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hi in this lesson we'll talk about
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curriculum
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evaluation we're going to be looking at
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its purposes
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the approaches the foci and the
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procedures for conducting
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a curriculum evaluation
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first of all let's define evaluation
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richards and schmidt define evaluation
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as the systematic gathering and analysis
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of
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all relevant information for the
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purposes of decision making
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it is important to mention that
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evaluation can be made on a whole
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program
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that is the curriculum the syllabus the
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objectives materials
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the testing procedures and so on or also
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on the different
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groups of individuals that participate
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in the program for example
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administrators teachers students and so
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on
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the information collected can be
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quantitative or qualitative
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now why is it important to conduct an
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evaluation
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first of all because we will obtain the
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answer to different questions that are
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very common
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first of all how can we determine the
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quality of a problem how do we know if a
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program is
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a quality program or not how can we know
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if the quality of the program
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rises or declines
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a second question is how can we know if
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the outcomes of the program
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are being achieved and then to what
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extent
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another very important question for
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which we need answer is
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how do we know what aspects or
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components of the program need to be
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improved
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and how a related question is
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what is the best approach or procedure
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to conduct a curriculum evaluation
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and last but not least there is the
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question of
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how often a program should be evaluated
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so today's lesson
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will provide answers to these and
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other related questions
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first of all let's look at the
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dimensions of curriculum evaluation
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first of all an evaluation can have
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a very specific purpose it can also
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focus
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on a particular curriculum element
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it includes different sets or groups of
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participants
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it can use one or different approaches
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and can employ a number of different
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qualitative or quantitative instruments
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so the purpose answers the question why
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are we going to evaluate
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what kind of decisions do we want to
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make
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the second dimension refers to what
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curriculum elements we are going to
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focus on
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are we going to focus on the syllabus
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are we going to focus on the materials
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the teaching methodology and so on
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we can also ask questions about who will
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be involved
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in the curriculum evaluation and how
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that means
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as participants as providers or
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information as
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analysts of the information and so on
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then the approaches will answer the
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question of how
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the evaluation will be conducted what
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kind of data are we going to use
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and finally of course within each
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approach
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we will use a different number of
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instruments which are
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the specific procedures that we're going
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to use
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to elicit the information that will be
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used
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for the curriculum evaluation so when we
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talk about curriculum evaluation
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we're going to make decisions about each
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of these
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dimensions
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let's look at the first dimension first
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thing that we need to ask
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is why are we going to conduct an
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evaluation
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the purpose could be the revision and
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improvement of the current
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program another purpose
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will be the revision and the design of a
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whole new program
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because maybe we think that the programs
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need to be updated
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that it needs to become more relevant
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another purpose of the evaluation could
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be simply monitoring
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that the program is going well that
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everything
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is working just fine
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and finally they could be accreditation
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purposes that is
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sometimes we want an external organism
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to accredit the quality of our programs
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and for this
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reason we will carry out also curriculum
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evaluation
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now let's look at the focus we can focus
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on a given evaluation on one or
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different curriculum components
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we can focus on the purpose the goals or
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the objectives
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or maybe we want to revise
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the syllabus of the different courses
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that are being offered in the program
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maybe we want to focus on the
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methodology and the teaching
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the way that is being carried out by the
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teachers
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will probably want to take a look at the
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materials and the resources that are
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being used
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for teaching sometimes the focus can be
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on the assessment and testing and see
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how the outcomes the objectives of the
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program
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are being attained and finally we can
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focus on the facilities or the equipment
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or the program
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which also play a very important role in
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curriculum
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implementation
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once that we have decided the purpose
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and the focus of our evaluation
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we might want to consider what
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participants will be
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involved different groups of people may
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include the students
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and the teachers and sometimes
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curriculum developers who are going to
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be experts in
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you know who will guide us in the
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process they could be
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the administrators also which
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will provide important information and
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will help to organize
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the logistic of the curriculum
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evaluation
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in some cases especially when um the
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programs are
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financed but by different organisms or
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in private institutions
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they could be a participation of the
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stakeholders or the sponsors of the
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program
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and finally they could also be external
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evaluators this is the case in
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in which their program is being
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evaluated for accreditation purposes
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the next stage in planning the valuation
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will be to decide
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on an approach or a variety of
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approaches to be used for the evaluation
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we could carry out a product focused or
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a process focused
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evaluation we could probably carry out
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summative or formative evaluation
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we may use qualitative or quantitative
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information
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or maybe we can decide between
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descriptive
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or reflective evaluation
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it is very important to mention here
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that even though
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those are dichotomies or dimensions
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all of them are compatible this means
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that
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we can carry out both a product and a
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process focus
