Course Title: Curriculum Evaluation and Research Course No. : Ed. CE. 523 Full marks: 100 (50T+ 50P)Nature of course: Theory and practical Pass marks: (20T + 25P) Level: M. Ed. Periods per week: 8 (3T+5P)Year: Second Time per period: 55 minutes Total periods: 2001. Course Description

This course which is related to the study of curriculum is designed for those students who specialize in Curriculum and Evaluation. The course is divided into three parts. The first part is related to conceptions and approaches to curriculum evaluation. The second part provides the knowledge on curriculum research and the school level curriculum of Nepal and abroad. In the third part students are required to conduct a evaluative or research study in any area of a subject and prepare a report.

2. Course ObjectivesThe general objectives of this course are as follows:

To provide the students with knowledge on nature, facets and models of curriculum evaluation.

To acquaint the students with evaluation criteria of curriculum documents. To familiarize the students with designs for evaluation in different aspects of curriculum. To acquaint the students with the concept and dimensions of curriculum research. To provide wider knowledge on curriculum and assessment frameworks of different

countries. To equip the students with skills on developing a plan for conducting evaluation and

research on curriculum related matters To enable the students in conducting a mini-research/evaluation on curriculum and

preparing a report.

3. Course ContentsPart I: Curriculum Evaluation

Specific objectives Contents

Review the types of curriculum.

Explain curriculum evaluation as a scientific discipline.

Describe both model and eclectic nature of evaluation.

Describe the curriculum development stages.

Explain the major roles of curriculum evaluation.

Unit I : The Nature of Curriculum Evaluation (5) 1.1 Overview of types of curriculum1.2 Emergence of curriculum evaluation as a

scientific discipline1.3 Nature of curriculum evaluation

1.3.1 Model type1.3.2 Eclectic

1.4 Facets of curriculum evaluation1.4.1 The developmental stage (development of

general aims, planning, tryout, field trial, implementation and quality control)

1.4.2 The aspects/entity to be evaluated1.4.3 Curriculum specific evaluation criteria

(balance, relevance, potential)1.4.4 Evaluation data type (judgment, process

observation, and student's product) 1.4.5 Mode of data summary (quantitative and

qualitative)15

1.4.6 Role of curriculum evaluation1.5 A working definition of curriculum evaluation 1.6 Minimum evaluation requirements

Give examples of curriculum product and curriculum programme evaluation.

Describe briefly the curriculum product evaluation models.

Explain the curriculum program evaluation models.

Illustrate the characteristics, origins, activities and aims, connoisseurship, and criticism of qualitative curriculum evaluation.

Unit II: Curriculum Evaluation Models (10) 2.1 Curriculum product evaluation

2.1.1 Meaning2.1.2 Evaluation based on external criteria2.1.3 Evaluation based on outcome data from

field trials2.2 Review of curriculum programme evaluation

2.2.1 Meaning2.2.2 Measurement outcome-oriented evaluation2.2.3 Research and methodology oriented

evaluation2.2.4 Values-oriented evaluation2.2.5 Decision makeing-oriented evaluation2.2.6 User oriented evaluation

2.3 Qualitative curriculum evaluation 2.3.1 Characteristics 2.3.2 Origins2.3.3 Activities and aims2.3.4 Educational connoisseurship 2.3.5 Criticism

List the criteria for the evaluation of instructional objectives, scope and sequence, teaching learning strategies and instructional materials.

Develop evaluation design for instructional objectives, scope and sequence chart, teaching learning strategies and instructional materials.

Construct tools for the evaluation of the instructional objectives.

Unit III: Evaluation of Written Curriculum (15) 3.1 Evaluation of instructional objectives

3.1.1 Criteria for evaluation3.1.2 Evaluation design3.1.3 Development of tools

3.2 Evaluating the scope and sequence chart3.2.1 Criteria for evaluation3.2.2 Evaluation design3.2.3 Development of tools

3.3 Evaluation of teaching learning strategies3.3.1 Criteria3.3.2 Evaluation design3.3.3 Development of tools

3.4 Evaluation of instructional materials (curricular guide, textbooks, workbooks)

3.4.1 Criteria for evaluation3.4.2 Evaluation design3.4.3 Scope, sequence chart, teaching learning

strategies and instructional materials3.4.4 Development of tools

Explain the need and process of quality assurance.

List the criteria for the evaluation of curriculum as planned and in transaction.

Unit IV: Evaluation of Implemented Curriculum (15)

4.1 Need for quality assurance4.2 Process of quality assurance4.3 Continuity in the process of quality assurance4.4 Evaluation of taught curriculum as planned

4.4.1 Criteria for evaluation4.4.2 Evaluation design

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Develop evaluation design for taught curriculum.

Construct appropriate evaluation tools for taught curriculum in terms of plan and transaction.

4.4.3 Development of tools4.5 Evaluation of taught curriculum in transaction

4.5.1 Use of both informal and formal process of evaluation

4.5.2 Criteria for evaluation4.5.3 Evaluation design4.5.4 Development of tools

Explain experts judgment as evaluation data.

Describe the use of observational techniques, tests, and scales in curriculum evaluation.

Develop tests, scales and observation tools for curriculum evaluation.

Develop questionnaires and or interview guidelines for experts, teachers, parents, community and students to collect data on curriculum related matters.

