Name:

Course & Section:

Grading System
The computation of final grades at the end of each semester abides by the following
structure of percentage:

Modules/Portfolio/Activities --- 50%

Project --- 30%
Examination --- 20 %
Total --- 100%

Course Requirements

 Students are expected to read the text materials and answer the following
activities in order for them to intelligently participate in class discussion.

Introduction message

Curriculum studies is an exciting field of study in education. It is the heart and

soul of the educational processes. The mind, conscience, skills, and values of every
learner are molded by the curriculum offered in every school or institution of learning.
Furthermore, curriculum shapes the society by developing human resources, by creating
new knowledge, and by understanding social processes. The excitement in curriculum
development comes as we marvel on how the different learning theories and disciplines
in all education levels merge together into a meaningful tapestry of creating new
knowledge and building a better understanding of the complexities of this world.

This module aims to help student to still participate and learn courses in the
midway of our country’s current health condition. This is a supplementary action of our
institution to still reach out students even learning from home or away from school. Your
interest and appreciation as a student in the given opportunities to learn will be great
contribution so that we will succeed to attain the goal of the school and the Commission
of Higher Education for the development of oneself.

1
 UNDERSTANDING CURRICULUM

Definitions of Curriculum
 Curriculum as a list of subjects. This definition suggests that curriculum includes
the “permanent” or the traditional subjects offered in the school curriculum such
as Mathematics, Language, Science, Music, Arts, and others.
 Curriculum as learning experiences. The definition includes students’ curricular
and co-curricular activities and the learning experiences they encounter inside or
outside the school. This also includes the hidden curriculum or those things
learned by the students as a result of their experiences in the school with peers,
schoolmates, teachers, school staff, or the values they learned from a school
program. In short, curriculum includes the school culture.
 Curriculum as intended learning outcomes. This definition includes a list of
learning competencies or standards that students should learn in school.
 Curriculum as a planned learning experiences. This definition includes
documents specifying contents, objectives, or general ideas of what students
should know in schools or in a specific discipline.
 Curriculum as a discipline. This definition has its own principles, theories, and
practices.
 Curriculum as content or subject matter. This definition views curriculum as a
series of topics under each subject area.
It is important that curriculum workers have a common understanding workers have a
common understanding of what curriculum is. Their personal definition of curriculum
defines the curriculum product that they will produce. Many curriculum projects fail, and
many curriculum researches appear vague because of an unclear understanding of the
field of curriculum. Besides, only few people are experts in curriculum studies, especially
in the Philippines, who may be consulted regarding these projects and researches.

2
 Name:
Course & Section:

Activity # 1.
Write your personal definition of curriculum. Explain your definition. Write
your answer on the space provided.

3
Different Types of Curriculum

1. Ideal or recommended curriculum. This refers to what scholars propose as the

most appropriate curriculum for the learners.
2. Intended, Official, or written curriculum. This refers to the official curriculum
embodied in approved state curriculum guides. It is the curriculum prescribed by
the government.
Examples of this type of curriculum are:
 The Kindergarten Curriculum Standards
 The K-12 Curriculum
 CHED Memorandum Order No. 20, Series of 2013 (for General Education)
 TESDA Modules and Competencies

3. Implemented curriculum. This type of curriculum refers to the actual

implementation of the curriculum or what teachers in the school teach.
4. Achieved curriculum or learned curriculum. This refers to the result of the
curriculum or what students actually learned in school.
5. Tested curriculum. This is a set of learning that is assessed in teacher-made
classroom tests, curriculum-referenced tests, and in standardized tests.
6. Entitlement curriculum. This refers to what the people or the general society
believes learners should expect to learn in the educational system for them to be
good members of the society.
7. Supported curriculum. This refers to the curriculum that is reflected on and
shaped by the resources allocated to support or deliver the official curriculum.
8. Null or censored curriculum. This refers to various curriculum contents or topics
that must not be taught to the students.
9. Hidden curriculum. This refers to various skills, knowledge, and attitudes that
the students learn in school as a result of their interaction with other students,
staff, and faculty members.

