Module 5: Curriculum as a Curriculum Evaluator

What, Why and How to Evaluate a Curriculum

This module is all about curriculum evaluation in the context of its definition and

the role of the teachers as an evaluator. In this module it will present the ways of

evaluating the curriculum as written, planned or implemented. Curriculum evaluation is

a component of curriculum development that responds to public accountability. It looks

into educational reforms or innovations that happen in the teacher’s classrooms, the

school, district, division or the whole educational system as well. It is establishing the

merit of a curriculum. Merit refers to the value and worth of the curriculum. Curriculum

development are the implied and resulting shifts it has undergone due to changing

cultural, social and political environments. The demands of the society or the

community then, interlaced with global trends and demands, yields a system that is

from what it was before colonization and multicultural integration.

This reactions paper will be acquired clear understanding of what is curriculum

evaluation. Explained the need to evaluate the curriculum and how it’s being done and

expanded knowledge about different curriculum evaluation models. What to evaluate in

the curriculum? According to Ornstein, A. & Hunkin, f. (1998), curriculum evaluation is a

process done in order to gather data that enables one to decide whether to accept,

change, eliminate the whole curriculum of a textbook. According to Oliva, P., (1998), it

is a process of delineating, obtaining and providing useful information for judging

alternatives for purposes of modifying, or eliminating the curriculum. And also, Gay, L.

(1985) stated that, evaluation is to identify the weakness and strength as well as
problems encountered in the implementation, to improve the curriculum development

process. It is to determine the effectiveness of and the returns on allocated finance.

Reasons for curriculum evaluation also identifies the strength and weaknesses of an

existing curriculum that will be the basis of the intended plan, design or

implementation. This is referred to as the need’s assessment. Based on some

standards, curriculum evaluation will guide whether the results have equaled or

exceeded the standards, thus can be labelled as success. This is sometimes called

terminal assessment. And curriculum evaluation provides information necessary for

teachers, school managers, curriculum specialist for policy recommendations that will

enhance achieved learning outcomes. This is the basis of decision making. In curriculum

evaluation, important process was evolved such as: needs assessment, monitoring,

terminal assessment and decision making. Curriculum models by Ralph and Hilda Taba

end with evaluation. Evaluation is a big idea that collectively tell about the value or

worth of something that was done. Curriculum specialist have proposed an array of

models which are useful for classroom teachers and practitioners.  Context Evaluation –

assess needs and problems in the context for decision makers to determine the goals

and objectives of the program/curriculum. Input Evaluation – asses alternative means

based on the inputs for the achievement of objectives to help decision makers to

choose options for optimal means.  Process Evaluation – monitors the processes both

to ensure that the means are actually being implemented and make necessary

modifications. Product Evaluation – compares actual ends with intended ends and leads

to a series of recycling decisions.