CURRICULUM EVALUATION 1

THE FUNDAMENTAL CONCERNS OF CURRICULUM EVALUATION RELATE TO:

• Effectiveness and efficiency of translating government education policy into educational    practice

• Status of curriculum contents and practices in    the contexts of global, national and local  concerns

• The achievement of the goals and aims of   educational programmes

FORMS/TYPES OF EVALUATION

• Development evaluation

• Formative evaluation

• Summative evaluation

A curriculum that operates satisfactorily over a certain period of time may gradually become obsolete or deteriorate over time.

To prevent this from occurring, permanent follow-up and quality control of the programme should be maintained through some (a)   or replacement.

Formative evaluation may include determining

• who needs the programme

• how great is the need

• how to meet the need

• how to set the standards

In formative evaluation, experts would evaluate the match between the instructional strategies and (a)   used

From these formative reviews, problems may be discovered. For example, in curriculum document may..

• contain spelling errors

• confusing sequence of content

• inappropriate examples

• inappropriate illustrations

Summative evaluation can occur

• just after new course materials have been implemented in full

• several months to years after the materials have been implemented in full.

SUMMATIVE EVALUATION : You may want to know if learners achieved the (a)   or whether the programme produced the desired outcomes.

EXAMPLES OF EVALUATION

• Context Evaluation

• Input Evaluation

• Process Evaluation

• Product Evaluation

EVALUATION METHODS AND TOOLS

• Surveys and questionnaires

• Interviews and questions

• Observations and check lists

• Documents