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Q. No. 1 Explain the need of curriculum evaluation.

Curriculum evaluation is the process of examining the content of a curriculum
to determine its impact on student achievement. Explore the process and
models of curriculum evaluation and understand why evaluation of curriculum
is necessary.

Is the New Curriculum Any Good?

Mrs. Brown is a math teacher at a local junior high school. Her school has
recently adopted a new math curriculum, and Mrs. Brown has her doubts as to
whether or not the choice of curriculum was a good one. Several of the parents
have also expressed their concerns. Mrs. Brown is in need of a method for
evaluating the effectiveness of this new curriculum. She is looking to conduct a
curriculum evaluation.

What Is Curriculum Evaluation?

The purpose of curriculum evaluation is to determine whether or not the
newly adopted curriculum is producing the intended results and meeting the
objectives that it has set forth, and it is an essential component in the process of
adopting and implementing any new curriculum in any educational setting.
Another purpose of curriculum evaluation is to gather data that will help in
identifying areas in need of improvement or change.

Why Is It Necessary?
There are several parties, or stakeholders, interested in the process and results of
curriculum evaluation.

 Parents are interested because they want to be assured that their

children are being provided with a sound, effective education.
 Teachers are interested because they want to know that what they are
teaching in the classroom will effectively help them cover the
standards and achieve the results they know parents and administration
are expecting.
 The general public is interested because they need to be sure that
their local schools are doing their best to provide solid and effective
educational programs for the children in the area.
 Administrators are interested because they need feedback on
the effectiveness of their curricular decisions.
 Curriculum publishers are interested because they can use the data and
feedback from a curriculum evaluation to drive changes and upgrades
in the materials they provide.

In the end, the goal is always to make sure that students are being provided with
the best education possible. Because the curriculum is a huge part of this,
curriculum evaluation is a means of deciding whether or not the chosen
curriculum is going to bring the school closer to that goal.

Models for Curriculum Evaluation

Let's take a closer look at several of the models available for curriculum
evaluation:
The Tyler Model
The Tyler model, a curriculum evaluation model that takes into account
information from the active learner and pays close attention to how well the
goals and objectives of the curriculum are supported by the experiences and
activities provided, was named after its creator, Ralph Tyler, and focuses on
four main areas:

 The purpose of the curriculum being evaluated (the objectives)

 The experiences that are provided to support that purpose (the
strategies and content)
 How these experiences are organized (organization of the content)
 How the outcomes are evaluated (assessment)

It has been criticized, however, for its simplicity and because assessment is a
final step rather than an ongoing part of the process.
The Taba Model
The Taba model, a curriculum evaluation model emphasizing inductive
reasoning, was created by Hilda Taba who believed that true curriculum should
be developed by the teacher, rather than decided upon by administration or
another authority. The Taba model, also called the ''Inductive Approach,'' uses a
series of stages or steps, which can be applied in both the development and
evaluation of curriculum.
These stages are:

1. Deciding on objectives
2. Selecting content
3. Organizing content
4. Selecting learning experiences and activities
5. Organizing learning experiences and activities
6. Deciding what and how to evaluate

Curriculum evaluation
The term “evaluation” generally applies to the process of making a value
judgment. In education, the term “evaluation” is used in reference to operations
associated with curricula, programs, interventions, methods of teaching and
organizational factors. Curriculum evaluation aims to examine the impact of
implemented curriculum on student (learning) achievement so that the official
curriculum can be revised if necessary and to review teaching and learning
processes in the classroom. Curriculum evaluation establishes:

 Specific strengths and weaknesses of a curriculum and

its implementation;
 Critical information for strategic changes and policy decisions;
 Inputs needed for improved learning and teaching;
 Indicators for monitoring.

Curriculum evaluation may be an internal activity and process conducted by the

various units within the education system for their own respective purposes.
These units may include national Ministries of Education, regional education
authorities, institutional supervision and reporting systems, departments of
education, schools and communities.
Curriculum evaluation may also be external or commissioned review processes.
These may be undertaken regularly by special committees or task forces on the
curriculum, or they may be research-based studies on the state and effectiveness
of various aspects of the curriculum and its implementation. These processes
might examine, for example, the effectiveness of curriculum content, existing
pedagogies and instructional approaches, teacher training and textbooks and
instructional materials.

Student assessment
The ultimate goal of curriculum evaluation is to ensure that the curriculum is
effective in promoting improved quality of student learning. Student assessment
therefore connotes assessment of student learning. Assessment of student
learning has always been a powerful influence on how and what teachers teach
and is thus an important source of feedback on the appropriateness
implementation of curriculum content.

Fulfilling the diverse objectives of diagnosis, certification and accountability

requires different kinds of assessment instruments and strategies selected to
achieve specific purposes. Assessment of student learning could be summative
or formative, and there are various types of tests to address different needs such
as standardized tests, performance-based tests, ability tests, aptitude tests and
intelligence tests.
Q. No. 2 Elaborate intrinsic evaluation of curriculum.