4
 Name:
Course & Section:

Activity #2
Answer the following questions.
1. Discuss the roles of the teachers and other curriculum workers in ensuring the
success of the Implemented Curriculum.
2. List an examples of a Null or censored Curriculum and Hidden Curriculum.
3. In the Philippine context, the Intended, Official or Written curriculum are the
prescribed courses from what different government agencies?

5
Curriculum Foundations
Three categories of sources for curriculum foundations
1. Studies of learners and learning theory (psychology)
Psychology as a discipline deals with understanding human behavior, which is
important in curriculum development. According to Print (1993), psychology can
provide information in five important areas:
1) Educational objectives
2) Student characteristics
3) Learning processes
4) Teaching method
5) Evaluation procedures

2. Studies of life (sociology and anthropology)

Studies about the society and culture-sociology and anthropology, respectively-
affect all curriculum processes. Sowell (1996) pointed out that knowledge about
the society and its culture is important in selecting the content of the curriculum.
It provides a clear understanding of the context in which the curriculum is
developed. Studies about the society and culture help curriculum workers in
understanding several social and educational issues that affect curriculum
processes and education in general.
3. Studies of the nature and value of knowledge (philosophy)
Philosophy as a foundation helps curriculum workers in understanding the nature
of knowledge and what subjects or topics are worthwhile. This is very important
in making decisions about the contents of the curriculum. Ornstein and Hunkins
(1993) mentioned that philosophy provides curriculum workers with a framework
or base for organizing schools and classrooms. It also provides educators with a
framework for broad issues and tasks, such as determining the goals of education,
the content and its organization, and the teaching and learning processes.

6
 Name:
Course & Section:

Activity #3
Mcneil (2006), Eisner (1985), and Print (1993) identified six (6) curriculum
conceptions listed below. Kindly research the definition of each curriculum
conceptions.
1. Academic rationalist conception

2. Cognitive processes conception

3. Humanistic conception

4. Social reconstructionist conception

5. Technological conception

7
6. Eclectic conception

8
Elements of Curriculum
In general, a curriculum has four important elements. These elements must be present in
all curriculum documents or before a document can be called curriculum.
1. Curriculum intent- the term used by Print (1993) to mean the direction that
curriculum developers wish to go as a result of participating in the curriculum. It
includes the aims, goals, and objectives found in any curriculum document.
 Aims – broad statements of social or educational expectations. Aims
include what is hoped to be achieved by the total curriculum.
 Goals – more specific than aims. Goals are general statements of what
concepts, skills, and values should be learned in the curriculum.
 Objectives – specific learning outcomes. It includes specific concepts,
skills, and values that should be learned by the students. Usually,
objectives are used in making decisions or planning about instruction.

2. Content – includes the different topics to be learned or covered in a curriculum.

These topics are based on the curriculum intents. Contents may include values,
concepts, or skills that are important for the learners to learn.

3. Learning experiences – include all instructional strategies that are useful for the
implementation of the curriculum. These may appear in the form of activities,
strategies, methods, or approaches that are useful in implementing the curriculum
or in teaching the content.

4. Evaluation – includes the different ways and tools used for evaluating whether or
not the curriculum intent was realized. Evaluation tools are also used to evaluate
the performance of the learners after they have undergone the curriculum.

9
Name:
Course & Section:

Activity # 4
Provide examples of curriculum content and learning experiences. Examine their
relationship.
Content Learning Experiences

10
 Curriculum Planning
Curriculum Sources and Influences

Tyler (1949) identified three major sources of curriculum: subject matter, society,
and learners. Accordingly, these curriculum sources need to be considered and examined
to identify the four elements of curriculum: goals, content, learning experiences, and
evaluation. It is important to understand the nature of the subject matter in order to
provide knowledge and skills that are essential to the nature of the discipline. This also
helps in selecting and designing curriculum contents.

