Curriculum evaluation

Evaluation

• The process or group of processes that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something.
• Concerned with "relative values" and "statements of worth".
• Determining whether the expected or the planned has occurred or is occurring in relation to the intended.
• Did the curriculum or training program, as designed, developed, and implemented produce the desired results

Student Evaluation

• Objective Based (goals and objectives)
• Domains of Learning
• Cognitive - knowledge assessment
• Psychomotor - skill assessments
• Attitudes - values
• Multiple Activities and Assessments
• 
  
• Standards in Testing

1. Absolute maximum standard
2. Absolute minimum standard
3. Relative standard
4. Multi-standard

Phases of Evaluation

• Focusing on the curricular phenomena to be evaluated (what).
• Collecting the information.
• Organizing the information.
• Analyzing the information.
• Reporting the information.
• Recycling the information (continual update).

Goal of Evaluation

• Learner improvement.
• Methods
• Document validation
• Product assessment

Curriculum content

• Subject matter is crucial to learn
• What is essential to know to be successful citizen?
• What content best addressed students' interest and needs?

Curriculum content

• Postmodernism view knowledge as dynamic and evolutionary
• Structuring and reconstructing of perceived reality
• Environment within which humans find themselves

How to select content

1. Addressed the cognitive, social and psychological dimensions
2. What is content?

• Facts, concepts, generalization and theories- similar to disciplined knowledge
• non disciplined- environmental education, both concern

Content organized

• Based on the theories
• Domains
• Systematic, practicality (based on current social and economic condition) and sequenced.

Curriculum design

• Curriculum design can be defined as the arrangement of curriculum elements into  a substantive entity
• Basic curriculum components:

1. Aims, goals and objectives
2. Subject matter
3. Learning experiences
4. Evaluation

• Curriculum design- total plan that arranges the four components into curriculum
• Instructional design- refers specifically to one component, the potential experiences for student, learning activities ( methods & organization)

Science as a Source

• The scientific method provides meaning for the curriculum design.
• Only those items that can be observed and quantified should be included.
• Problem-solving should have the prime position in the curriculum, i.e., stress thinking.
• Procedural knowledge or knowledge of process.
• The curriculum teaches rational processes for dealing with reality.

Society as a Source

• Curriculum is an agent of society.
• Curriculum are designed to serve the broad social interests of society, as well as the local community.
• Support is shown for society as a curriculum source since the universe is becoming, rather than existing for our detached scientific viewing.
• Society shows where to modify the curriculum.

External and Devine Sources

• Curriculum design should be intended to perpetuate society.
• It should pass on the significance of people's values and personal morality.
• Devine will, eternal truth from the Bible.
• Today these sources are reflected through the curriculum designer's values and personal morality.

Knowledge as a Source

• One of the prime sources of curriculum.
• Disciplined knowledge has a particular structure and a particular method(s) used to extend its boundaries.
• Disciplined vs Undisciplined Knowledge
• Disciplined = unique
• Undisciplined = various (training)

The Learner as a Source

• Curriculum is derived from what we know about the learner.
• We draw much from the psychological foundations.
• Based on cognitive research.
• Emphasizes "learning by doing".

Psychological foundation of curriculum

Behaviorism

• Behaviorism is a perspective on learning that focuses on changers in individuals' observable behaviors- changes in what people say or do
• 

Cognitivism

• Cognitive theories of learning focus on the minds or an attempt to show how information is received, assimilated, stored and recalled. The "stage theory" that was proposed by Atkinson and Shriffin (1968) argue that information is received, processed and stored in three different stages. This theory was also been described as the information processing approach

 

Constructivism

• Is a perspective on learning focus on how student activity create or construct knowledge out of experience.The main idea of psychological construction is that the person learns by mentally organizing and re-organizing new information or experience. The organization happens partly by relating new experiences to prior knowledge that is already meaningful and well understood.

Humanism  

• The learner is a person who has feelings, attitudes and emotions. Emotions such as self-efficacy, self-assurance, intrinsic and extrinsic motivation determine how a student approaches learning

Philosophical of Curriculum

Philosophy of Education

•The philosophy of education recognizes that the development of a civil society depends on the education of the young as responsible, thoughtful and enterprising citizens which is a challenging task requiring deep understanding of ethical principles, moral values, political theory, aesthetics and economics; not to mention an understanding of children themselves. 

Major Philosophies

1.Idealism

2.Realism

3.Pragmatism

4.Existentialism

Educational Philosophies

1.Perennials

2.Essentialism

3.Progressivism

4.Reconstructionism

The Roles of Curriculum Worker

Curriculum worker?

• People who work on curriculum
• Engage in many different types of endeavors
• First time approach that appeared both comprehensive and workable
• Concentrate on student behaviors in designing objective- emphasize appropriate learning experiences

1. Curriculum practical- Super-vise it is use in school
2. Classroom teacher- plan instruction
3. School administrators- make curriculum adjustment, implement and encourage
4. Curriculum disseminators- make known the curriculum practitioners the existence of curricula and the proper methods of using them

Curriculum evaluates

• The evaluation concept- Comprehensive that contains several evaluation activities with common function of investigating.
• Role- to collect, examines & assess data for the purpose of reporting on the effectiveness, efficiency & worth of the endeavors and creations

                  - Employed by a private testing service, the central administration, government-monitoring  agency, publishing company/ curriculum development

Curriculum Advocates

• The educators and members of the general public who are concerned about and attempt to influence
• It might be a parents, citizens or politicians

Curriculum developers

• Intentionally create curriculum materials & strategies to use in the instructional
• Can be textbook writer, teacher- curriculum specialist/concerned  citizens

Curriculum theorist

• Examines the philosophical & ideological
• Study how curricula are used, disseminated, created & evaluated- study the endeavors & intents.
• Speculate on what curriculum should accomplish
• Write book- the purpose of contributing of knowledge about effective curriculum practice, dissemination, advocacy, development and evaluation.