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Scriven's Curriculum Evaluation Guide

The document provides guidance on evaluating school curriculums, including choosing a curriculum to evaluate, interviewing a teacher using that curriculum, and using a matrix to rapidly evaluate it based on questions about learning outcomes, assessments, and how the information can be used for decision making. It also discusses levels of learning outcomes that can be assessed and examples of assessment items for different outcome levels like knowledge, skills, and understanding.

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Jonica Rose Malesido Casio
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© All Rights Reserved
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49 views8 pages

Scriven's Curriculum Evaluation Guide

The document provides guidance on evaluating school curriculums, including choosing a curriculum to evaluate, interviewing a teacher using that curriculum, and using a matrix to rapidly evaluate it based on questions about learning outcomes, assessments, and how the information can be used for decision making. It also discusses levels of learning outcomes that can be assessed and examples of assessment items for different outcome levels like knowledge, skills, and understanding.

Uploaded by

Jonica Rose Malesido Casio
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Activity Sheet 1

MODULE 14. What, Why, and How to Evaluate a Curriculum


14.1 Making a Simple Rapid Curriculum Evaluation
1. Choose an existing curriculum in Elementary, Secondary or College.
2. Interview the teacher who is using such curriculum.
3. Using the identified questions, make a rapid evaluation.
4. Fill up the matrix with the answers given by the interviewee (teacher).

Name of School:

Curriculum to be Evaluated:

Questions to be answered based on your evaluation


1. Does the curriculum emphasize learning outcomes? Yes or No

2. Does the implemented curriculum require less demands? Yes or No

3. Can this curriculum be applied to any particular level? (a) kindergarten, (b) elementary, (c)
secondary, (d) tertiary? Write the letter/s of the answer that is applicable.

4. Which of the curriculum aspects can be assessed? (a) written, (b) taught, (c) supported, (d)
tested, (e) learned curriculum? Write the letter/s of the answer that is applicable.

5. Does the curriculum include formative assessment?

6. Does the curriculum include summative assessment?

7. Can the curriculum provide information needed for decision making?

14.2 What Can I Remember?

Persons Evaluation/Model and Short Description

1. L.H. Bradley

2. Michael Scriven

3. Robert Stake

4. Daniel Stufflebeam

The Teacher and the School Curriculum


Activity Sheet 2

5. Ralph Tyler

14.3 Self-Reflect
Reflect on your current and past experiences on the different curricula you went through from the time you
entered school up to the present.
Pause for some moments and read the “I wonder if…” incomplete sentences. Based on your reflection, choose one
number and write your answer on the box provided then based on your response on “I wonder if…” complete the
sentence, “I think….”
I wonder if…..
1. my teachers have reviewed the textbooks we used in High School.
2. the instructional materials we are using now will not be used in the future.
3. what I have learned now will still be relevant in the future.
4. evaluation of a curriculum will still be a task of a teacher.
5. there is really a need to evaluate the curriculum.
I wonder if _____________________________________________________________________________________.
I think
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The Teacher and the School Curriculum


Activity Sheet 3

MODULE 15. Curriculum Evaluation Through Learning Assessment


15.1 Giving an Example
Give two items that are appropriate for each level of learning outcomes. You can choose the type of test.
A. Knowledge
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B. Process
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C. Understanding
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The Teacher and the School Curriculum


Activity Sheet 4

15.2 Self-Check
1. What are the levels of learning outcomes?
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2. What are the levels of assessment?
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3. What are the levels of proficiency?
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4. What the assessment tools to measure learning outcomes?
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15.3 Self-Reflect
Does the result of a periodical test reflect evaluation of a curriculum? Why?
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The Teacher and the School Curriculum
Activity Sheet 5

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Module 16. Planning, Implementing and Evaluating: Understanding the Connections


16.1 A Day in a Life of a Teacher in the Classroom
1. Look for a teacher, whom you know personally.
2. Ask her/him to answer the following:
a. What are the teaching plans that you do every day? Give at least three.
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b. Do you implement these plans? How?
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c. If you implement these plans, how do you evaluate these?
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The Teacher and the School Curriculum


Activity Sheet 6

16.2 Match the Concept with the PIE.

( ) 1. Summative Testing A. Planning


( ) 2. Course Designing B. Implementing
( ) 3. Cooperative Learning C. Evaluating
( ) 4. Determining Needs
( ) 5. Guiding Learners
( ) 6. Making judgment

16.3 Self-Reflect
“Is the teacher’s life a series of planning, implementing, and evaluating? Will this improve teaching? Why?
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The Teacher and the School Curriculum


Activity Sheet 7

SELF & MODULE EVALUATION


FINAL
Module Evaluation
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column


was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed

Self-Evaluation
Rate the extent of your learning in this module using the scale blow. Check the column corresponding to your rating in the
space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3- I’m a Practitioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column


Acquire clear understanding of what curriculum evaluation;
Explain the need to evaluate the curriculum and how it’s being done;
Expand knowledge about different curriculum evaluation models;
Explain how a curriculum can be evaluated through the assessment of learning outcomes;
The Teacher and the School Curriculum
Activity Sheet 8

Identify the levels of learning outcomes vis a vis levels of assessment;


Match the levels of learning outcomes with the appropriate assessment tools;
Interpret the value of assessment in terms of grades assigned;
Analyze the relationship between planning and implementing;
Explain the connection of curriculum implementation and evaluation;
Discuss the interrelatedness of curriculum evaluation and curriculum planning;
Interpret the overall relationships of planning, implementing and evaluating in curriculum
development.

