12.1 Models of Curriculum Evaluation

Curriculum evaluation models help educators assess and improve educational programs. Formative models provide ongoing feedback during development, while summative models determine overall effectiveness at the end. These approaches ensure curricula meet learning goals and adapt to student needs.

The CIPP model offers a comprehensive framework for evaluation, examining context, input, process, and product. Other approaches like goal-based, decision-facilitation, and expertise-oriented evaluations provide unique perspectives. Choosing the right model depends on the curriculum's purpose, context, and stakeholder needs.

Types of Curriculum Evaluation Models

Formative vs summative evaluation models

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• Formative evaluation
  • Conducted during curriculum development and implementation phases
  • Provides ongoing feedback for iterative improvement and refinement
  • Emphasizes the process of curriculum design, delivery, and adaptation
  • Identifies strengths, weaknesses, and areas for modification (pacing, content sequencing)
• Summative evaluation
  • Conducted at the conclusion of a curriculum or educational program
  • Determines the overall effectiveness, value, and impact of the curriculum
  • Focuses on the outcomes and results achieved by the curriculum (student learning, program goals)
  • Informs decisions about curriculum continuation, expansion, or termination (resource allocation, program viability)

Key Components and Stages of the CIPP Evaluation Model

Components of CIPP evaluation model

• Context evaluation
  • Assesses needs, problems, assets, and opportunities within the educational setting
  • Defines program goals and priorities based on contextual factors (student demographics, community needs)
  • Collects and analyzes data to inform decision-making (surveys, focus groups, needs assessments)
• Input evaluation
  • Assesses the feasibility and potential of various curricular strategies and resources
  • Determines the most effective approach to achieve program goals (instructional methods, materials, technology)
  • Compares alternative strategies and selects the most promising one (cost-benefit analysis, expert review)
• Process evaluation
  • Assesses the implementation fidelity of the chosen curriculum or program
  • Monitors the actual process and identifies deviations from the planned implementation (classroom observations, feedback sessions)
  • Provides formative feedback for continuous improvement and adjustment (professional development, resource allocation)
• Product evaluation
  • Assesses the outcomes and impact of the curriculum on student learning and development
  • Measures the achievement of curricular goals and objectives (standardized tests, performance assessments)
  • Determines the overall effectiveness and value of the curriculum (stakeholder satisfaction, cost-effectiveness)

Evaluation Approaches and Their Characteristics

Approaches to curriculum evaluation

• Goal-based evaluation
  • Advantages
    • Provides a clear focus and direction for the evaluation process
    • Determines the extent to which predefined curricular goals are achieved (mastery of learning objectives)
  • Limitations
    • May overlook unintended outcomes or side effects of the curriculum (development of critical thinking skills)
    • Relies heavily on the quality and relevance of the goals set during curriculum planning
• Decision-facilitation evaluation
  • Advantages
    • Provides timely and relevant information for curriculum-related decision-making
    • Engages stakeholders in making informed choices at key points (course sequencing, assessment strategies)
  • Limitations
    • May be influenced by the interests and biases of decision-makers (administrators, funding agencies)
    • Requires close collaboration and communication among stakeholders (teachers, students, parents)
• Expertise-oriented evaluation
  • Advantages
    • Draws on the knowledge and experience of subject matter experts (curriculum specialists, master teachers)
    • Provides in-depth insights and recommendations for curriculum improvement (content accuracy, pedagogical soundness)
  • Limitations
    • May be subjective and dependent on the qualifications and perspectives of the experts
    • Requires careful selection and coordination of experts from relevant fields (academia, industry)

Applicability of evaluation models

• Consider the purpose and scope of the curriculum evaluation
  • Formative evaluation for ongoing curriculum development and refinement
  • Summative evaluation for assessing overall curriculum effectiveness and impact
• Analyze the characteristics and needs of the educational context
  • Level of education (elementary, secondary, post-secondary)
  • Subject area or discipline (mathematics, social sciences, arts)
  • Institutional culture, resources, and constraints (public vs private schools, funding availability)
• Evaluate the feasibility and appropriateness of each evaluation model
  • CIPP model for comprehensive, context-sensitive evaluation (large-scale curriculum reforms)
  • Goal-based approach for evaluating specific curricular objectives (targeted interventions)
  • Decision-facilitation approach for stakeholder involvement (community-based curricula)
  • Expertise-oriented approach for specialized or innovative curricula (STEM programs, arts education)
• Adapt and combine evaluation models to suit the specific context and requirements
  • Integrate elements from different models (goal-based and expertise-oriented)
  • Modify or customize evaluation procedures and tools (observation protocols, surveys)