TSC

Teacher and School Curriculum

Curriculum Program Evaluation

refers to the overall aspects of a curriculum as a subject, degree program, curriculum reform program and the like.

Components of a Curricular Program

This will cover separate evaluation for a curriculum component such as Achieved Learning Outcomes, Teaching Learning Process, Instruction Materials, Assessment of the Learning Outcomes.

Ornstein A. & Hunkins F. (1998)

(Curricularist definition of Curriculum Evaluation) - Curriculum evaluation is a process done in order to gather data that enable one to decide wether to accepts, change, eliminate the whole curriculum of a textbook.

McNeil J. (1977)

(Curricularist definition of Curriculum Evaluation) - Evaluation answer two questions: 1. Do planned learning opportunities, programmes, courses and activities as developed and organized actually produce desired results? 2. How can a curriculum best be improved?

Gay L. (1985)

(Curricularist definition of Curriculum Evaluation) - Evaluation is to identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process. It is to determined the effectiveness of and the returns on allocated finance.

Olivia, P. (1988)

(Curricularist definition of Curriculum Evaluation) - It is a process of delineating, obtaining, and providing useful information for judging alternatives for purposes of modifying, or eliminating the curriculum.

Bradley Effectiveness Model

Indicators:

• vertical curriculum contuinity

• horizontal curriculum contuinty

• instruction based on curriculum

• broad involvement

• long range planning

• positive human relations

• theory-intro practice

• planned change

Tyler Objectives-Centered Model

Curriculum Elements:

• Objectives/Intended learning outcomes

• situation or context

• evaluation instruments/tools

• utilization of tools

• analysis of results

• utilization of results

Daniel Stufflebeam’s Contest, Input, Process, Product Model (CIPP)

product of Phi Delta Kappa committee chaired by Daniel Stufflebeam. emphasizes that the result of evaluation should provide data for decision making.

Stake Responsive Model

oriented more directly to program activities than program intents. Evaluation focuses more on the activities rather than intent or purposes.

Scriven Consumer Oriented Evaluation

Micheal Scriven, consumers of educational products which are needed to support an implemented curriculum often use consumer-oriented evaluation

Non-projected media

• real objects

• models

• field trips

• kits

• printed materials

• visuals

• visual boards

• audio materials

Projected media

• overhead transparencies

• opaque projection

• slides

• filstrips

• films

• vidco, VCD, DVD

• computer/multimedia presentation

Factors in Technology Selection

Practicality

Appropriateness in relation to the learners

Activity/sustainability

Objective-matching

first trend

paradigm shift from teacher-centered to student-centered approach to learning

second trend

broadening realization that education is not simply a delivery of facts and information, but an educative process of cultivating the cognitive, affective, psychomotor, and much more the contemplative intelligence of the learners of a new age.

third/explosive trend

increase in the use of new information and communication technology or ICT

Technology-Driven Teaching and Learning (TPACK)

1. Technological Knowledge

2. Pedagogical Knowledge

3. Content Knowledge

first step

(Steps in Conducting a Curriculum Evaluation) - Identifying primary audience

second step

(Steps in Conducting a Curriculum Evaluation) - Identifying critical issues/problems

thirst step

(Steps in Conducting a Curriculum Evaluation) - Identifying data source

fourth step

(Steps in Conducting a Curriculum Evaluation) - Identifying techniques for collecting data

fifth step

(Steps in Conducting a Curriculum Evaluation) - Identifying established standards and crtieria

sixth step

(Steps in Conducting a Curriculum Evaluation) - Identifying techniques in data analysis

seventh step

(Steps in Conducting a Curriculum Evaluation) - Preparing evaluation report

eighth step

(Steps in Conducting a Curriculum Evaluation) - Preparing modes of display to present evaluation findings.

Philippine Qualification FrameWork (PQF)

reference system of national standards of what qualifications one has earned by education and training in the Philippines… (RA10968, s. 2018)

PQF1

Grade 12

PQF6

Baccalaureate Degree

PQF7

Master’s degree

PQF8

Doctoral & Post Doctoral Degree

Level 1

KNOWLEDGE

Level 2

PROCESSES

Level 3

UNDERSTANDING

Level 4

PRODUCT/PERFORMANCE A higher level of cognitive processing that involves applying knowledge and skills to create or demonstrate something.

Evaluating | Planning

Implementing

The Evaluation Cycle: The Connections between planning, implementing, and evaluating project outcomes.

Planning

initial process in curriculum development. It includes determining the needs through an assessment.

Implementation

After planning, it has to be put into action or used by the curriculum implementor who is the teacher.

Evaluation

It is very necessary to find out if the planned or written curriculum was implemented successfully and desired learning outcomes were achieved.

The Disciplined Mind

Makes use of the ways of thinking necessary for major scholarly work and profession

The Synthesizing Mind

Selects crucial information from the voluminous amounts available, processing such information in ways that make sense to self and others.

The Creating Mind

Goes beyond existing knowledge. Pose new questions, offers new solutions.

The respectful Mind

Sympathetically and constructively adjust to individual differences.Fosters empathy and appreciation for diversity.

The Ethical Mind

Considers one’s role as citizen consistently and strives towards good work and good citizenship.