Curriculum EvaluationSpecific Techniques of Curriculum Evaluation

Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. Programmes are evaluated to answer questions and concerns of various parties. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.

Introduction

What is Evaluation?

SPECIFIC TECHNIQUES OF CURRICULUM EVALUATION

1) Desired Observation - Gathering accurate information about how a program actually operates, particularly about processes. It is a technique in which one or more persons observe what is occurring in some real-life situation. It is used to evaluate the overt behaviour of individuals in controlled and uncontrolled situations.

Types of Observation 

Unstructured Observation

• Observations that are natural or open and allows the collection of variety of information

• Observer while being present at the area of observation does not manipulate or control anything.

• The Observer enters observation site and see things, record them in a natural setting.

• Practice and skills are needed by the observer by drawing his experience and judgement to focus upon, and record event considered being important.

• However experienced the Observer may be, it must be realised that only a fraction of the interaction and events occurring will be seen or recorded.

• For example, behaviour in a class discussion, behaviour of the students when participating in classroom discussion, interaction of the teacher and student, and student to student interaction while having a class discussion. 

Types of Observation

Structured Observation

• Evaluators observe the eventuality under structured conditions, with the knowledge of the person(s) being observed.

•For example, an evaluator may observe the learners’ behaviour in a demo teaching class.

•Major disadvantage of this type of observation is that it is not natural and the behaviour exhibited by the people being observed may not be the behaviour that would occur in the natural setting. People may behave the way they think they should behave rather than the way they normally would.

RECORDING INFORMATION FROM OBSERVATION- Field Notes- Observation Schedules, Checklist- Audio Recording- Video Recording

USES AND LIMITATIONS OF OBSERVATIONS

• Helps get first hand information.

• Certain traits like honesty, punctuality, truthfulness, etc., can be observed.

• Observer codes and records the overt behaviour at the time of its occurrence.

• Possible tendency that an observer to let overall feelings towards an individual or an initial impression effect subsequent observations.

• Subject may intentionally attempt to exhibit artificial behaviour.

• A process of interaction in which subject (interviewee) provides information verbally in a face-to-face situation. Preparation, conduct and recording are the main steps of interview technique.

• Interviews are used when you want to fully understand someone's impressions or experiences, or learn more about their answers to questionnaires. There are two general types of interviews depending on the extent to which the responses required are unstructured or structured.

2) Interviews

a) Unstructured interview

- The interviewer does not follow a rigid script and there is a great deal of flexibility in the responses.

- For example; “Why do you think the recommended textbook for the course is difficult for low ability learners? The teacher responding to such a question will give a variety of reasons.

- Some reasons given may be of a general nature while others may be specific to certain sections of the textbook.

- Difficulty in keeping track of responses due to open-endedness of the question.

- Will require that the interviewer record all responses and make sense of it later.

- Allows the evaluator to gather a variety of information, especially in relation to the interviewee’s knowledge, beliefs or feelings toward a particular situation.

b) Structured interview- The questions asked usually require very specific responses.

- For example, “Is the recommended textbook difficult for low ability learners because: a) there is too much content; b) the language used is beyond the comprehension of low ability learners, c) or there are too few examples and illustrations.

Major points

• Evaluators should ensure that each question is relevant for its intended purpose.• Data must be translated into a form that can be analysed and this has to be done carefully to preserve accuracy and to maintain the sense of the data.• The advantage of interviews is that it can get a full range and depth of information and it develops a relationship with teachers and students and it is more flexible.• However, interview can take much time, can be hard to analyze and compare, can be costly and interviewer can bias client's responses.

• Interview is an effective tool to study human behaviour.

USES AND LIMITATIONS OF INTERVIEW• Interviewee provides an opportunity to the interviewer to question the interview thoroughly in various area of inquiry.

• Interview is not entirely independent tool of research for gathering information pertaining to feelings attitudes or emotions. It is supplementary to other tools and techniques.

- When you need to quickly and/or easily get lots of information from people in a non threatening way, questionnaire and checklist are useful data collection techniques. - Questionnaires and checklists can complete anonymously and relatively inexpensive to administer. Since data collected is quantitative, it is easy to compare and analyse and can be administered to many people.

3) Questionnaires

• Questionnaires are impersonal and since only sample of subjects are given the instrument, we not get the full story.

USES AND LIMITATIONS OF QUESTIONAIRES• It provides massive amount of data.

•It is also easy to design as there are many sample questionnaires already in existence.

• Information obtained may not be accurate as it relies how truthfully subjects respond to the questions. There is also the fear that the wordings used can bias subject's responses.