Society as source of Curriculum

Society is an important source of curriculum. Teachers need to understand the
culture, socio-economic, and political conditions of the people. Understanding the
context is important in developing a relevant and responsive curriculum. It is useful in
selecting curriculum goals and objectives, content, and learning experiences.

There are many changes in the society that need to be considered in developing the
curriculum. Science and technology continue to influence our everyday life as new
science findings, new technology, and new information come in almost every single
minute of a day. The new world economy also has its own issues and demands. For
example, 21st century skills and new forms of knowledge should be developed in the
curriculum in order to develop a world-class workforce.
In addition, the society is becoming multilingual and multicultural. Developing
cultural understanding and sociocultural consciousness among the learners is becoming a
necessity. Other pressing social issues like climate change, security problems, diseases,
poverty, and many others also affect our everyday life.
Educators and school face the challenge whether to simply respond to the needs
and demands of the society or to have education through its curriculum to develop or
create the kind of society that we wish to have. There is a need to put a balance between
pursuing the utopian goals of education and its practical or economic goals.

Learner as Source of Curriculum

Knowledge about the learners is one of the major sources of the curriculum.
Although the curriculum content is set by the Department of Education (DepEd), the
Commission on Higher Education (CHED), and the Technical Education Skills
Development Authority (TESDA), educators and curriculum developers have tried to
align the curriculum to the needs and nature of the students. This process is done when
faculty members plan their individual syllabi, unit plans, and lesson plans as an
interpretation of the intended curriculum.
As students come from different contexts, they have different cultures, languages,
learning styles, needs, and types and levels of motivation. The students are also different
in terms of socio-economic status and educational backgrounds (public or private
institution). For these, the students, as a major source of curriculum, are supported by
several curriculum scholars and are well represented in their curriculum development
models.

Discipline or Subject Matter as Source of Curriculum

Tyler (1949) identified the nature of the discipline or subject matter as one of the
main sources of curriculum. Different subjects are unique in terms of design and content.
There are specific skills and contents that should be emphasized in each of the
disciplines. In some cases, there are similarities in skills, concepts, and strands in
different subjects that maybe possible points for integration.

11
Understanding the nature of the discipline or subject matter requires educators to closely
analyze the contents prescribed by the Department of Education, especially the K-12
Curriculum. The curriculum framework, curriculum goals, descriptions, standards, and
competencies in different subjects will help educators understand what should be taught
and how to teach the different subjects.

The Commission of Higher Education (CHED) also prescribes guidelines in different

courses. Several curricular innovations and changes set by the government were
considered and strictly followed in designing the official curriculum of a course title,
course credit, and course descriptions are based on the CHED Memorandum Order
(CMO’s) issued for different courses.

Technical Education Skills Development Authority (TESDA) also prescribes different

contents of the modules offered for each particular subjects for vocational or technical
courses. The skills that should be learned including the materials needed and the time that
is required for training are clearly specified in each module.

12
 Name:
Course & Section:

Activity #5
Give what is asked.

1. Identify different social issues, needs, and demands that should be considered in
developing curriculum.

2. Identify learners’ needs and issues that should be considered in curriculum

development.

13
CURRICULUM INFLUENCES

Aside from the major curriculum sources, Stark and Lattuca (1997) identified
three major factors that influence curriculum development: external, internal, and
organizational influences. These curriculum influences affect the whole academic plan
that incorporates a total blueprint for action, including the purposes, activities, and the
ways of measuring success.
External Influences
Society/Government Discipline Associations
Marketplace/Alumni

Organizational Influences
Program Relationships
Resources
Governance

Internal Influences
Faculty
Students
Discipline
Program Mission

A research on curriculum influence conducted by Pawilen (2011) shows the

results of Focus Group Discussion (FGD) with the faculty members and administrators
who identified several curriculum influences that they always consider whenever they
plan, design, develop, revise, and evaluate the curriculum. These identified curriculum
influences are shown below. They affect curriculum processes in the school level.

