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Models of Curriculum Evaluation

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471 views19 pages

Models of Curriculum Evaluation

Uploaded by

mashabalerato26
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODELS OF CURRICULUM EVALUATION

1. What is evaluaton?
• Evaluaton describes how to assess the nature,
impact and value of an actvity through the
systematc (orderly; methodical; logical)
collecton, analysis and interpretaton of
informaton with a view to making an
informed decision.
• Evaluaton involves 3 actvites:
Evaluaton cont.
• Outlining clear purposes,
• Gathering evidence, and
• Judgment.
Evaluaton forms part of development rather than a
separate entty away from it.
2. Approaches to curriculum evaluaton:
 Goal-based
o Determining whether or not pre-stated goals of
educatonal or training programmes have been met.
• THE KIND OF TEACHER THAT IS ENVISAGED
• All teachers and other educators are key contributors to the
transformaton of educaton in South Africa. The Natonal
Curriculum Statement Grades R – 12 (General) visualises
teachers who are qualifed, competent, dedicated and caring.
They will be able to fulfl the various roles outlined in the
Norms and Standards for Educators. These include being
mediators of learning, interpreters and designers of learning
programmes and materials, leaders, administrators and
managers, scholars, researchers and lifelong learners,
community members, citiens and pastors, assessors, and
subject specialists.
Approaches to curriculum evaluaton cont.

 Goal-free
o Uncovering and documentng what outcomes
were occurring in educatonal or training
programmes without regard to whether or not
they were intended programme or goals focused.
 Responsive (contngency – unforeseen event)
o Comparing what was intended for instructon to
what actually was observed.
Approaches to curriculum evaluaton cont.

• These approaches are based on the classical


curriculum evaluaton models as presented by
Stufebeam and Shinkfeld (1990).
 The Decision-making
 Collecton of informaton about educatonal of
training programmes for the purpose of decision-
making.
o The accreditaton
Approaches to curriculum evaluaton cont.
 It is explained as forming professional judgment about
the processes used within educaton or training
programmes.
3. Models of curriculum evaluaton:
• Robert Stake’s countenance (expression) model (1967);
• Scriven’s goal-free model (1970s);
• Stenhouse’s research model
• Tyler’s objectves model
Approaches to curriculum evaluaton cont.

• Parlet and Hamilton’s illuminatve model


(1977);
• Stake’s matrix model for processing
descriptve data;
• Elliot Eisner’s educatonal connoisseurship
model; and
• Stufebeam’s CIPP model.
Approaches to curriculum evaluaton cont.

4. Scriven’s goal-free model


• Introduced the terms ‘formatve’ and ‘summatve’
to broaden the perspectve of evaluaton.
• An evaluator should not know the goals of an
educatonal programme to forestall/obviate
probable infuence.
• An evaluator is totally independent and neutral.
• An evaluator is free to look at processes and
procedure; outcomes and unantcipated efects.
Approaches to curriculum evaluaton cont.

• Methodology: the feld is open to the hunter


and he has a ‘lethal (deadly)’ checklist of
criteria for judging any aspect of the curriculum.
5. Stenhouse’s research model
• Evaluaton is perceived as part of development.
• Contnuous cycle of formatve evaluaton and
curriculum improvement at school level.
Approaches to curriculum evaluaton cont.

• Relatonship between curriculum developer


and evaluator is central.
• Curriculum developer ofers solutons.
• An evaluator is the practcal man who tempers
enthusiasm with judgment.
• The developer is the investgator/teacher:
o Autonomous professional engaging in self-
development through self-study.
Approaches to curriculum evaluaton cont.

o Study of others and testng ideas.


6. Tyler’s objectves model
• Tyler’s principle deals with evaluatng the
efectveness of planning and actons.
• Curriculum should be evaluated in relaton to
its pre-specifed set of objectves.
• Requires an objectve-based curriculum
model.
Approaches to curriculum evaluaton cont.

• Evaluaton measures ft between student


performance and objectve.
• Methodology will depend on the evaluator’s
defniton of ‘measurement’ (standard
setng).
7. Stufebeam’s CIPP model
 Context
o Planning decisions
Approaches to curriculum evaluaton cont.

 What needs are to be addressed?


 Defning objectves for the programme.
 Input
o Structuring decisions
 What resources are available?
 What alternatve strtegies should be
considered?
 What plan has the best potental?
Approaches to curriculum evaluaton cont.

 Process
o Implementng decisions
 How well is the plan being implemented?
 What are the barriers?
 What revisions are needed?
 Product
o Recycling decisions
Approaches to curriculum evaluaton cont.

 What result are obtained?


 Were needs reduced?
 What should b e done with the programme?
 Context evaluaton
o Most basic kind of evaluaton
o Objectve
 To defne the context
Approaches to curriculum evaluaton cont.
 Identfy populaton
 Assess needs
 Diagnose problem
o Method: system analysis, survey, document review,
hearing, interview, tests, etc.
o Relaton to decision-making
 Decide on setng
 Goals and objectves
 Planning
Approaches to curriculum evaluaton cont.
 Providing basis for judging outcomes
o Provide ratonales for determining objectves
o Uses experiental and conceptual analysis, theory,
authoritatve opinion to judge basic problems which
must be solved.
 Input
o Objectve
 Identfy and assess system capabilites
Approaches to curriculum evaluaton cont.

 Alternatve strategies
 Implementaton design
 Budget
o Method: Resources analysis, feasibility
analysis, literature research, exemplary
programme visits and pilot projects.
o Decision
 Selectng sources
Approaches to curriculum evaluaton cont.

 Structuring actvites
 Basis for judging implementaton
 Process evaluaton
o Objectve
 Identfy /predict defects in design or
implementaton record an d judge procedural
actvites.

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