Kinds of Unobstructive Measures (Webb et al, 1966)• Physical Traces (wear and dirt on library books, graffiti, school bulletin, etc.)• Archives (record books, lesson plans, memos, etc.)• Simple Observations (hallway conversation of students, teachers behaviour outside class)

4) Unobstructive Measure- It is a technique that attempts to obtain non-reactive observations, thus it relies upon the data being collected without the participant being aware of it.- Unobstructive measure avoids the involvement of the subject in the answering of questions. Instead evaluators watch and learn about the subject from afar such that they do not notice that they are being observed and they continue behaving as they normally would without the research taking place. (Webb E .G , Campbell D .T , Schwartz R .D Sechrest L 56-102)- The problem associated with the use of unobtrusive measures is that they do not go through all the steps required for a research to be ethical. Research ethics demand the subject have to be informed of their participation.

Test Administration - Tests as tools of measurement are concerned with the product of learning behaviour. Test approaches may be:

a) Purpose-specific categorisation of test-types

Diagnostic Test - Gives a profile on what the learner knows and does not

know in given area of learning. Consists of a battery of sub-tests each covering one area.

- Helps identify the areas of learning which a learner needs a remedial course.

5) Curriculum Outcomes

Proficiency Test- It aims to assess the general ability of a person at a given time. - The scope of the test is governed by a reasonable exception of what abilities learners of a given status (say, a graduate student) should possess. A university entrance exam may be given as example.

Aptitude Test- Serve a predictive function. Helps identify potential talents.- Identify the prerequisite characteristics which are essential for one to be competent to perform a given task. Presenting items on such sub-skills as may eventually developed into expert complex skills, this test identify who can do well in the field of study and those who cannot.- Generally used while selecting people for special courses/careers.

Achievement Test- Test that aims to measure the extent to which the objectives of a course have been achieved.- The scope of the test is governed by the objectives of the given course and they cover only the areas of learning demarcated by the given syllabus.

Formative assessment vs. Summative assessment- Formative assessment is concerned with identifying the learner’s weakness in attainment with a view to helping the learner and the teacher overcome/remedy the learner’s weakness. The test is given at regular or frequent intervals during the course.Summative assessment aims at grading and certifying the attainment of the learner at the end of the course.

b) Mode-specific categorisation of test-types-Test types on the basis of the mode/attitude that governs the construction and use of the tests.

Formal assessment vs. Informal assessment- Formal assessment use for selection or an award.- Formal assessment must follow a standardised norms procedure of test construction, administration and interpretation.- Informal Assessment is a test use to obtain some information to fulfil some personal requirements

Course work vs. Examination

- Learner’s assessment can be based on task(s) performed by them during or at the end of a course or it may be based on examination(s) taken by them during or at the end of the course.

Continuous assessment vs. Terminal assessment- Continuous assessment seeks the basis of grading on a number of tests with regular interval instead of placing it on one end of the course test (terminal test). Score on a series of continuous assessment test taken together can serve for summative assessment, however if taken individually, continuous assessment may be used formatively at the time of administration.

Internal assessment vs. External assessment- Mode of assessment is external when the evaluation of a learner’s ability is made by an outsider, a person who is not related to the actual process of teaching. If the evaluator is responsible for affecting the learning being measured, it becomes an internal assessment.

Process vs. Product AssessmentBasis for evaluation may either be the final product or the result of a given task or the performance at different stages leading to the accomplishment of a task (like in research work).

Norm reference test (NRT) vs. Criterion reference test (CRT)- NRT focus on where one stand in relation to the other. It assesses the ability of one against the standard “norm” of achievement of one’s fellow testees. It discriminates between high-achievers and low-achievers.- CRT assesses one’s ability against the standard “criterion” of what has been set as an acceptable level of ability.

c) Process-specific categorisation of test-types-This test types are identified on the basis of test construction.

Teacher made test vs. Standardised test- Standardised test are commercially produced test adhering meticulously to certain procedure to meet the demands of objectivity and accuracy.- The Teacher made test is not governed by such rigid processes. It is the discretion of the teacher to include items on test which he/she believes matters.

References:Croom Helm McCormick & James, M. (1988), Curriculum Evaluation in Schools. (2nd Ed.) London: Lewy, A (1977), Handbook of Curriculum Evaluation. N. Y. Harpernad RowOrnstein, A. and Hunkins, F. Curriculum: Foundations, principle and issues. (1998). Boston, MA: Allyn & Bacon. Chapter 10: Curriculum      implementation.

USES AND LIMITATIONS OF TESTS

- Helps provide knowledge concerning a student’s entry behaviour;- Setting, refining and clarifying realistic goals for each students;- Evaluating the degree to which the objectives have been achieved;- And determining, evaluating and refining the instructional techniques.

Conclusion:Curriculum evaluation is not merely getting information.It also involves making decisions. We will be able to make rational and better decisions if we have the necessary information and data. Though various techniques in getting data are in existence, using the most appropriate technique in a given evaluation situation is essential to get the most truthful and accurate information. Poor technique in getting information will lead to poor evaluations, hence will lead to poor decision as well.

Submitted by: Cynthia E. CalupasClass : CTP – Educ 3 (Sat. 1300h-1500h)Submitted to: Dr. Leonardo A. Tabaranza