Curriculum Influences

 Students/Learners
 College Philosophy, Vision, and Mission
 K-12 Basic Education Curriculum
 Admission and Retention Policies and School Rules
 Faculty Members
 School Administrators
 Requirements from Government Agencies
 Licensure Examinations (for higher Education)
 Accreditation Standards
 Market Demands
 Alumni and Funding Sources
 Media and Information and Communication Technologies (ICT)
 Church and Church-related Agencies (for religious schools)
 School Facilities and Other Resources
 Student Services

14
Students
The students are considered as the most influential among the different
curriculum influences especially designing the implemented curriculum. Learners
have different interests, needs, talents, abilities, learning styles, and thinking
preferences. All these are important in course planning.

School’s Vision, Mission, and Core Values

The school’s vision, mission, and core values are very influential factors in
developing the curriculum. They are the fundamental bases in developing the
curriculum goals and objectives, content, learning experiences, and evaluation. These
three factors are included in all the lesson plans or course syllabi.

Admission and Retention Policies and School Rules

The third influential factor is the admission and retention policies. These policies
set the standard of what kind of students are admitted and what are the things to do as
a students of the institution until they graduate. This is an important part of the
intended and implemented curriculum. School rules are set to give order and provide
smooth implementation of the curriculum. Rules also develop the hidden curriculum
of the school.

Faculty Members
The influence of faculty members is also considered important. Faculty members
bring with them their educational background, experiences, expertise, and personal,
professional, and political views on the institution. They also have different interests,
teaching styles, and philosophies, which influence the way they plan, develop, and
implemented the curriculum.

School Administrators
School administrators, including the board of trustees, play an important role in
providing curriculum leadership in schools, colleges, and universities. Apart from
setting and approving rues for the school, they administer the planning,
implementation, and evaluation of the curriculum. The administrators then serve as
the curriculum and instructional leaders. They provide administrative and leadership
support for the implementation of the curriculum. Their abilities and skills as
curriculum leaders, and managers are essential in curriculum development,
implementation, and evaluation.

Accrediting Agencies
Accrediting agencies are equally influential in basic education and in higher
education. Like the DepEd and CHED, the accrediting agencies set the necessary
standards for curriculum, instruction, faculty, and facilities, and influence how the
curricular programs are govern. Accrediting agencies determine the quality of the
courses being offered in an institution.

15
Some accrediting agencies in the Philippines are the Association of Christian Schools,
Colleges, and Universities Accrediting Agency Incorporation (ACSCUAAI),
Philippine Accrediting Association of Schools, Colleges, and Universities
(PAASCU), and the Accrediting Agency for Chartered Colleges and Universities in
the Philippines (AACCUP). These accrediting bodies are in charge for evaluating the
quality of education for each member institution based on criteria set by the
accrediting agency.

Government Policies and Agencies

The respondents identified government policies and agencies as the most
influential in curriculum planning and development. In basic education, the
Department of Education issues Department Orders (Dos) and memoranda that serve
as guide for all public and private schools in the country. DepEd also prescribes the
official curriculum for basic education and issues the guidelines for operations for
private schools.
For tertiary education, the CHED, through its series of memorandum orders,
prescribes the minimum general education and professional courses, course credits,
and course descriptions to be taken by the students. The CHED also prescribes the
faculty qualifications, facilities, and other requirements for the implementation and
administration of the courses.

Market Demand
Market demands or the needs of the society are very influential in planning and
developing curriculum. It is imperative that students are prepared in terms of
knowledge, values, and skills to meet the needs and demands of different institutions
in the society.

Alumni
The alumni are also considered as one of the external influences on curriculum
development. They are very helpful in terms of donating money for supporting
programs for students, faculty scholarships, professorial chairs, school facilities and
financing students’ activities. Besides financial help, their comments or their
evaluation feedback based on their previous experiences as students are very useful
information for improving the implemented curriculum of the school. The alumni are
the living testimony of the curriculum or the quality of education offered by a
particular school.

