Curriculum Evaluation

00:14:57
https://www.youtube.com/watch?v=UumlJZnKNvc

Summary

TLDRThe lesson covers the crucial aspects of curriculum evaluation, focusing on purpose, dimensions, participants, and methodologies. It begins by defining evaluation as the systematic gathering of information for decision-making across various curriculum components. Key reasons for conducting evaluations include determining program quality, assessing outcomes, identifying improvement areas, and deciding evaluation frequency. The discussion on dimensions highlights specific purposes, curriculum focus, participant roles, approaches, and data collection instruments. Various approaches such as product vs. process focused, formative vs. summative, qualitative vs. quantitative, and descriptive vs. reflective evaluations are explored, demonstrating their non-exclusivity and compatibility. Finally, the lesson stresses ensuring reliability and objectivity, ethical considerations, appropriate timing, and data representativeness in evaluation.

Takeaways

  • 📚 Curriculum evaluation involves systematic analysis for decision-making.
  • 🎯 Evaluation purposes include quality assessment and improvement.
  • 🔄 Different approaches like formative and summative evaluations exist.
  • 👥 Participants may include students, teachers, and external evaluators.
  • 🛠 Various instruments are used for qualitative and quantitative data.
  • 🎓 Evaluation can focus on syllabus, materials, or outcomes.
  • 🔍 Approaches can be product or process-focused.
  • 📈 Reliability and objectivity are crucial in evaluations.
  • ⏰ Timeliness ensures evaluation meets program needs.
  • 🔐 Ethical considerations include confidentiality and professionalism.
  • 🗂 Descriptive and reflective evaluations offer different insights.
  • 🏫 Facilities and equipment are also critical evaluation components.

Timeline

  • 00:00:00 - 00:05:00

    In this video, the theme of curriculum evaluation is introduced, including its purposes, approaches, focus areas, and procedures. Evaluation, as defined by Richards and Schmidt, involves systematically collecting and analyzing relevant information to aid decision-making. Evaluations can be conducted on entire programs or specific elements, and these evaluations aim to answer key questions about a program's quality, outcomes, necessary improvements, and evaluation methodologies. Essential dimensions of curriculum evaluation include specific purposes (i.e., for revision, improvement, or accreditation) and relevant focus areas such as the curriculum's syllabus, materials, teaching practices, and testing procedures. The participants involved and data collection approaches, ranging from qualitative to quantitative, are also fundamental to the evaluation process.

  • 00:05:00 - 00:14:57

    The video further delves into the different components and approaches to curriculum evaluation, emphasizing the involvement of diverse participants (students, teachers, developers, administrators, and possibly external evaluators). Different evaluation approaches include product vs. process-focused, summative vs. formative, and qualitative vs. quantitative, which are not mutually exclusive and may overlap in practice. Instruments for data collection vary based on the chosen approach, such as tests, interviews, or observations. The discussion covers specific approaches like product-oriented, focusing on goal achievement, and process-oriented, emphasizing curriculum change facilitation. The video concludes by stressing the importance of ensuring reliability, representativeness, ethical considerations, and timeliness in curriculum evaluations, highlighting the need for professionalism in conducting evaluations.

Mind Map

Video Q&A

  • What is curriculum evaluation?

    Curriculum evaluation is the systematic gathering and analysis of relevant information to make decisions about educational programs, including assessment of the curriculum, objectives, materials, and participant performance.

  • Why is curriculum evaluation important?

    It is important because it helps determine the quality of a program, whether its outcomes are being achieved, what improvements are needed, and which procedures are best for evaluation.

  • What are the dimensions of curriculum evaluation?

    The dimensions include purpose, focus, participants, approach, and instruments used for data collection and analysis.

  • What can be the focus of an evaluation?

    Focus can be on curriculum elements like syllabus, teaching methods, materials, assessments, or facilities and equipment.

  • Who are potential participants in curriculum evaluation?

    Participants can include students, teachers, curriculum developers, administrators, stakeholders, sponsors, and external evaluators.

  • What are the different approaches to curriculum evaluation?

    Approaches include product vs. process focus, formative vs. summative, qualitative vs. quantitative, and descriptive vs. reflective evaluation.

  • What is the difference between formative and summative evaluation?

    Formative evaluation occurs during program development to make ongoing improvements, while summative evaluation is conducted after program completion to assess overall achievement and efficiency.

  • What is the importance of reliability and objectivity in evaluation?

    Reliability and objectivity ensure that the evaluation is consistent, unbiased, and replicable.

  • What ethical considerations are involved in curriculum evaluation?

    Confidentiality of data and conducting the evaluation with professionalism are key ethical considerations in curriculum evaluation.

  • How can data be collected for curriculum evaluation?

    Data can be collected using tests, interviews, questionnaires, observations, diaries, journals, and written records depending on the evaluation approach.

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Subtitles
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  • 00:00:02
    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
  • 00:10:22
    of the evaluation is monitoring the
  • 00:10:25
    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
  • 00:10:57
    but this will be
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    large-scale decisions that could produce
  • 00:11:02
    radical changes in the program
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    now as far as qualitative and
  • 00:11:08
    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
  • 00:11:35
    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
  • 00:12:00
    process-based evaluation
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    and descriptive evaluation is simply a
  • 00:12:05
    process of collecting data
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    that is going to be used subsequently by
  • 00:12:09
    a decision maker in order to improve
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    the program so it may focus on
  • 00:12:14
    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
  • 00:13:00
    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
  • 00:13:11
    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
  • 00:13:21
    analyze first the scope
  • 00:13:23
    we need to ask ourselves if the
  • 00:13:24
    information is complete
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    and relevant we also need to make sure
  • 00:13:30
    that the information is going to serve
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    the needs of the audience for which it
  • 00:13:34
    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
  • 00:13:44
    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
  • 00:13:51
    the samples that we collected the data
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    that we
  • 00:13:54
    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
  • 00:14:04
    to make sure
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    that the curricular evaluation
  • 00:14:08
    has an appropriate framework that means
  • 00:14:11
    that it's going to
  • 00:14:12
    write the results at the moment that
  • 00:14:13
    we're going to need them
  • 00:14:16
    and finally we need to take into account
  • 00:14:19
    ethical considerations so
  • 00:14:21
    we must be sure that we're going to keep
  • 00:14:23
    confidentiality of the data that
  • 00:14:26
    the individuals have entrusted us with
  • 00:14:28
    and also that we conduct
  • 00:14:30
    the evaluation with professionalism
  • 00:14:33
    which is something that
  • 00:14:34
    must be a very important part of all of
  • 00:14:38
    the teaching profession
  • 00:14:41
    so this is what we have to say
  • 00:14:45
    about curriculum evaluation we have
  • 00:14:47
    analyzed the purposes
  • 00:14:48
    the approaches the foci and the
  • 00:14:50
    procedures thanks a lot for your
  • 00:14:52
    attention
  • 00:14:52
    and i will be seeing you next time
Tags
  • Curriculum Evaluation
  • Purpose
  • Methodology
  • Participants
  • Data Collection
  • Reliability
  • Ethics
  • Formative Evaluation
  • Summative Evaluation
  • Qualitative vs Quantitative