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Specific Techniques of
Curriculum Evaluation
Introduction
What is Evaluation?
Evaluation is the process of collecting data on a programme to
determine its value or worth with the aim of deciding whether to
adopt, reject, or revise the programme. Programmes are evaluated
to answer questions and concerns of various parties. The public want
to know whether the curriculum implemented has achieved its aims
and objectives; teachers want to know whether what they are doing
in the classroom is effective; and the developer or planner wants to
know how to improve the curriculum product.
SPECIFIC TECHNIQUES OF
CURRICULUM EVALUATION
1) Desired Observation
- Gathering accurate information about how a
program actually operates, particularly about
processes. It is a technique in which one or more
persons observe what is occurring in some real-
life situation. It is used to evaluate the overt
behaviour of individuals in controlled and
uncontrolled situations.
Types of Observation
Unstructured Observation
•Observations that are natural or open and allows the collection of variety of
information
•The Observer enters observation site and see things, record them in a
natural setting.
•Practice and skills are needed by the observer by drawing his experience
and judgement to focus upon, and record event considered being
important.
• However experienced the Observer may be, it must be realised that only a
fraction of the interaction and events occurring will be seen or recorded.
Structured Observation
Major points
•Evaluators should ensure that each question is relevant for its intended
purpose.
•Data must be translated into a form that can be analysed and this has
to be done carefully to preserve accuracy and to maintain the sense of
the data.
•The advantage of interviews is that it can get a full range and depth of
information and it develops a relationship with teachers and students
and it is more flexible.
•However, interview can take much time, can be hard to analyze and
compare, can be costly and interviewer can bias client's responses.
USES AND LIMITATIONS OF INTERVIEW
•Interviewee provides an opportunity to the interviewer
to question the interview thoroughly in various area of
inquiry.
Diagnostic Test
-Gives a profile on what the learner knows and does not
know in given area of learning. Consists of a battery of sub-
tests each covering one area.
-Helps identify the areas of learning which a learner needs a
remedial course.
Aptitude Test
- Serve a predictive function. Helps identify potential talents.
- Identify the prerequisite characteristics which are essential for one
to be competent to perform a given task. Presenting items on such
sub-skills as may eventually developed into expert complex skills,
this test identify who can do well in the field of study and those
who cannot.
- Generally used while selecting people for special courses/careers.
Achievement Test
- Test that aims to measure the extent to which the objectives of a
course have been achieved.
- The scope of the test is governed by the objectives of the given
course and they cover only the areas of learning demarcated by the
given syllabus.
Proficiency Test
- It aims to assess the general ability of a person at a given time.
- The scope of the test is governed by a reasonable exception of what
abilities learners of a given status (say, a graduate student) should
possess. A university entrance exam may be given as example.
b) Mode-specific categorisation of test-types
-Test types on the basis of the mode/attitude that governs the
construction and use of the tests.
Formal assessment vs. Informal assessment
- Formal assessment use for selection or an award.
- Formal assessment must follow a standardised norms procedure of
test construction, administration and interpretation.
- Informal Assessment is a test use to obtain some information to
fulfil some personal requirements
Formative assessment vs. Summative assessment
- Formative assessment is concerned with identifying the learner’s
weakness in attainment with a view to helping the learner and the
teacher overcome/remedy the learner’s weakness. The test is given
at regular or frequent intervals during the course.
Summative assessment aims at grading and certifying
the
attainment of the learner at the end of the course.
Continuous assessment vs. Terminal assessment
- Continuous assessment seeks the basis of grading on a
number of tests with regular interval instead of placing it on
one end of the course test (terminal test). Score on a series of
continuous assessment test taken together can serve for
summative assessment, however if taken individually,
continuous assessment may be used formatively at the time
of administration.
Course work vs. Examination
- Learner’s assessment can be based on task(s) performed
by them during or at the end of a course or it may be based
on examination(s) taken by them during or at the end of the
course.
Process vs. Product Assessment
Basis for evaluation may either be the final product
or the result of a given task or the performance at
different stages leading to the accomplishment of a
task (like in research work).
Conclusion:
Curriculum evaluation is not merely getting information.It also involves making
decisions. We will be able to make rational and better decisions if we have the
necessary information and data. Though various techniques in getting data are
in existence, using the most appropriate technique in a given evaluation
situation is essential to get the most truthful and accurate information. Poor
technique in getting information will lead to poor evaluations, hence will lead
to poor decision as well.
References:
Croom Helm McCormick & James, M. (1988), Curriculum Evaluation in Schools.
(2nd Ed.) London:
Lewy, A (1977), Handbook of Curriculum Evaluation. N. Y. Harpernad Row
Ornstein, A. and Hunkins, F. Curriculum: Foundations, principle and issues.
(1998). Boston, MA: Allyn & Bacon. Chapter 10: Curriculum
implementation.
Submitted by: Cynthia E. Calupas
Class : CTP – Educ 3 (Sat. 1300h-1500h)
Submitted to: Dr. Leonardo A. Tabaranza