Media and Information and Communications Technologies (ICT)

Media and Information and Communications Technologies (ICT) are two of the
external curriculum influences. The presence of technology, especially the Internet,
enables the students and the teachers to access almost al the information from online
journals and papers they need for teaching and learning. This allows the students and
faculty members to access online journals, papers, and other information from the
Internet to be used for teaching and learning. Technology connects the school to the
global community.

16
The Church and Church-related Agencies
For religious schools, the different religious orders and the church play an
important role in school. Many religious institutions serve as extension programs or
mission programs of the churches and religious orders that established them. The
schools also offer institutional requirements such as Bible subjects, theology, and
Christian living subjects. These subjects are required to all students. Religious
schools also offer retreats, chapel services, and other religious activities to their
students.

School Facilities and Other Resources

School facilities and other resources are very important in the implementation of
the curriculum. The respondents explained that school facilties like classrooms,
libraries, laboratories, ICT equipment, dormitories, school clinics, guidance office,
canteen, chapel for sectarian schools, and laboratories are very useful in providing
quality education, especially in implementing the curriculum.

Students Services
The last among the influences are the existing student services or existing student
support system institutionalized by the schools. Among these services are the
following:
 Campus ministry – helps in the spiritual nourishment of the students in
sectarian schools
 Guidance counseling services – provides professional help to students with
various personal and psychological concerns.
 Health services – responds to various health-related concerns of the students
through a clinic with full-time health workers.
 Financial assistance and scholarships – provides financial assistance to
deserving students.
 Student Affairs Office – guides the students in organizing activities and
provides all forms of support for academic and personal development of the
students in the school.

17
 Name:
Course & Section:

Activity #6
Answer the following questions. Write your answer on the space provided.

1. On your own idea, explain how these influences affect the curriculum
development.
 Students/Learners
 College Philosophy, Vision, and Mission
 Admission and Retention Policies and School Rules
 Faculty Members
 School Administrators
 Requirements from Government Agencies
 Accreditation Standards
 Market Demands
 Alumni and Funding Sources
 Media and Information and Communication Technologies (ICT)
 Church and Church-related Agencies (for religious schools)
 School Facilities and Other Resources
 Student Services

18
 Curriculum Design

Definition of Curriculum Design

Curriculum design refers to the arrangement of the elements of a curriculum. The
four Elements of a curriculum are the aims, goals, and objectives; subject matter or
content; learning activities; and evaluation.

Different Curriculum Designs

1. Subject-centered designs. Majority of the curricula used in schools are arranged
or organized in terms of subjects. Thus, the subject-centered design is the most
popular among the four types of curriculum designs.
The subject-centered designs are classified into four specific designs.

a. Subject design. The curricula organized in terms of subjects like

Mathematics, Science, Filipino, English, and other subjects. Most of these
subjects are offered in the elementary level.

b. Academic discipline design. Like the subject design, this type of design
organizes the curriculum in terms of disciplines like Algebra, Physics,
Chemistry, Literature, Economics, Philippine History, and other
disciplines. This type of design is mostly used in high school or in college.
The contents are highly specialized especially in the college.

c. Integrated design. This curriculum design is based on the principle that

learners learn in an integrated manner. Thus this type of curriculum design
tries to merge two or more related subjects.
Basically, there are three types of integration:

i. Interdisciplinary – includes the merging of two related disciplines

or subjects. An example is the integration of Science and Health.

ii. Multidisciplinary or broad fields – includes the integration of three

or more related disciplines. An example is the Social Studies
curriculum. This subject integrates Civics, History, Geography,
and Economics.

iii. Core – requires that all subjects or disciplines in the school

curriculum be put together a single theme. Usually this type of
integrated curriculum design is used in preschool where subjects
are combined using curriculum themes.

2. Learner centered designs. Leaner centered designs focus on the needs, nature,
and interests of the learner in the curriculum. The aim of these design is to
develop the potentials and abilities of the learners and to make the curriculum
relevant and responsive to them.

a. Activity/experience design. This concentrates on activities that

are meaningful and interesting to the learners.

