Describe the various methods of curriculum evaluation

Curriculum Evaluation:-

Meher Bano Harri

M.Sc. (Zoology), M.Ed. (Science, Education)  

 Course: Curriculum Development and Instructions

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The following points are often important in the minds of the people regarding the educational objectives and studies which we have personally studied and re-arranged it keeping in view the educational objectives especially the need of a Masters or Graduate student. Be helpful the key points are as follows.

  1. Methods of curriculum evaluation
  2. 4 types of curriculum evaluation
  3. Process of curriculum evaluation
  4. Curriculum evaluation Wikipedia
  5. Steps of curriculum evaluation process

Curriculum is often misinterpreted as student evaluation refers to the collection of information’s on which judgments might be e about the worth and effectiveness of a particular includes of course actually making those judgments so that decisions might be about the future of program me as it stands whether to retain modified it through or through it out altogether.

Students evaluation refers to the collection of information on which judgment are usually made about the progresses of practical students in the programs. It might draw on a number of assessments of a range of student’s capabilities.

Evaluation is necessary for decision making at all stages in curriculum planning and development. The emphasis on evaluation guidelines tends to vary department on which decide evaluation intended to serve.

Guba and stuff (1970) identify four types of decisions which are involved in curriculum evaluation. Certain features of their work are useful as an organizing framework for examining curriculum evaluation .these types include the discussion about;

  1. A) Planning intentions e.g. which objectives to select.
  2. b) Planning procedure e.g. which personal, methods, and materials to attempts.
  3. c) Implementing procedures e.g. whether to continue, modify or abandon a procedural plan.
  4. D) Outcomes e.g. which intentions are realized, to what extent and by whom.

When examine evaluation as an element of the curriculum. Evaluation is seen as serving all for decision types,

  1. a) Planning intentions:-

The type of information which one might need to make decisions about aims and objectives to set would include information about the students, their previous knowledge and experience, their inters and unpaired needs and their particular abilities. Few evaluation guidelines suggest much about how to carry out a situations analysis of this type.

  1. b) Planning procedures:-

As in the above case few evaluation guidelines suggests ways in which to collect Data which might be useful in determining the people, methods, or materials to use in the curriculum .such information might be drawn from research findings (e.g. about the use of specific materials) observations of their teachers (their success with different methods) and knowledge of the particular skills and expertise (ability to use music or drama in their teaching

  1. c) Implementing procedures:-

The evaluation of the curriculum implementation areas for teachers.

It all the time anyway informally or intuitively. Evaluation guideline usually Offer more suggestions in this area for example they may give advice about

How to monitor student progress, questioning technique to establish levels of

Understanding or they may offer ideas about how to observations group in a systematic way or evaluate reactions to evaluate reactions to particular Materials which were used.


  1. D) Outcomes:-

This is the area on which most evaluation sections of curriculum packages or

Documents concentrate. All kinds of tests and objectivities may be suggest or used to make decisions about student outcomes.

      Such methods of evaluation include:-

a) Diaries: 

A great deal of data can be collected through the use of simple is true that data collected in this way will often be subjective. However diaries provide an easy way of systematically gathering data and as entire accumulate it becomes possible to review them and discover what patterns are emerging. Diaries are also a painless way of monitoring certain events.

b) Questionnaires:

Experience has shown questionnaires to be the most commonly used instruments for gathering information they obtain information from a large group they can be constructed by a variety of people with apparent case and allow trends to be quickly indicated questionnaires have a number of disadvantages. They tend to be over-used are difficult to design and present problems misinterpretations.

c) Interview:

Although criticized for its subjectivity or because it can impose a structure yet the interview is a useful way of collecting information from individuals or small groups. As the interview is essentially a form of communications, it is important that one as an interviewee can express feelings, solicits feedback and shares of oneself.

d) Observation:

 One way of finding out what is going on in class room is to take look. Classroom observations insight into the effects of techniques, strategies and personal style. What to look, for depends of type of questions being asked or information being asked or information being sought. Obviously all teachers observe in their day to day activities but it is possible to do it in a more systematic manner to find out specific information.

 Discuss the classroom implication of cooperative learning?

 Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences there is much more to cooperative learning than merely arranging students into groups and it has been described as structuring positive interdependence students must work in groups to complete task collectively towards academic goals. Unlike individual learning which can be competitive in nature students learning cooperatively capitalized on one another resources and skills asking one another for information evaluating one another’s ideas monitoring one another’s work etc. Furthermore the teacher’s role changing from giving information to facilitating students learning .Every one succeeds when the group succeeds. Rose and Smith (1995) describe successful cooperative learning tasks intellectually demanding, creative, open ended, and involve higher order thinking tasks. Cooperative learning has also been linked to increase levels of student’s satisfaction.