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evaluation and we can collect
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qualitative or quantitative
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information for example they're not
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exclusive we can
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select depending on the purposes of the
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evaluation
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now depending on the approach selected
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we will be using
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different kinds of instruments some of
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them could be test for example if we're
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using
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if we're using qualitative information
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in an outcome based approach
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we may use piloting approaches sometimes
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if we're focusing on the process and if
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we want to
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develop a reflective evaluation
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we may use interviews or questionnaires
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which may include
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both qualitative or quantitative
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information
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we could carry out recordings or
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observations
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of the different teaching
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processes we may
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carry data obtained from diaries and
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journals which of course will be
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qualitative
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and very reflective
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or maybe we can use all kinds of written
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records
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if we are like focusing on
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a product-based evaluation
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so the selection of the instrument will
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depend on the kind of approach
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that we are using
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now let's review very quickly each of
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the approaches so that we can be sure
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that
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that we know what they are all about
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first of all
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in a product oriented approach the focus
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is on the goals and the objectives of
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the program
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because we want to determine if these
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outcomes have been achieved or not
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in this way the valuation is directed at
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measuring precisely
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the attainment of the goals and then
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deciding to make improvements
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concerning the objectives that were
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stated beforehand
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conversely on a process oriented
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approach
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we will be based on the notion
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that the procedures of the valuation can
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be used to facilitate
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curriculum change and improvement that
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means that in this case we advocate the
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experiential basis of learning
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so we focus not only on the product but
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also on the process
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of learning and teaching
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concerning the distinction between
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formative and summative evaluation we
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can say that the former
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is implemented during the development of
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a program and its curriculum that is
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while the program is in process
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and in this case of course the purpose
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of the evaluation
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is program improvement we're going to
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make minor
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but very very numerous decision so this
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is the kind of evaluation that we use
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when the purpose
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of the evaluation is monitoring the
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program
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on the other hand summative evaluation
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is usually conducted
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at the end when the program has been
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completed that means
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when all of the students have gone from
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level one
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to the final level of instruction so
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they have completed the whole process
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and we want to know if the program has
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been successful
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so in this case the purpose is measuring
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precisely
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the extent of achievement and efficiency
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of the program
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so we're going to make fewer decisions
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but this will be
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large-scale decisions that could produce
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radical changes in the program
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now as far as qualitative and
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quantitative evaluation are concerned
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we can say that quantitative data
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involves using numerical
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data such as statistics and percentages
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for example
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test scores student rankings comparison
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group means and so forth
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on the other hand qualitative data are
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generally
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obtained from observations that are
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probably not
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readily lend themselves to becoming
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numbers and statistics some examples
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could be diary entering entries
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meetings like classroom observations or
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even
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conversations
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now concerning the last distinction
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between descriptive
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versus reflective evaluation we can say
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that
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these two are related to the
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process-based evaluation
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and descriptive evaluation is simply a
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process of collecting data
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that is going to be used subsequently by
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a decision maker in order to improve
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the program so it may focus on
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methodological issues
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such as classroom management the timing
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grouping arrangements feedback and
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things like that
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reflective evaluation on the other hand
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is based on
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inquiry that means that it is concerned
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with knowledge building
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understanding and exploration so this is
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the ideal approach
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when we want to investigate the lived
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or ecological curriculum that is we want
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to investigate how the program
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is socially enacted by the learning
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community in place
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in a particular context so this is more
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like qualitative more exploratory
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and more based on like the decisions
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that are made
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day by day by the teachers and the
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students as they negotiate
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curriculum goals and at outcomes
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now the last thing that we need to say
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about curriculum evaluation
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is that it is very important to verify
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that the evaluation has been conducted
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in the appropriate way so we need to
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analyze first the scope
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we need to ask ourselves if the
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information is complete
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and relevant we also need to make sure
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that the information is going to serve
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the needs of the audience for which it
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is intended
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we must be concerned about reliability
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and objectivity of the valuation
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so we need to see if our procedures are
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replicable if they're consistent
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if they are not biased
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and of course we need to make sure that
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the samples that we collected the data
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that we
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have gathered is really representative
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of the program we call this
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representativeness
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timeliness is also important so we need
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to make sure
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that the curricular evaluation
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has an appropriate framework that means
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that it's going to
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write the results at the moment that
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we're going to need them
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and finally we need to take into account
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ethical considerations so
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we must be sure that we're going to keep
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confidentiality of the data that
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the individuals have entrusted us with
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and also that we conduct
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the evaluation with professionalism
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which is something that
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must be a very important part of all of
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the teaching profession
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so this is what we have to say
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about curriculum evaluation we have
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analyzed the purposes
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the approaches the foci and the
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procedures thanks a lot for your
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attention
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and i will be seeing you next time