19
 b. Humanistic design. The curriculum is composed of topics and
learning experiences that focus on the holistic development of an
individual. It also addresses the needs and nature of the learners.

3. Problem-centered designs. These curriculum designs focus on understanding

and finding solutions to individual and social issues and problems. They require
students to use the skills and knowledge of different subjects and disciplines as
they engage themselves in meaningful learning of various social and individual
problems like poverty, climate change, peace and order or terrorism, diseases,
traffic, and economic recession, among others.

a. Thematic design. This design suggest the thematic approach to integration.

Almost all models advocate this approach. The only thing that is different
is the main focus of the theme.

b. Problem design. The learners are expose to different lessons in problem

solving involving real-life problems.

4. Core learning designs. These curriculum designs focus on learning a set of

common subjects, disciplines, curses, skills, or knowledge that is necessary for
students to master. It aims to provide a uniform type of education based on a
certain philosophy or educational theory.

a. Core design. This is a set of common subjects, disciplines, or courses that

are required for students to study before they graduate or move to a
different level.

b. National core curriculum design. This is a set of subjects or courses that

are required to be taught to all students across the country. The national
core curriculum is prescribed by the state through the DepEd or the
CHED.

20
 Name:
Course & Section:

ACTIVITY #7
Answer the following questions. Write your answer on the space provided.
1. Identify other subjects or discipline that are examples of subject design.
2. Observe how students learn in a learner-centered curriculum. Write your
observation in a one whole sheet of paper.
3. Examine the K-12 Curriculum and identify the core standards and competencies
that are required for all students to know and do.

21
 CURRICULUM DEVELOPMENT

Different Curriculum Development Models

Curriculum development models are based on a clear and consistent
understanding of various scholars of the nature of curriculum as a discipline and as a field
of study.
Linear Models of Curriculum Development
The linear models of curriculum development prescribe a rational step-by-step
procedure for curriculum development starting with objectives.
A. Tyler’s Rational-Linear Model
B. Taba’s Grassroots Rational Model
C. Standards-based Curriculum Development Model
D. Understanding by Design Model (UbD)
E. Systematic Design Model
F. Murray Print Model For Curriculum Development

Cyclical Models of Curriculum Development

The cyclical models prescribe a cyclical or continuous process of curriculum
development. Cyclical models usually start with situational analysis that serves as the
basis for all the succeeding process.
1. Audrey Nicholls and Howard Nicholls Model for Curriculum Development
2. Wheeler’s Curriculum Development Model
3. The Contextual Filters Model of Course Planning

Dynamic Models of Curriculum Development

The dynamic models describe how curriculum workers develop curricula in
various educational contexts. The dynamic curriculum development models are usually
used in school-based setting.
1. Walker’s Model of Curriculum Development
2. Skilbeck’s Curriculum Development Model
3. Eisner’s Aristic Approach to Curriculum Development
4. Pawilen’s Model For developing Curriculum

22
 Name:
Course & Section:

ACTIVITY #8
Write your answer on a separate sheet of paper. Any size of paper will do, provided
that your outputs will be legible/readable enough.
Define the following:
Linear Models of Curriculum Development
1. Tyler’s Rational-Linear Model
2. Taba’s Grassroots Rational Model
3. Standards-based Curriculum Development Model
4. Understanding by Design Model (UbD)
5. Systematic Design Model
6. Murray Print Model For Curriculum Development

Cyclical Models of Curriculum Development

7. Audrey Nicholls and Howard Nicholls Model for Curriculum Development
8. Wheeler’s Curriculum Development Model
9. The Contextual Filters Model of Course Planning

Dynamic Models of Curriculum Development

10. Walker’s Model of Curriculum Development
11. Skilbeck’s Curriculum Development Model
12. Eisner’s Aristic Approach to Curriculum Development
13. Pawilen’s Model For developing Curriculum

23
 Curriculum Evaluation

Evaluation is concerned with giving value or making judgments. Consequently, a person

acts as evaluator when he or she attributes worth or judgment to an object, a place a
process, or to a behavior. Usually, evaluation is done using a set of criteria. This enables
the evaluation process to be always objective rather than subjective.

