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Curriculum Evaluation

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... of the institution and beliefs about the nature of knowledge and experience. ... Purpose is to make decisions about individuals and about the curriculum. ... – PowerPoint PPT presentation

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Title: Curriculum Evaluation


1
Curriculum Evaluation
  • Chapter 12

2
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.

3
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.

4
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.

5
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.

6
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.

7
Historical Perspective
  • Change in belief from absolute to normative
    standards
  • Intelligence testing (1918-1960s)
  • Tylers performance-objectives congruence model
    (1950)
  • Blooms Taxonomy (1956)

8
Historical Perspective
  • Shift to process evaluation
  • Balance between curriculum planning,
    implementation, and outcome evaluation
  • Focus on preparing students for the unexpected

9
Curriculum Evaluation Model
  • Select a model to fit your classroom needs
  • Models establish boundaries and determine
    specifics
  • Follow Kemmiss seven principles to guide
    evaluation

10
Curriculum Evaluation Model
  • Rationality as reasonableness
  • Autonomy and responsibility
  • Community self-interest
  • Plurality of value perspectives
  • Self-critical community
  • Propriety
  • Appropriateness

11
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

12
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

13
Beliefs of Faculty
  • Develop a statement of beliefs incorporating
    class and institutional mission
  • Delphi technique to develop philosophy

14
Input Evaluation
  • Consideration of resources needed
  • Students and student support systems
  • Program plan and organization
  • Useful to determine curriculum effectiveness

15
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

16
Program Plan
  • Define the course, then develop goals and outcome
    statements
  • Evaluate during planning phase to assure
    effectiveness

17
Curriculum Organization
  • Vertical organization guides planning and
    evaluation
  • Horizontal organization determines sequencing of
    courses
  • Internal consistency of objectives, subject
    matter, learning activities, and outcomes

18
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

19
Process Evaluation
  • Evidence that program is going as planned
  • Student assessment formative evaluation and
    outcomes
  • Identify problems requiring correction

20
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

21
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

22
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

23
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

24
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

25
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

26
Communications
  • Identify literacy tasks of discipline to
    determine curriculum and assessment
  • Opportunity for expansion of student ideas
  • Journals, logs, and portfolios for assessment

27
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

28
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
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