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    Evaluation Models

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    Andrea May Polvorosa
    The document discusses different models that can be used for curriculum evaluation and innovation, including the CIPP model, research-based model, ethos building model, trialing model, implementation model, and evaluation and review model. It also outlines the steps involved in curriculum evaluation according to ASCD and describes central and school-based approaches to curriculum innovation at different levels.

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    Evaluation Models

    Uploaded by

    Andrea May Polvorosa
    37 views11 pages
    The document discusses different models that can be used for curriculum evaluation and innovation, including the CIPP model, research-based model, ethos building model, trialing model, implementation model, and evaluation and review model. It also outlines the steps involved in curriculum evaluation according to ASCD and describes central and school-based approaches to curriculum innovation at different levels.

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    Evaluation-models

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    The document discusses different models that can be used for curriculum evaluation and innovation, including the CIPP model, research-based model, ethos building model, trialing model, implementation model, and evaluation and review model. It also outlines the steps involved in curriculum evaluation according to ASCD and describes central and school-based approaches to curriculum innovation at different levels.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    37 views11 pages

    Evaluation Models

    Uploaded by

    Andrea May Polvorosa
    The document discusses different models that can be used for curriculum evaluation and innovation, including the CIPP model, research-based model, ethos building model, trialing model, implementation model, and evaluation and review model. It also outlines the steps involved in curriculum evaluation according to ASCD and describes central and school-based approaches to curriculum innovation at different levels.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    EVALUATION MODELS

    CURRICULUM EVALUATION
    MODELS
    In conducting curriculum evaluation, it is important that you must choose a suitable
    evaluation model that will guide you in designing your own evaluation. In the
    context of the academe, below are the examples of evaluation models that have been
    utilized in evaluating curriculum.
    CIPP Model
    IN CONDUCTING CURRICULUM EVALUATION, YOU MAY
    OPT TO USE ANY SPECIFIC CURRICULUM EVALUATION
    MODEL OR A COMBINATION OF THEM. ASCD, 1983
    SUGGESTS THE STEPS ENUMERATED BELOW:
    Steps What to Consider
    1. Identifying primary audiences Curriculum Program Sponsors, Managers and Administrators, School
    Heads, Participants (Teachers and Students) Content Specialist; other
    stakeholders
    2. Identifying critical issues/problems Outcomes (expected, desired, intended) Process (Implementation)
    Resources (Inputs)
    3. Identifying data source People (teachers, students, parents, curriculum developers); Existing
    documents; Available records; Evaluation Studies

    4. Identifying techniques for collecting data Standardized Test, Informal tests; Samples of Students Work;
    Interviews; Participant Observations, Checklist, Anecdotal records

    5. Identifying established standards and criteria Standards previously set by agency; DepEd, CHED, Professional
    Organization
    6. Identifying techniques in data analysis Content Analysis, Process Analysis, Statistics, Comparison, Evaluation
    Process
    7. Preparing evaluation report Written; Oral; Progress: Final; Summary; Descriptive, Graphic,
    Evaluative and Judgmental; List of Recommendations
    8. Preparing modes of displays Case Studies; Test Scores Summary; Testimonies; Multimedia
    representation; Product Display (exhibits); Technical Report.

    Chapter 4: Evaluating the curriculum. Retrieved from https://www.slideshare.net/RizzaLynnLabastida/chapter-4-evaluating-the-


    curriculum-67274672
    Curriculum Innovation is a challenging task. It requires constant
    contact with stakeholders to be more relevant. Thus it requires
    one to explore and discover something new. Below are the
    different models of curriculum innovation.
     
    MODELS OF CURRICULUM
    INNOVATION
    Model Description

    Researching  Conduct of environmental scanning to determine


    background of parents and the community
     Gather information on the needs, interest, and
    capabilities of individual students
     Serve as the basis in decision making for curricular
    improvement and innovation
    Ethos Building  Techniques which allows curriculum makers to
    discover, trial and pilot curriculum innovation
     Provide support system to new and less qualified
    teachers
    Trialling  Pilot testing of the curricular innovation
     May be done in collaboration with other schools
    Implementation  Actual implementation of the innovation
     Change may occur from simple to complex
    depending upon the situation and circumstances
    Evaluation and  Analysis of the result against the expected output as
    Review stipulated in the plan.
    LEVEL OF CURRICULUM INNOVATION
    Level Description

    Central Approach  Referred to as official laws and regulations provided


    by the national government
     Consist of broad policies, standards, and guidelines
     Serves as the basis for decision making and
    framework in the school level
     Involves a system-wide decision making
     Describes general objectives and educational
    principles as the basis for decision making in the
    school level
    School-based  Referred to as more specific and detailed plans by the
    approach school
     Decision making made by schools m board of
    directors, teachers and stakeholders and industry
    partner
     Schools are encouraged to exercise increase
    improvement regarding outcomes, strategies, and
    content
     Innovation may not be uniform in all schools but are
    responsive to the needs of the students and the
    community at large

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