Various curriculum scholars defined curriculum evaluation based on how they

view curriculum, the purposes of curriculum, curriculum influences, and how curriculum
is implemented. Basically, curriculum evaluation is:
 the process of delineating, obtaining, and providing information useful for making
decisions and judgments about curricula (Davis 1980);
 the process of examining the goals, rationale, and structure of any curriculum
(Marsh 2004). (In this book, curriculum evaluation is defined as the process of
making objective judgment to a curriculum-its philosophy, goals, and objectives,
content, learning experience, and evaluation);
 the process of assessing the merit and worth of a program of studies, a course, or a
field of study (Print 1993);
 the means of determining whether the program is meeting its goals (Tuckman
1985);
 the broad and continuous effort to inquire into the effects of utilizing content and
processes to meet clearly defined goals (Doll 1992); and
 the process of delineating, obtaining, and providing useful information for judging
decision alternatives (Stufflebeam 1971).

Purposes of Curriculum Evaluation

Print (1993) identified several important purposes and functions of evaluation in
school setting:
 Essential in providing feedback to learners – provides useful information in
helping the students improve their performance and helps teachers identify the
strengths and weaknesses of the learners
 Helpful in determining how well learners have achieved the objectives of the
curriculum – describes whether the students learned or mastered the desired
outcomes and objectives of the curriculum
 To improve curriculum – the result of evaluation serves as basis for improving
curriculum and for suggesting innovations to improve learning
In addition, curriculum evaluation is also useful to administrators and teachers in
many ways. For example:
 Evaluation helps in making decisions about improving teaching and learning
processes.
 It helps in shaping academic policies.
 It guides in initiating curricular changes and innovations.
 It ensures quality of any curricular program.

24
  It helps schools align their curriculum to different curriculum sources and
influences.
 It determines the level of success of the school’s vision and mission.

Curriculum Evaluation in the Classroom

Doll (1997) asserted that the classroom in fact could be the first site of gathering
important data that will lead to curriculum evaluation. Within the classroom, teachers and
administrators can collect data using several instruments like:
 test results;
 anecdotal records;
 checklist;
 interview guides;
 observation guides;
 personality inventories;
 rating scales;
 IQ tests; and
 interest inventories.

Curriculum Evaluation at School System Level

Curriculum evaluation is done mostly at school system level. This is usually done
to evaluate how the curriculum goals are attained in the macro level. At this level, the
following instruments can be used to gather data for the evaluation of the curriculum:
 Opinion polls
 Surveys
 Focus-group discussion
 Follow-up studies (Graduate tracer studies)
 Standard evaluation instruments
 Results of district or national tests
The school that gather and analyze data on the implementation of the curriculum can
also do research activities.

Models of Curriculum Evaluation

Curriculum scholars and curriculum workers have identified various models that can
be used for evaluating curriculum. Each of these models is a product of endless works of
curriculum scholars trying to assess the value of a particular curriculum.

A. Provus’ Discrepancy Evaluation Model

This model for curriculum evaluation was develop by Malcolm Provus in 1971 to
evaluate projects under the Elementary-Secondary Education Act in the United States.
Using the taxonomy of program content developed by Robert Stake, Provus identified
four major stages of conducting curriculum evaluation.

1. Determining program standards

25
 2. Determining program performance
3. Comparing performance with standards
4. Determining whether a discrepancy exists between performance and standards
Ronald Doll (1997) noted that the Provus model has been called the discrepancy
model because it compares performance with standards to determine whether there is a
discrepancy between the two. This model enables the curriculum evaluators and
administrators of the school to collect or gather concrete evidence of how the curriculum
satisfies the set standards.