Unit V: Curriculum Evaluation Instruments and Strategies (10)

5.1 Expert judgments as evaluation data5.1.1 Context for the use of expert judgments 5.1.2 Types of decisions that are facilitated by

expert judgments 5.1.3 Competency of experts5.1.4 Means and ways of working to facilitate

judgments5.1.5 Problems in summarizing judgments

5.2 Observational techniques5.2.1 Context for the use of observational data5.2.2 Types of observational data 5.2.3 Observation at curriculum implementation

and quality assurance5.3 Use of tests and scales in curriculum evaluation

5.3.1 Advantages and disadvantages of tests and scales

5.3.2 Nature of information to be gathered5.3.3 Reliability and validity of tests and scales5.3.4 Different types of instruments5.3.5 Test construction procedures5.3.6 Use of item pools and item banks

5.4 Teachers, parents, community and students as data source5.4.1 Perceived needs5.4.2 Acceptance5.4.3 Evidence on student learning

Part II: Curriculum Research

Describe the changes occurring in primary and secondary level curriculum in terms of structure, objectives, subjects, offered, weightage, extra-curricular activities, assessment system and curriculum development process in different periods of time since 1951.

Compare the school

Unit VI: School Level Curriculum (10) 6.1 School level curriculum of Nepal in terms of:

6.1.1 Structure6.1.2 Objectives6.1.3 Subjects offered6.1.4 Weightage 6.1.5 Extra-curricular activities 6.1.6 Assessment system6.1.7 Development process

6.2 Review of school curriculum and assessment frameworks of China, England, India, Japan, and USA in terms of:6.2.1 National education aims6.2.2 Schooling-duration, phases and structure6.2.3 Curriculum-subjects offered in primary

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curriculum of Nepal and other countries in terms of national educational aims, school duration, phases and structure, subjects offered in primary and secondary level and assessment system.

and secondary levels6.2.4 Assessment system- national

standardized assessment and national examination system

Define curriculum research with example

Show the relationship and differences between curriculum research and evaluation.

Describe different dimensions of curriculum research.

State the trends in curriculum research.

Unit VII: Conceptualizing curriculum research (10)7.1 Concept of curriculum research7.2 Relationship and differences between curriculum

evaluation and research7.3 Historical background7.4 Dimensions of curriculum research

7.4.1 Quasi-fundamental research6.4.2 Policy-related curriculum research7.4.3 Curriculum analysis7.4.4 Curriculum design, implementation, and

action research7.4.5 Curriculum evaluation

7.5 Trends in curriculum research

Part Three: Conducting Curriculum Evaluation and Research (Practical)

Conduct a curriculum evaluation or research study and prepare its report.

Unit VIII: Conducting Curriculum Evaluation/ Research (125)

The student will conduct a curriculum evaluation or research or prominent issues of curriculum and prepare its report. Steps for initiating curriculum evaluation and research are:

8.1 Identifying the issue8.2 Deciding the method and approach to be used8.3 Identifying the client 8.4 Report from the field8.5 Organizing and transcribing the information8.6 Organizing and summarizing the field notes8.7 Writing the report

Note: The figures in the parentheses indicate the approximate periods for the respective units.

4. Instructional Techniques The instructional techniques for this course are divided into two groups. First group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.

4.1 General Instructional Techniques Lecture Question-answer Discussion Brainstorming, and buzz session.

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4.2 Specific Instructional Techniques All the units. except Unit VIII, are of theory cum practical nature. Therefore, students will get theoretical as well as practical knowledge simultaneously in these units. Students will be involved in developing study designs and development of tools. In case of Unit VIII, students will be involved in independent study. Students will select a topic for the curriculum study, develop methodology, conduct research and prepare a report. Teacher will facilitate for these activities.

Unit II Group assignment to prepare group report on curriculum evaluation models. Presentation and group discussion in the classroom.

Unit VII Group assignment to prepare a report on different aspects of school curriculum of Nepal . Group assignment to prepare a report on curriculum and assessment framework of

selected countries. Presentation of the above report in the classroom and group discussion.

Unit VIII Students will select a topic for the curriculum study. Develop methodology. Conduct research. Prepare a report.

5. Evaluation Theory Part

Students will be evaluated through the annual examination held by the Office of the Controller of Examinations, T.U. on the basis of objective questions, short and long answer questions. The types and number of questions to be asked in the annual examination and mentioned below:

Types of questions Total questions to be asked

Number of questions to be answered and marks

allocated

Total marks

Group A: Multiple choice items

8 questions 8 x 1 mark 8

Group B: Short answer questions

5 with 2 'or' questions

5 x 6 marks 30

Group C: Long answer questions

1 question 1 x 12 marks 12

Practical Part

InternalReport Viva Total

30% 20% 50%External 30% 20% 50%

Total 100%

6. Recommended Books and References

Recommended Books

Biswas, N. B. (1999). Curriculum studies: A model for SAARC countries. Delhi: Indian Publishers Distributors (For units I, II, III and VI)

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Donnell, S.O. (2004). International review of curriculum and assessment frameworks. (Fourteenth edition). UK: Qualifications and Curriculum Authority and National Foundation for Educational Research Available at: www.inca.org.uk (For unit VI)

Lewy, A. (ed.) (1977). Handbook of curriculum evaluation. Paris: UNESCO/IIEP (For units I - V)

Riding, P., Fowell, S. & Levy, P. (1995). An action research approach to curriculum development. Information Research 1, Available at: http://InformationR.net/ir/1-1/paper2.html (For unit VII)

Stenhouse, L. (1975). An introduction to curriculum research and development. Great Britain: Heinemann Educational. (For unit VI)

Worthen, B. R. and Sanders, J. R. (1987). Educational evaluation: alternative approaches and practical guidelines. New York: Longman. (For unit II)

References

Collaboration for Excellence Series (2000). Handbook 3: Evaluating the Curriculum. North Dakota: North Dakota Department of Public Instruction

Husen, T. & Postlethwaite, T. N. (1985). The international encyclopedia of education Vol. 2. New York: Pargamon Press Ltd.

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