Models of curriculum evaluation and application in educational
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Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
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- 1. Models of Curriculum Evaluation and Application in Educational Technology Koledafe Olawale Sunday Centre for Open and Distance Learning University of Ilorin, Nigeria Kolawole Rasaq Omodolapo Busari Taibat Tolani Department of Educational Technology University of Ilorin, Nigeria
- 2. What is Curriculum? Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
- 3. Smith (2000) four main contexts in curriculum definition: as a body of knowledge that is to be transmitted, as an attempt to achieve certain ends in students’ product, as a process as a praxis.
- 4. Curriculum Definition (Cont’d) EbertII, Ebert, & Bentley (2013) defines curriculum to be the means and materials with which students will interact for the purpose of achieving identified educational outcomes.
- 5. Evaluation: What is it? Evaluation is a systematic and objective assessment of an ongoing or completed project, programme or policy, its design, implementation and results with the aim of determining its relevance and fulfilment of objectives, efficiency, effectiveness, impact and sustainability (United Nations Office on Drugs and Crime, n.d.).
- 6. Evaluation: What is it? “Evaluation is the systematic process of collecting and analyzing data in order to determine whether and to what degree objectives have been achieved” (Boulmetis & Dutwin, 2005, p. 4)
- 7. Curriculum Evaluation Curriculum evaluation is an attempt to toss light on two questions: Do planned courses, programs, activities, and learning opportunities as developed and organized actually produce desired results? How can the curriculum offerings best be improved? (Hussain, Dogar, Azeem, & Shakoor, 2011)
- 8. What is a Model Models are liken to myths and metaphors which helps us make senses of our world. A model offers its user a means of comprehending an otherwise incomprehensible problem (Instructional Design Central, 2012).
- 9. What is a Model Theory explains the process and philosophical foundation of a matter and also sought to find answer to the question “why?” Models describes a process and the underpinning conceptual framework of a matter, and also sought answers to the question “How?” (Rathy, n.d).
- 10. Model Classifications: Conceptual Models Procedural Models Mathematical Models (Rathy, n.d; Kanwal, 2011). MODEL
- 11. Models of Curriculum Evaluation Tyler’s Model CIPP Model Stake’s Model Roger’s Model Scriven’s Model
- 12. Tyler’s Model of Curriculum Evaluation Propounded by Ralph Tyler in 1949. One of the earliest curriculum experts. Tyler’s model is also referred to as “the goal attainment model of curriculum evaluation”
- 13. Tyler’s Model (Cont’d) Tyler’s model emphasize more on goals formulation through a detailed analysis of feedback from the students, society and subject matter. The model measures the extent to which the educational goals of a program have been attained (Singla & Gupta, n.d).
- 14. Tyler’s Model (Cont’d) Tyler model proceeds from the broader view of a concept and narrow it down to the specific. For instance, it examine the needs of the society and then narrow it to stating the specific objectives to be achieved in order meet the societal need. It is however said to be deductive in nature (Oliva & Gordon, 2012).|
- 15. Tyler’s Rationale What educational purpose should the school seek to attain (i.e. educational aims, goals and objectives)? What educational experiences (learning experiences) can be provided that are likely to bring about the attainment of the set purpose?
- 16. Tyler Rationale (Cont’d) How can these educational experiences be effectively organized (organization of learning experiences)? How can we determine whether these purposes are being attained (evauation)? (Omoniyi, 2009)
- 17. Tyler’s Model Selection of educational purposes Selection of learning experiences Organization of learning experiences Evaluation of learning experiences
- 18. Tyler’s Model: Short Comings Linear Framework Leaves evaluation towards the tail end of the framework
- 19. CIPP Model of Curriculum Evaluation Propounded in 1971 The CIPP model came as a consensus of the Phi-Delta Committee that was chaired by Daniel Stufflebeam in 1971. CIPP focused more on decision making at each stages of the curriculum processes.
