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WorksheetsCURRICULUM EVALUATION
Total questions: 22
Worksheet time: 11mins
1. Other than to improve, why do we need to evaluate curriculum?
Identify strength and weaknesses
Monitor desired results
Guide if can be labelled as success
All answers above are correct
Which of the following is the purpose of curriculum evaluation:
i. To improve curriculum product
ii. To determine its value and worth
iii. To identify weaknesses and strength
iv. To support student to become environmentally responsible
i and ii
i, ii and iv
i, ii, and iii
All of the above
According to Ornstein a. & Hunkins f. (1998) Curriculum evaluation is:
Process of determining and appraising the proficiency level of a system or practice.
Process done in order to gather data that enables one to decide whether to accept, change, eliminate the whole curriculum of a textbook.
To identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process.
Process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying, or eliminating the curriculum.
Curriculum evaluation provides information necessary for _________.
Teachers
School managers
Curriculum specialist
All of the above
The best curriculum evaluation is should be implemented in the end of the curriculum implementation only.
True
False
Intrinsic value, Instrumental value, Comparative value, Idealization value and Decision value are the types of value question pertinent to evaluating curriculum as mentioned by:
Bradley’s (1985)
Talmage (1985)
Ralph Tyler (1950)
Robert Stake (1975)
The question of comparative value is about:
Determine the goals and objectives of the curriculum
The idea of how to make the program in the best performance of respondents' achievement in every aspect.
Comparison between curriculum in some aspects such as; program, content, implementation and purpose.
Deciding what curriculum decisions should be continued, suspended, modified or discontinued.
How many types of curriculum evaluation?
One
Two
Three
Four
All of the answers mentioned below are the types of curriculum evaluation, except:
Formative evaluation
Collective evaluation
Summative evaluation
Diagnostic evaluation
This type of evaluation is generally takes place before or during a project’s implementation with the aim of improving the project’s design and performance.
Formative evaluation
Collective evaluation
Summative evaluation
Diagnostic evaluation
Formative evaluation involves judgmental data, observational data and _______________.
Positive data
Critical data
Student learning
Teacher knowledge
Judgemental data allows teachers, supervisors, as well as student provide opinions, judgement, and reaction of the curriculum materials.
True
False
Data obtained by direct observations:
Judgemental data
Observational data
Summative data
Follow up data
Evaluation that is most often undertaken at the end of a project:
Diagnostic evaluation
Follow up evaluation
Summary evaluation
Summative evaluation
Evaluation occurs at the beginning of the school year or before a new unit.
Diagnostic evaluation
Formative evaluation
Summary evaluation
Summative evaluation
Evaluation model that focused on a process for determining the extent to which program objectives can be achieved.
Goal-Free Model
Responsive Model
Effectiveness Model
Objectives-Centered Model
Objectives-Centered Model was proposed by:
Bradley (1985
Ralph Tyler (1950)
Robert Stake (1975)
Michael Scriven (1972)
Emphasizes the issues, language, contexts, and standards of stakeholders.
Goal-Free Model
Responsive Model
Effectiveness Model
Objectives-Centered Model
Some of the key indicators that can be used to measure the effectiveness of a developed curriculum according to Bradley’s effectiveness model:
i) Curriculum priority
ii) Broad Involvement
iii) Human experience
iv) Student’s knowledge
ii and iii
iii and iv
i and ii
i, ii, and iii
The _____________ provides a means for generating data relating to four stages of program operation; Context, Input, Process and Product.
Scriven’s model
Stufflesbeam’s model
Elliot Eisner’s model
Smith’s model
Goals or objectives are crucial in the evaluation process.
Effectiveness model
Objectives-centered model
Context, Input, Process, Product model
Goal free model
Usually, analysis of diagnostic evaluation occurs when
Content of curriculum is updated
Something is added
Something is taken out
All of the above
