideration, It is vital to the life of an organization. Without it, we could not assess or measure the success, strength or weakness of even a certain organization. Pawilen (2019) summarizes this by saying that "evaluation is concerned with giving value or making judgments."
The Purpose and Significance of Curriculum Evaluation
Curriculum evaluation's definition
Providing information to aid in decision-making at various levels of curriculum development is the essence of evaluation. The program as a whole or just a few of its components may be the subject of this material. Evaluation also entails the choice of standards, data gathering, and data analysis. It comprises gathering data to be used in determining the value of a program and technique. It is a broad phrase that goes beyond standardized testing and encompasses all methods of determining construction results.
The process of developing curriculum includes and absolutely requires curriculum evaluation. It is not a "tail-end-process," but rather a continuous activity. Planning and evaluating are complimentary activities that happen practically continually. Evaluation serves as the foundation for planning, and vice versa. However, evaluation has its own entity as a distinct state.
The value of the curriculum itself must be assessed, as well as whether or not it is appropriate for the specific group of pupils with whom it is being utilized. Are the chosen teaching strategies the best options in light of the goals being pursued? Is the content the best option available? Are the proposed educational resources suitable and the finest ones on the market for the intended use?
Goals for Curriculum Evaluation
When evaluating a curriculum, it always comes with certain set objectives or goals. This is to ensure what are being looked at is all set, clarified, or outlined.
to ascertain a program's results.
to aid in choosing whether or not to accept a program.
to determine whether the course's material needs to be revised.
in order to aid in the ongoing development of the curriculum's content.
to enhance educational strategies and teaching strategies.
Curriculum Evaluation Methods
According to Scriven, there are three basic categories of Assessment
Formative Assessment. It takes place as part of the curriculum creation process. Its objective is to support the enhancement of the educational program. During the course of a program's development, its qualities are assessed. The evaluation's findings give the software's creators knowledge they may use to fix any weaknesses they find in the application.
Summative Assessment. Summative evaluation assesses a curriculum's overall results in light of its stated goals. It happens when the curriculum has been thoroughly created and implemented.
Diagnostic Analysis Diagnostic testing has two purposes: either to position students appropriately at the beginning of a level of teaching (such as secondary school), or to identify the root of deviations in student learning in any subject area.
Evaluation is important for teaching and learning. It is always part of the curriculum. It informs educational decisions. It is the basis for many decisions that are made in all academic life. We must perform basic evaluations of a student's learning processes.
1. Placement functions
a. Evaluation helps research children's entering behavior.
b. It helps with particular teaching.
It helps choose students for further education, occupations, and specialized courses.
c. A structured evaluation helps a teacher refine teaching methods and strategies.
d. Helps develop realistic instructional goals.
e. Improves instruction and plans suitable teaching strategies.
f. Improves curriculum.
2. Assess educational procedures
a. Determines learning goals' feasibility. Improve teaching methods and instructor quality.
b. Plan learning techniques
3. Diagnostic functions
a. Evaluation must evaluate program and student weaknesses.
b. Suggest corrective measures.
c. Each child's ability, interest, and intellect should be recognized so he may be motivated.
d. Tailor lessons to students' requirements.
e. Evaluate weak pupils' capability, ability, and objective.
4. Predictive functions
a. Discover learners' prospective talents and aptitudes; b. Predict children's future success.
b. Helps youngster choose electives
c. To improve educational policy and decision making.
d. Helps group students.
e. To promote pupils,
5. Administrative functions
a. Assess supervision.
b. Be placed correctly.
c. Compare children's performance.
d. Plan well.
e. Helps instructors provide appropriate learning experiences.
Mobilize public opinion and boost PR.
f. Develops criteria tests.
a. Helps with course and career selections.
b. Shows a student his learning rate and lapses.
c. Helps teachers get to know students and give educational, vocational, and personal counseling.
a. Motivate, direct, inspire, and engage pupils.
b. To encourage learning and study.
a. Reinforces instructor, students, and teaching-learning processes.
b. Helps enhance teaching and learning practices.
c. Supports educational aims.
a. Helps generalize research.
b. Evaluation clears uncertainties for further study.
Promotes educational action research.
a. To report student progress.
b. Tell parents progress.
c. Tell other schools about progress.
Steps in Conducting Curriculum Evaluation
Bilbao et. al 2015, outlined some steps in conducting curriculum evaluation.
Steps and Things for Consideration
1. Identify primary audiences: Program sponsors, heads, managers, and other stakeholders
2. Identify critical/issues or problems: Outcomes, processes, and resources
3. Identify data source: People, existing documents; Available records; evaluation studies.
4. Identify techniques for collecting data
5. Identify established standards and criteria: Standards set by agencies, ex. DepEd.
6. Identify techniques in data analysis: Content analysis
7. Prepare an evaluation report: Written, and Oral recommendations
8. Prepare modes of display: Case studies, testimonies, technical reports.
Bilbao, P. P. et. al (2015). Curriculum development. Quezon City, Metro Manila: Lorimar Publishing, Inc.
Pawilen, G.T. (2019). The teacher and the school curriculum. Manila, Philippines: Rex Bookstore. Inc.
© 2022 Ruby Campos