- 20. CIPP Model of Curriculum Evaluation C – Context I – Input P – Process P – Product
- 21. Evaluation Objective Method Application to Decision making Context To determine the operating context • To identify and assess needs and opportunities in context • To diagnose problems underlying the needs and opportunities By comparing the actual and the intended and outputs For deciding upon settings to be served • For changes needed in planning Needs of Industry, Society Future Technological developments Mobility of the students Input To identify and assess system capabilities, available input strategies and designs for implementing the strategies Analyzing resources, solution strategies, procedural designs for relevance, feasibility and economy For selecting sources of support solution strategies and procedural designs for structure changing activities • Entry behavior of students • Curriculum Objectives • Detailed contents • Methods and media • Competencies of teaching faculty • Appropriateness of teaching / learning resources Process To identify process defects in the procedural design or its implementation By monitoring the procedural barriers and remaining alert to unanticipated ones and describing the actual process For implanting and refining the programme design and procedure for effective process control Product To relate outcome information to objectives and to context input and process information Measurement Vs Standards interpreting the outcome For deciding to continue, terminate, modify, build or refocus a change of activity.
- 22. CIPP: Short Coming However, despite several promises of excellence and potential in moving in the region of formative and summative evaluation CIPP model, is too concerned with how the process is supposed to be rather than the reality on ground (Pradinata, 2012).
- 23. Stake’s Countenance Model o Propounded in 1969 by Robert E. Stake. It examine the basis of the education programme such as the background philosophy and purpose for which the programme was developed. These intents refer to the goals and plans of the practitioners, such as the curricula and education programme planners, teachers and students.
- 24. Stake’s Countenance Model: Antecedent Antecedent - Antecedent is any condition existing prior to teaching and learning which may relate to outcome. Students’ interests or prior learning Learning Environment in the Institution Traditions and Values of the Institution (Rathy, n.d)
- 25. Stake’s Countenance Model: Transaction Transaction - Transactions are the countless encounters of students with teacher, student with student, author with reader, parent with counsellor. Interactions that occur between:
- 26. Stake’s Countenance Model: Transaction (Forms of Transactions in Teaching & Learning) Teachers Students Students Students Students Curricular Materials Students Educational Environments
- 27. Stake’s Countenance Model: Outcome Outcome - Outcome include measurements of the impact of instruction on learners and others. The outcome is an integral impact of curriculum implementation on students, teachers, administrators and community. Outcome can either be immediate or long range (Rathy, n.d).
- 28. Stake’s Countenance Model: Ups & Downs The high point of Stake's model lies in the manner in which intents and actions are defined, observed and evaluated, together with standards and judgements rather than actual educational goals. (Woods, 1988; Ling, et al., n.d.). nonetheless, Rathy (n.d) faults the model for “stairng up conflicts” and also tends to ignore the “causes”
- 29. Application to Educational Technology Educational Technology is a study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
- 30. Application to Educational Technology What educational purpose should the school seek to attain? (i.e. educational aims, goals and objectives)- This question can serve as a guild to the instructional developer, by preempting him of what the expected learning outcome should be. He can however work with this as a blueprint. As media is designed not as an end to itself but rather as mean to achieve the expected learning outcomes.
- 31. Application to Educational Technology What educational experiences (learning experiences) can be provided that are likely to bring about the attainment of the set purpose?- This can be applied in the context of educational technology as preparing the learning environment to cause an interaction that will facilitate learning.
- 32. Application to Educational Technology How can these educational experiences be effectively organized (organization of learning experiences)?- One thing is to create a technology for facilitating learning, another is to ensure that the technology actually facilitate learning. The term “using and managing” in the definition stressed on the fact that the created technology should be properly organized and managed.
- 33. Application to Educational Technology How can we determine whether these purposes are being attained (evaluation)?- Evaluation is key in the field of educational technology. After creating, using and managing certain instructional technology, how do we measure the extent to which what was created has actually facilitated learning?
Notas do Editor
- Smith (2000) defines curriculum in four main contexts; as a body of knowlegde that is to be transmitted, as an attempt to achieve certain ends in students’ product, as a process and as a praxis. Praxis – Application of theory into practice
- Evaluation helps to know the extent to which the predetermined objectives has been achieved and it sometimes adopt various means such as tests, observation, assessments and measurement. Evaluation assist in knowing the worthiness of a program.
