CURRICULUM EVALUATION

In relation to curriculum, evaluation is the process of making value judgments about the merit or worth of a part or the whole of a curriculum.  The nature of a curriculum evaluation often depends on its audience and purpose.  The potential audiences include policy makers and other stakeholders (administrators, teachers, students, parents, communities), donors and researchers.

Scientific vs. Humanistic Evaluation

Scientific evaluation is more focused on quantifiable data gathering.  It uses tests results of experimental subjects and also analyzes data statistically.

Humanistic evaluation is more focused on qualifiable data gathering.  Humanistic relies on impressions of what is observed.  It is engages in actual incidents that are observed for example, when they trying to tie their shoes. Can they do it or not?  Today, most evaluators use both types of evaluation.

Formative and Summative Evaluation

Formative(part) evaluation is collecting data on those activities undertaken to improve an existing program during the development and early piloting of a course or program.

Summative(whole) is collecting data on an existing program after it has been developed and implemented.  Summative focuses on the effectiveness of the course or program and it is also a terminal judgement.

Phases of Evaluation

Focusing on the curricular phenomena to be evaluated (what), collecting the information, organizing the information, analyzing the information, reporting the information and recycling the information (continual update).

Goals and Roles of Evaluation

Goals is what it is supposed to do for example, determine the progress of learners achieving the aims, goals, and objectives of the curriculum.

Roles is what it is used to do.  For example, honor role, clubs, punishments, promotion, rewards and so on.