Intrinsic Approach

The intrinsic approach is used to assess the overall quality of a curriculum. This
involves looking at the various components of curriculum design such as the
scope, sequence, articulation, balance and other aspects. Aspects of curriculum
development are also assessed which means exam ining the teaching methods,
content, and learning experiences. However, initially, at least, the criteria of
evaluation is not determined but emerges after the process begins.

The intrinsic approach not only examines the value of the curriculum but also
how well a given curriculum reaches its goals and objectives. This involves
collecting some form of data whether quantitative or qualitative. As such, most
evaluators normally approach evaluation with some of the characteristics of the
intrinsic approach.

Payoff Approach

In the payoff approach, clear evaluation criteria are set from the outset.
Normally, evaluators look at the impact of the curriculum on its stakeholders,
which often includes, students, teachers, parents, and administrators. This
approach to evaluation is among the most popular in education because of the
clear criteria which makes data collection smooth and efficient.

Which Approach to Use?

The intrinsic approach may be most useful when it is unclear exactly what the
stakeholders want to know. In other words, it is useful for exploratory purposes.
Nobody is sure where they are going and the intrinsic approach helps to setup a
map of strengths and weaknesses within a program. From there, other
approaches can be used to refine the evaluation if necessary.

The payoff approach is best when the evaluation team knows exactly what it
wants to know. Clear evaluation questions/criteria has been set and it is only a
matter of answering the questions or assessing the level at which the curriculum
meets the criteria by collecting data.

Q. No. 3 Discuss the role of forces underlying the curriculum change.

There are four major phases of the curriculum development process: Plan and
Research, Curriculum Development, Professional Learning and Curriculum
Development, and Implementation. The process is ongoing and cyclical. As
with any process, the curriculum development process is flexible and dynamic
and should be tailored to meet the needs of the discipline or specific course
development and to ensure that students receive a viable and rigorous
curriculum.

Phase I - Plan and Research

During this phase of curriculum development, the planning and research needed
to begin curriculum development will occur. The goals of this phase are to gain
a deeper understanding of the standards and of best practices in the field and in
education and to develop a plan that will ensure timely completion and
implementation of the curriculum development process.

Phase II - Curriculum Development

This phase is where the substance of the curriculum is written. The work
completed in the first phase will inform the writing process so that the written
curriculum will be viable and rigorous, aligned to the standards, and articulated
EC-12 so that there is a natural and logical progression of skills from one grade
level/course to the next to ensure that every student is college and career ready.
The goals of this phase are to create a yearlong curriculum map, to investigate
potential resources that will support the curriculum, and to determine the
professional learning needs of the district community.

Phase III - Professional Learning and Continued Curriculum Development

During this phase, the curriculum will be prepared for implementation and
professional learning will be provided to the district community. Professional
learning will take place to ensure that the written curriculum becomes the taught
curriculum. Through professional learning, teachers will have a clear
understanding of how to implement the written curriculum, including being able
to read the unit maps, translate the unit maps into daily plans, and navigate and
implement any new resources and assessments. They should also understand
how and when they will be able to give feedback and whom they should seek
for support when concerns arise. The goals of this phase are to create core unit
maps, design or select common assessments, select resources if needed, provide
professional learning, and to develop an evaluation plan for the curriculum.

Phase IV - Implementation

During this phase, the written curriculum will become the taught curriculum. As
the curriculum is implemented, evaluation of the curriculum will take place
simultaneously as teachers will be able to provide feedback to improve
instruction, curriculum, the use of resources and assessments, and any other
aspect of learning and teaching as needed. Because the curriculum development
process is ongoing and recursive, the goal of this phase is to gather feedback
during the implementation phase that will inform future curriculum
development and professional learning.

Q. No. 4 Write a note on National Curriculum Bureau.

Curriculum and Instruction Functions

Curriculum and Instruction ensures that the organization focuses on the delivery
of a relevant, responsive, and effective basic education curriculum around
which all other strands and offices provide support.
Bureau of Curriculum Development

 Develops and manages the national education policy framework

on curriculum development and management for the Department.
 Develops national curriculum standards for basic education.
 Designs and develops special curriculum programs appropriate for
all types of learners.
 Formulates policies and guidelines relevant to the management,
contextualization and localization of the curriculum.

Offices and divisions:

1. Office of the Director

2. Curriculum Standards Division
3. Special Curricular Programs Division

Bureau of Learning Delivery

 Develops and manages the national education policy framework on

learning management and delivery for all types of learners
including those with special needs.
 Develops standards for learning management and delivery systems
that consider diversity of learners and their contexts.
 Designs learning management and delivery models for different
learning groups / types of learners in accordance with the learning
system where the learners are engaged.
 Sets the policies and guidelines for co-curricular activities that are
supportive of the curricular programs.
 Develops and manages the training and development program for the
teaching personnel in coordination with the National Educators Academy
of the Philippines (NEAP).

