It is the means of determining whether the program is meeting its goals (Bruce Tuckman,1985);

It is the process of assessing the merit and worth of a program of studies, a course, or a field of study (Print, 1993)

Various curriculum scholars define curriculum evaluation based on:

Refers to finding out whether the curriculum is relevant and responsive to the needs of the society and the learners

It is a scientific and dynamic process of understanding the merit of any curriculum

Important Purposes and Functions of Evaluation in School Setting that provides useful information in helping the students improve their performance and helps teachers identify the strengths and weaknesses of learners

Important Purposes and Functions of Evaluation in School Setting that describes whether the students learned or mastered the desired outcomes and objectives of the curriculum

Important Purposes and Functions of Evaluation in School Setting where the result of evaluation serves as basis for improving and for suggesting innovations to improve learning

He identified several important purposes and functions of evaluation in school setting

It determines the level of success of the school’s vision and mission

He asserted that the classroom in fact could be the first site of gathering important data that will lead to curriculum evaluation

They play an important role in conducting curriculum evaluation in the classroom level

They must be guided in gathering data from these instruments and interpreting the data

It is done mostly at a school or school system level.

This is usually done to evaluate how the curriculum goals are attained in the macro level.

This model for curriculum evaluation was developed to evaluate projects under the Elementary-Secondary Education Act in the United States.

He was the one who developed the model for curriculum evaluation that aims to evaluate projects under the Elementary-Secondary Education Act in the United States.

He noted that the Provus model has been called to determine whether there is a discrepancy between the two

This model enables the curriculum evaluators and administrators of the school to collect or gather concrete evidence on how the curriculum satisfies the set standards.

Provus identified four major stages of conducting curriculum evaluation, except:

He proposed seven steps for evaluating a curriculum

The completion of the seven stages in Tyler Model of Curriculum Evaluation will lead to the revision of the ______.

Tyler Model of Curriculum Evaluation is what type of model?

The Phi Delta Kappa National Study Committee on Evaluation, chaired by Daniel L. Stufflebeam, developed and published a curriculum evaluation model known as the ______.

He defined evaluation as the process of delineating, obtaining, and providing useful information for judging decision alternatives.

CIPP Model stands for _____.

According to Stufflebeam, is the most basic kind of evaluation

Its purpose is to provide a strong rationale for determining curriculum objectives

At this point, the curriculum evaluator describes the environment and determines the different needs of the society, school, and students

If there are unmet needs, the curriculum evaluator seeks to find reasons for not meeting the needs

The _______ also includes the problems, issues, and challenges that the curriculum seeks to address

It aims to provide information for determining how resources are utilized to achieve curriculum objectives.

At this level, the resources of the school and the different designs for implementing the curriculum are considered.

It focuses on providing periodic feedback while the curriculum is being implemented

This phase aims to detect the problems in the implementation of the curriculum, provide information for programmed decisions, and maintain a record of the procedures as it occurs

It aims to gather, interpret, and apprise curricular attainments not just the end of an implementation of a curriculum

He claimed that curriculum evaluation is not complete unless three categories of data are made available.

The categories in Stakes’ Congruency-Contingency Evaluation Model of data are:

It include data on students and teachers, the curriculum to be evaluated, and the community context

It include time allotment, sequence of steps, social climate, and communication flow

It encompass students’ learning in the form of understanding, skills, and values or attitudes, as well as the effects of the curriculum on the teachers, students, and the school

It refers to the degree of alignment between what was desired and what was actually achieved

It refers to the relationship between one variable to the other, for example, between the curriculum and the community context.

He provided a qualitative way of evaluating a curriculum

The evaluation model curriculum evaluation that is not complete unless three categories of data are made available

This model does not have methodical procedures compared with other evaluation models

This model calls for a deeper and wider observation results of evaluation that are expressed in written form

The results of Eisner’s Educational Connoisseurship Model, however, are not merely descriptions; they provide excellent and accurate interpretation and appraisal

Using this model calls for thorough and comprehensive observations of classroom and school activities in relation to curriculum

This model tries to capture every aspect of curriculum activities including the hidden curriculum

The emphasis of this model is always on the quality rather than on the measurable quantity of learning and interaction.