Educational Goals and Curriculum Objectives
Evaluation of Curriculum
What is Meantby Assessment andEvaluation?Assessment is the
process of systematically gathering information as part of
anevaluation.Evaluationis a broader term that refers to all of the
methods used to find out what happens as a result of using a
specific intervention or practice.Educational Goals and Curriculum
Objectives
Bringing Life To Learning And Learning To Life
Problems in achieving educational goalsUnclear statements of
objectivesLack of public involvement Lack of coordination between
public and educational expertsGoals are not revised as per the
requirement
4Considerations in Selecting GoalsEducational philosophyValues
and present needs of societyHistorical backgroundPresent standard
and ability of studentsPossibility of achieving the goalsLearning
theoriesMeasurability of goals
Three Domains
Revised Blooms Taxonomy
Revised Taxonomy
The Knowledge
DimensionRememberUnderstandApplyAnalyzeEvaluateCreateFactualConceptualProceduralMetacognitiveAn
example matrix that has been filled in might look something like
this:
The Knowledge
DimensionRememberUnderstandApplyAnalyzeEvaluateCreateFactsListparaphraseclassifyoutlinerankcategorizeConceptsRecallexplainsdemonstratecontrastcriticizemodifyProcessesoutlineestimateproducediagramdefenddesignProceduresreproducegive
an
examplerelateidentifycritiqueplanPrinciplesStateconvertssolvedifferentiatesconcludereviseMetacognitiveproper
useinterpretdiscoverinferpredictactualizeCurriculum
EvaluationEvaluation is a process of making judgments to be used as
a basis for future planningCurriculum Evaluation is the assessment
of the merit and worth of an educational programBasically
curriculum evaluation has to see Do the planned courses or program
actually produce desired resultsHow can the curriculum can be
improved13Curriculum evaluation is a necessary and important aspect
of any national education system. It provides the basis for
curriculum policy decisions, curriculum changes and curriculum
implementation.Curriculum evaluation may be an internal activity or
may be done through external bodies
Curriculum EvaluationSteps in Curriculum EvaluationPurpose of
evaluationcurriculum objectives achieved or notWho will be
evaluatorsTeachersParentsStudentsEducational boardsProfessionals
Selecting an evaluation instrumentQuestionnaireInterviewsCheck
listSelf reportingWritten tests
15Steps in Curriculum EvaluationData collection and
interpretationRecommendations Modification of goals and
objectivesMeans and material changes
16Statistical comparison of two groupResearch projects on the
effectiveness of the curriculum are carried on using comparison
between:Experimental groupControl group
Experimental Group vs Control GroupExperimental
group:Asetofitemsorpeopleunderstudytodeterminetheeffectofanevent,asubstance,oratechniqueControl
group:
Asetofitemsorpeoplethatservesasastandardorreferenceforcomparisonwithanexperimentalgroup.Acontrolgroupissimilartothe
experimentalgroupinnumberandisidenticalinspecifiedcharacteristics,suchassex,age,annualincome,parity,orotherfactors,but
doesnotreceivetheexperimentaltreatmentorintervention.
Alternative to using experimental approach to curriculum
evaluationMake an attempt to isolate characteristics of curriculum
to vary them independentlyStatistics could be used to suggest the
process of learning as related to curriculum elements. Look for
trends ups & downsClinical studies can be done on developmental
psychology problemsRedefine the curriculum variable at the point of
its effect
purpose of evaluationThe purpose of evaluation is to determine
the success or failure of any programme is achieving its
objectives. In attempting to evaluate a programme, a record has to
be maintained for investigation regarding:The objective of the
programme.The environment provided.The transactions between the
teachers and students.The students progress.The side-effects of
other variables.The merits and short-comings seen from divergent
viewpoints.
Evaluation standardDepending on the interests/intents of
evaluators in the concerned field, and considering the entity,
standards and anticipated decisions, some major antecedents
variables, transactions between teachers and students and outcomes
are listed below:AntecedentsStudent characteristicsTeacher
characteristicsCurricular contentCurricular contextInstructional
materialsPhysical plantSchool organizationCommunity context
TransactionsCommunication flowTime allocationSequence of
eventReinforcement scheduleSocial climate
OutcomesStudent achievementsStudent attitudesStudent motor
skillsEffect in teachersInstitutional effects
Variables selectionSuch a description as given above helps to
identify the many characteristics programme to be evaluate. The
evaluator must choose the variables to be described and judged
according to his interest and talent. As for the sources of
information they may be described as teachers, administrators,
parents and so on. The evaluator has to choose the relevant
variables by using:IntentsObservationsStandardsJudgements
To be more specific:
The intents are indicated by the different goals of the people
involved.The observations refer to the perceptions of what actually
happens during implementation of the programme.The standards
depends upon the opinions of experts as to what should happens.The
judgements reflects the feelings of the people about aspects of the
situations.