Offices and divisions:

1. Office of the Director

2. Teaching and Learning Division
3. Student Inclusion Division
 Madrasah Education Office – focuses on the recipients of the
Madrasah Education curricular and co-curricular programs
 Education for Learners with Special Needs Office (ELSNO) – focuses on
the specific requirements to deliver basic education to learners with
special needs.
Bureau of Education Assessment

 Develops and manages the national education policy for

educational assessment and quality assurance (QA).
 Establishes policies, standards and guidelines relevant to assessment
and quality assurance of curriculum and learning delivery processes.
 Links with international/national agencies for networking and
benchmarking relevant to educational assessment and education research.
 Advocates and promotes the use of assessment, QA and education
research results for policy recommendations, review and enhancement of
the curriculum and other related processes.
 Defines the focus, direction and framework of education research for
the Curriculum and Instruction Strand.

Offices and divisions:

1. Office of the Director

2. Education Assessment Division
3. Education Research Division

Bureau of Learning Resources

 Develops and manages the national education policy framework on

learning resources development and management for the Department.
 Formulates policies, standards, and guidelines for the design,
development, evaluation, production, and utilization of learning
resources across all levels of the organization.
 Formulates policies, standards, and guidelines on the acquisition,
allocation, procurement, and equitable distribution of learning
resources across all levels of the organization.
 Conducts research and monitors and evaluates learning resource
needs and use for continuous improvement.
 Provides learning resources aligned to the curriculum and supportive of
the various curriculum programs and modes of delivery, including
those for learners with special needs.
 Establishes and maintains systems that promote and support access
to quality learning resources online and offline.
 Ensures the sustainable and efficient operation of the Center for
Learning Resources.
 Provides access to quality assured learning resources.

Offices and divisions:

1. Office of the Director
2. Learning Resources Production Division
3. Learning Resources Quality Assurance Division

Bureau of Alternative Education

Serves as the focal office for the implementation of the ALS programs of
DepEd and shall have

powers and functions to ensure the effective and efficient implementation of the
ALS programs.

Offices and divisions:

1. Office of the Director

2. Policy and Quality Assurance Division
3. Program Management and Systems Development Division

Q. No. 5 Discuss the trends at national level in curriculum development.

For many decades during the 20th century, the majority of educational
institutions across the globe had imposed prescribed curricula on their
curriculum users (teachers, administrators, and students). The users had very
little input or feedback in the process. Because of their non-involvement,
teachers, in particular, had to implement and follow largely contradicting
directives with hardly any conviction. This situation led to an obvious
disconnect between curriculum and instruction. Several schools of thought
made great strides to deal with this issue, notably, the progressivist-
experimentalist thinkers, who called for making teachers not only active
participants but also most accountable in the process of curriculum
development, from conceptualization, to design, to implementation, to
evaluation, to finally, revision and improvement.

Education and curriculum are a reflection of life and society; constantly

changing at increasingly faster paces, with the explosion of information and
technological advancements, the rapidly diversified social, economic, political,
and cultural makeup, and a host of unresolved, more entangled, emerging
issues and conflicts, locally, nationally, and globally. More demands have been
put on further improving, or rather optimizing, student skills and abilities,
curriculum quality and vitality, and educational accountability and reinvention.

Modern trends in curriculum construction:

1) Digital Diversity

The present age is an age of ICT technology has touched to al the wakes of
human life. Technology has made various tasks easy, convenient, and of
quality. To survive in the concern filed it is necessary for everyone to have the
knowledge and skill of technology. Education makes man enable to contribute,
it strengthens the capabilities. For the effective transaction of curriculum ICT
is a must. Web 2.0 applications must be used for the effective teaching-
learning process. Curriculum makers should give clear guidelines regarding
this.
E.g. teacher tube is a very useful source for educational resources.
Khan academy.org also provides good videos, lectures, and many more which
makes learning meaningful, easy, and effective.

2) Need-based Curriculums

Researches in all the fields resulted in specialization. Need-based curriculum is

the foremost need of the present education system. Many universities are
developing need-based short term programs for this purpose. E.g. many
Universities have introduced courses like – certificate course in PowerPoint,
certificate course in tally, certificate course in marketing, etc

3) Modular Curriculum with credit base system

Modular curriculum gives real freedom of learning .especially in the open

learning system his approach has been adopted at first but now the majority of
traditional universities also accepting his system; this is a real emerging trend in
the modern curriculum.

4) Online coerces

Need-based and choice-based curriculums are available online also. E.g. course
era .com has introduced many useful need-based courses for free of cost. The
government also takes initiative for this e.g. Right to Information certificate
curse has been introduced by the Government.

5) 21st-century skills
All the curriculums of various courses should focus on 21st-century skills.
Skills like collaboration, critical thinking, effective communication,
multitasking stress management, empathy are a must for all the personals.

6) International Understanding

Globalization has made converted the world into a global village. We should
consider the world as one family and for this international understanding must
be inculcated through the curriculum.

7) Constructivism

The constructivist approach believes that learners should be given the freedom
to construct his/her knowledge. Spoon feeding must be avoided. If a learner is
fully active in the construction of knowledge then the learning process will be
highly effective. In all the curriculums constructivist strategies must be given an
important place.

Constructivism, modular curriculum, credit system, Information technology

these all are the emerging trends in curriculum development. These trends
should be given proper justice while developing curriculum. Educators should
learn to work together with their students, and with other experts in creating
content, and are able to tailor it to exactly what they need.