The Teacher and the School Curriculum

Common questions

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Curriculum evaluation provides insights into the effectiveness of existing educational practices, highlighting what works and what requires improvement. By assessing learning outcomes, levels of assessment, and proficiency, evaluations inform decisions about necessary revisions and innovations in teaching strategies and curriculum design . This process ensures that curricular developments remain relevant, effective, and aligned with educational goals, thereby shaping future pedagogical practices .

Evaluating a curriculum is crucial for understanding its effectiveness in achieving learning outcomes, and it helps identify necessary improvements and adjustments. Effective evaluation can be performed using a rapid evaluation process where a teacher uses identified questions to assess aspects such as the emphasis on learning outcomes, demand level, and the applicability across educational levels . Additionally, the document suggests using formative and summative assessments to provide necessary data for decision-making . Evaluating through assessment of learning outcomes involves matching levels of learning outcomes with appropriate assessment tools and interpreting the value of assessment based on the grades assigned .

The module suggests that educators can improve their proficiency in curriculum evaluation techniques by engaging in self-reflection, participating in professional development opportunities, and actively employing different evaluation models described in the document. Understanding the importance of formative and summative assessments and their application in evaluating learning outcomes is emphasized . Additionally, the document encourages educators to continuously expand their knowledge on curriculum evaluation models and stay informed about best practices to enhance their evaluative skills .

When designing assessments to match levels of learning outcomes, it is important to align the assessment type with the specific learning objectives and ensure that they measure the intended competencies effectively. The document suggests considering knowledge, process, and understanding as key levels of learning outcomes, and recommends using varied items that target these specific areas . Appropriate assessment tools should be selected to accurately reflect and measure these outcomes, helping educators to obtain meaningful insights into student progress and curriculum success .

In the context of a teacher's daily activities, planning involves the creation of detailed teaching plans outlining daily educational objectives and strategies to achieve them . Implementation refers to the execution of these plans in the classroom, often requiring adaptability and immediate problem-solving skills to ensure efficacy. Evaluating is the reflective process where teachers assess the effectiveness of both their planning and implementation by reviewing student performance and engagement, often modifying future lessons based on this analysis . These three components are interrelated and continuous, as effective teaching requires seamless integration of planning, execution, and reflection to improve educational outcomes .

A curriculum typically includes formative assessments, which are ongoing and designed to provide feedback during the learning process, allowing educators to tailor instruction and address student needs as they arise. Additionally, summative assessments evaluate student learning at the end of an instructional period, providing a measure of learner proficiency and curriculum effectiveness . These assessments serve the purpose of guiding instructional decisions and measuring educational outcomes, thus playing a critical role in the curriculum evaluation process .

Formative assessments are ongoing and integrated into the learning process, providing continuous feedback that helps inform instructional adjustments and supports student learning as it happens. In contrast, summative assessments are administered at the end of an instructional period to evaluate the overall achievement and proficiency of students, often used for grading purposes . Both types are essential, with formative assessments guiding day-to-day educational activities and summative assessments determining long-term educational efficacy and student understanding .

Educators may face challenges such as limited resources, diverse student needs, and time constraints when implementing and evaluating teaching plans. The document suggests addressing these challenges through thorough planning, adaptability in implementation, and the use of formative assessments to continuously refine instructional strategies . Effective evaluation involves reflection and iterative adjustments to teaching practices based on assessment data and student feedback, enabling educators to overcome obstacles and enhance educational outcomes .

Instructional materials are integral to curriculum evaluation as they directly influence the delivery and reception of content. Evaluating these materials helps determine if they effectively support curriculum objectives and cater to diverse learning needs . The document emphasizes the critical examination of these materials to ensure they are up-to-date, relevant, and conducive to fostering an engaging learning environment. Their evaluation helps in deciding whether instructional materials should be retained, modified, or replaced, thereby enhancing the overall educational experience .

Self-reflection is essential in the evaluation process as it encourages educators to critically assess their teaching practices, curricular effectiveness, and personal competence. The document encourages self-reflection by prompting teachers to ponder over incomplete sentences like 'I wonder if...' to foster introspection and thoughtful analysis of their educational experiences and practices . This reflective practice allows teachers to identify areas of strength and needed improvement, fostering professional growth and potentially enhancing curriculum effectiveness .

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