Curriculum Evaluation

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Curriculum Evaluation

• Chapter 12

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Definition of Terms

• Curriculum Evaluation is defined as the process
  of delineating, obtaining, and providing
  information useful for making decisions and
  judgments about a program of learning.
• Translation those activities that translate a
  curriculum design into intended instructional
  activity.

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Curriculum

• Provides a systematic plan for the achievement of
  desired outcomes.
• Definition is usually based on ones belief about
  the educative function and mission of the
  institution and beliefs about the nature of
  knowledge and experience.

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Assessment and Evaluation

• Assessment is an activity designed to show what a
  person knows or can do.
• Assessment is concerned with the appraisal of an
  individual.
• Evaluation is a broader term that involves the
  appraisal of all activities related to the
  curriculum.
• Evaluation includes a value-based review of
  support systems, processes, outcomes, and the
  overall effectiveness of the curriculum effort,
  student learning, and teacher effectiveness.

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Purposes of Curriculum Evaluation

• Purpose is to make decisions about individuals
  and about the curriculum.
• Individual assessment is conducted to make
  decisions related to diagnosis, prescription,
  placement, promotion, and graduation.
• Curriculum evaluation is conducted to make
  decisions about the value or worth of the program
  of study and the activities implemented to
  realize the expected outcomes.

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Characteristics of Evaluation

• The presence of values and valuing.
• Evaluation is goal oriented.
• Incorporation of norms.
• Comprehensiveness.
• Continuity.
• Diagnostic worth, validity, and reliability.
• Integration of findings.

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Historical Perspective

• Change in belief from absolute to normative
  standards
• Intelligence testing (1918-1960s)
• Tylers performance-objectives congruence model
  (1950)
• Blooms Taxonomy (1956)

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Historical Perspective

• Shift to process evaluation
• Balance between curriculum planning,
  implementation, and outcome evaluation
• Focus on preparing students for the unexpected

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Curriculum Evaluation Model

• Select a model to fit your classroom needs
• Models establish boundaries and determine
  specifics
• Follow Kemmiss seven principles to guide
  evaluation

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Curriculum Evaluation Model

• Rationality as reasonableness
• Autonomy and responsibility
• Community self-interest
• Plurality of value perspectives
• Self-critical community
• Propriety
• Appropriateness

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Context Evaluation

• Setting where the learning occurs
• Missions and goals of the institution and the
  discipline
• Internal and external forces influencing the
  curriculum
• Beliefs of the faculty

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Internal and External Forces

• Internal forces originate from the institution
• External groups influence areas of assessment and
  evaluation
• Accreditation has a great influence on
  educational processes

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Beliefs of Faculty

• Develop a statement of beliefs incorporating
  class and institutional mission
• Delphi technique to develop philosophy

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Input Evaluation

• Consideration of resources needed
• Students and student support systems
• Program plan and organization
• Useful to determine curriculum effectiveness

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Resources/Students and Student Support Systems

• Have all resources needed to fulfill program
• Prepare for learners needs for diversity,
  continuity, and innovation
• Make sure student needs have been met

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Program Plan

• Define the course, then develop goals and outcome
  statements
• Evaluate during planning phase to assure
  effectiveness

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Curriculum Organization

• Vertical organization guides planning and
  evaluation
• Horizontal organization determines sequencing of
  courses
• Internal consistency of objectives, subject
  matter, learning activities, and outcomes

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Support Courses and the Liberal Education
Foundation

• Mixture of courses helps students see connection
  between social factors and health
• State rationale for courses, expected outcomes,
  and how they compliment the major

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Process Evaluation

• Evidence that program is going as planned
• Student assessment formative evaluation and
  outcomes
• Identify problems requiring correction

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Course Evaluation

• Review courses for internal consistency,
  horizontal and vertical organization
• Determine if students had skills for the course
  and if they left ready for the next step
• Check that materials were available and used in
  manner expected

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The Teaching-learning Transaction

• Examine what occurs between objectives and
  outcomes
• Criteria-based teaching style to enhance
  student-teacher interaction
• Evaluation connoisseurship, criticism, scholar
  collaboration

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The Teaching-learning Transaction

• Measurement-based evaluation for psychomotor
  skills and prescribed content
• Integrated evaluation gives students an element
  of control over what will be evaluated

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Assessing Student Learning

• Informal used to determine strategies that
  enable students in the classroom
• Formal may compare the effectiveness of two
  different strategies between classes
• Multiple-choice exams, essay exams, and CST

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Outcome Assessment

• Focus helping students become contributing
  citizens
• Outcomes for general education, communication,
  and critical thinking
• Outcome measures implemented at the end of the
  program

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General Education

• Preparation of people to serve responsible roles
  in society
• Must be able to think critically, communicate
  clearly, and make ethical decisions
• ACT-COMP addresses academic achievement, problem
  solving, and communication

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Communications

• Identify literacy tasks of discipline to
  determine curriculum and assessment
• Opportunity for expansion of student ideas
• Journals, logs, and portfolios for assessment

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Critical Thinking

• Teach students to obtain, organize, and use
  information to solve complex problems
• Practice, collaboration, and feedback needed for
  development
• Evaluation define critical thinking to establish
  goals

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Critical Thinking

• CCTST measures cognitive skills related to
  critical thinking
• CCTDI measures attributes of an ideal critical
  thinker
• Enable students to value and demonstrate critical
  thinking skills