- Curriculum Evaluation therefore can be described as a way of determining the extent to which the curriculum goals and objectives are being/has been achieved. Curriculum evaluation refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. The judgments gives way for decision making about the future of the programme, whether to retain the programme as it stand, modify it or throw it out altogether. (Hussain, Dogar, Azeem, & Shakoor, 2011).
- A model is the conceptual representation of a theory.
- While a theory explains the process and philosophical foundation of a matter and also sought to find answer to the question “why?”, models describes a process and the underpinning conceptual framework of a matter, and also sought answers to the question “How?”. Model is a structural and orderly representation of reality (Rathy, n.d).
- Conceptual Models: Rathy (n.d) asserts that conceptual model describes what is meant by a concept. It is an idea based model, it translate a virtual world into a visual reality. Conceptual models is first step in developing more detailed quantitative models (MacKay & College, 2015). Procedural Models: The procedural model according to Rathy (n.d) is a model that describes how to perform a task. Mathematical Models: “Describes the relationship between the various elements of a situation or a process” (Rathy, n.d).
- Tyler’s model however was accused of being a linear framework (one-way traffic), not allowing for formative evaluation which has been argued by many scholars as a better type of evaluation. The model was also blamed for leaving evaluation towards the tail end of the framework, which implies that the worth of a program can only be measured at the end of the program. This is against the view of some curriculum experts, Omoniyi (2009) opined that the curriculum process is not static, rather a dynamic, continuous and cyclical process. But submit to the fact that the Tyler’s rationale is still the base for curriculum development.
- The CIPP Model was one of the propounded model of the 1970s, which came as an answer to the “obvious weaknesses” in the Tyler model (Glatthorn, Boschee, Whitehead, & Boschee, 2015). The CIPP model came as a consensus of the Phi-Delta Committee that was chaired by Daniel Stufflebeam in 1971. CIPP focused more on decision making at each stages of the curriculum processes. The CIPP is an acronym for C – Context, I – Input, P – Process, P – Product.
- According to the CIPP model, evaluation is divided into four main categories, namely, Context Evaluation, Input Evaluation, Process Evaluation and Product Evaluation (Rathy, n.d). Specifically, the context evaluation of the CIPP model can help identify service providers’ learning needs and the community’s needs. The input evaluation component can then help prescribe a responsive project that can best address the identified needs. Next, the process evaluation component monitors the project process and potential procedural barriers, and identifies needs for project adjustments. Finally, the product evaluation component measures, interprets, and judges project outcomes and interprets their merit, worth, significance, and probity (Zhang, et al., 2011).
- The evaluation examines the basis of the education programme such as the background philosophy and purpose for which the programme was developed. These intents refer to the goals and plans of the practitioners, such as the curricula and education programme planners, teachers and students. (Ling, et al., n.d.) Stake’s model places importance on the observation, description and judgment of the programme, via a variety of data sources and multiple analyses which call for documentation of antecedent conditions, transactions, and programme outcomes.
- intents and actions are defined, observed and evaluated together with standard and Judgements rather than actual educational goals The faults of the model are “stairng up conflicts” and also tends to ignore the “causes”
- From the definition above, it is obvious that the main aim of educational technology is to facilitate learning and also improve performance, through the creation, using and managing of technological processes and resources. The curriculum, being an approved document comprising of educational aim, goals and policies, stand as a guild for the teaching and learning process and also serve as a blueprint for the technologist on what learning should be facilitated.
- Tyler’s rationale points to four basic questions which can help instructional technologist on what technological process and resources need to be put together in order to facilitate learning and improve performance.
- The supra-system should allow for a meaningful interaction of the subsystems in order to allow for an effective learning experiences.
- A well-used and managed instructional material should be like a window that allows light into the room and not keeping the light to itself. In other words, media should be organized in such a way that it can only help the learners to achieve learning and not be a distractor.
- Evaluation helps to know the worth and value of a program. It helps to determine how much has the technological tool brought about the facilitation of learning and increments in performance.