B. Tyler Model of Curriculum Evaluation

Aligned to his model to curriculum development, Ralph Tyler proposed seven
steps for evaluating a curriculum:
1. Established of goals and objectives
2. Classification of the objectives
3. Definition of the objectives in behavioral terms
4. Identification of situations in which achievement of the objectives could be
shown
5. Selection of criterion of measurement procedures
6. Collection of data about pupil performance
7. Comparison of findings with the stated objectives
The completion of the seven stages will lead to the revision of the objectives. This
evaluation model is a cyclical type of model.

C. Stufflebeam’s CIPP Model

The Phi Delta Kappa National Study Committee on Evaluation, chaired by Daniel
L. Stufflebeam, developed and published a curriculum evaluation model Known as the
CIPP (context, input, process, product) model (Stufflebeam 1971). Stufflebeam (2001)
defined evaluation as the process of delineating, obtaining, and providing useful
information for judging decision alternatives.

Context Input Process Product

Context Evaluation, according to Stufflebeam, is the most basic kind of

evaluation. Its purpose is to provide a strong rationale for determining curriculum
objectives. At this point, the curriculum evaluators describe the environment and
determines the different needs of the society, school, and students. If there unmet needs,
the curriculum evaluator seeks to find reasons for not meeting the needs. The curriculum
context also includes the problems, issues, and challenges that the curriculum seeks to
respond to.
Input Evaluation aims to provide information for determining how resources are
utilize to achieve curriculum objectives. At this level, the resources of the school and the
different designs for implementing the curriculum are considered.

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 Process Evaluation focuses on providing periodic feedback while the curriculum
is being implemented. This phase aims to detect the problems in the implementation of
the curriculum, provide information for program decisions, and maintain a record of the
procedures as it occurs.
Product Evaluation aims to gather, interpret, and appraise curricular attainments
not just the end of an implementation of a curriculum.

D. Stake’s Congruency-Contingency Evaluation Model

Robert Stake (1975) claimed that curriculum evaluation is not complete unless
three categories of data are made available. This categories of data are:
1. Antecedents – include data on students and teachers, the curriculum to be
evaluated, and the community context
2. Transactions – include time allotment, sequence of steps, social climate, and
communication flow
3. Outcomes – encompass students’ learning in the form of understanding, skills,
and values or attitudes, as well as the effects of the curriculum on the teachers,
students, and the school
The data gathered will provide the necessary information for the evaluation process.
The term congruency refers to the degree of alignment between what was desired and
what was actually achieved. Contingency refers to the relationship between one
variable and another; for example, between the curriculum and the community
context.

E. Eisner’s Educational Connoisseurship Model

Eliot Eisner (1985) provided a qualitative way of evaluating a curriculum. This
model does not have methodical procedures compares with other evaluation models.
Eisner’s model cells for a deeper and wider observation result of evaluation that are
express in written form. The results, however, are not just merely descriptions; they
provide excellent in accurate interpretation and appraisal.
Using this model calls for thorough and comprehensive observations of classroom
and school activities in relation to curriculum. It rise to capture every aspect of
curriculum activities including the hidden curriculum. The emphasis of this model is
always on the quality rather than on the measurable quantity of learning and interaction.

Curriculum evaluation is important. It provides information in almost every

aspect of the curriculum. This information or result of evaluation provide strong basis for
all decisions done about the planning, design, development, and implementation of the
curriculum. Curriculum leaders can utilize the results of the evaluation in instituting
educational reforms in findings ways to make the curriculum more relevant and
responsive to the needs of the learners.
The challenge for curriculum evaluation is how to get reliable data and how to
involve other stakeholders in the evaluation process. It is also important to ensure the
accuracy of data that will be used for the evaluation.

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 Name:
Course & Section:

Activity #9
Give what is asked
1. Site an example of classroom based evaluation.
2. Reflect on and answer the following question:
How can we involve the following stakeholders in curriculum evaluation?
 Parents
 Students
 Community Officials
 Professional Organizations
 Alumni
 Researchers

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