Five essential elements are identified for the successful in cooperation of cooperative learning in the classroom

  1. b) Positive interdependence
  2. c) Individual and group accountability
  3. d) Promote interaction
  4. e) Students the required interpersonal a small group skills
  5. f) Group processing

According to Johnson and john sons meta-analysis students in cooperative learning settings compare to those in individualistic or competitive learning settings achieve more reason better, gain higher self-esteem like classmates and the learning tasks more and have more perceived social support.

Theories of cooperative learning:-

  1. Social interdependence theory:-

Social interdependence exists when the outcomes of individuals are effected by their own and other actions .There are two types of social interdependence positive(when the actions of individuals promote the achievements of joint goals)and negative(when the actions of individual s obstruct the achievements of each other’s goals).

Types of cooperative learning:-

  1. Formal cooperative learning:-

Formal cooperative learning is structured, facilitated, and monitored by the educator over time and used to achieve group goals in task work for example completing a unit. Any course material or assignments can be adapted to this type of learning and groups can vary from two to six people with discussion from lasting few minutes up to an entire period.

  1. The jigsaw technique
  2. Assignments that involve group problem solving and decision making
  3. Laboratory or experiment assignment
  4. Peer review work e.g. editing writing assignments    

2.Informal cooperative learning:-

In cooperates group learning with passive teaching by drawing attention to material through small groups throughout the lesson or the discussion by the end of the lesson. And typically involves groups of two e.g. turns to your partner discussion .These groups are often group temporality and can change from lesson to lesson.

“Informal cooperative learning consists of having students work together to achieve a joint learning goal in temporary, ad-hoc groups that last from a few minutes to one class period. (David W. Johnson, Roger T. Johnson and Edythe Johnson Holubec)” Learn more

 Characteristics of cooperative learning:-

  1. Students are working in heterogeneous groups
  2. Playing the games makes the students to move into homogeneous and high level groups.
  3. Understanding other skills

Advantages of cooperative learning:-

The involvement of students in higher learning

  1. The students get excited about earning.
  2. Knowledge is obtained from the students rather than solely from the teacher
  3. Fosters positive attitude in the students such as cooperation, tolerance.
  4. Train students to express or convey idea

Benefits of cooperative learning:-

  1. Cooperative learning helps to:
  2. Raise achievements of students
  3. Build positive relationships among students important for creating a learning community that values diversity
  4. Provide experiences that develop both good learning skills and social skills.
  5. Higher achievement
  6. Increased retention
  7. More positive relationship and a wider circle of friends
  8. Greater intrinsic motivation
  9. Higher self esteem
  10. Greater social support
  11. More on task behavior
  12. Better attitudes towards teachers and school
  13. When students are working towards a common goal, academic work becomes an activity values by peers.
  14. Students are motivated to help one another learns
  15. Students are able to translate the teacher’s language into student’s language from one another.

 Analytical procedures for content selection are most widely used?

Selection and Organization of content:-

Curriculum informal education a curriculum (plural curricula or curriculums) is the set of course and their content offered at a school or university. Textbook or course book is a manual of instruction in any branch of study. Text books are produced according to the demands of educational institutions self-sufficiency to help learner attain maximum self-sufficiency in the most economical manner is the main guiding principle of subject matter or content selection cited by Bilbao et al.2008 although the economy of learning implies less teaching efforts and the less use of educational resources, students gain more results .they can cope up with the Learning outcomes effectively. This criteria means that students should be given a chance to experiment, observe and do field study them to learn independently with this principle in mind, I suggest that for a high school curriculum or preparatory year, there should be a one day independent learning activity each week however, this should be carefully by the teacher they should output from the activity.


The subject matter or content is significant if it is selected and organize for the development or activities, skills, processes and also develops the three domains of learning namely the cognitive effective and psychomotor skills and consider the culture aspects the learners particularly if your students comes  from different cultural background and races the subject must be cultured sensitive in short select content or subject matter that can achieve the overall the aims of two curriculum.

Selection and organization of methods:-

Process of selecting curriculum elements form the subject, the current social life and the student’s experiences than designing the selected curriculum elements appropriately so they can form the curriculum structure and type.

Integration sequence continuity:-

Criteria for effective curriculum organization.

A curriculum design is a framework or plan of action for preparing a course of study or set of student’s experiences. It is a deliberate process of devising, planning and selecting the elements, techniques and procedures of curriculum. Curriculum design is a method of thinking. Curriculum design involves the creation of set of operating principles or criteria based on theory that guide the selection and the organization of the content and the methodology use to teach that content with the accelerated rate of social change .schools are preparing youth for adulthood in a society not yet envision by its members. Hawley’s words still ring true “It’s not a question whether or not to change but whether or not we can control the way we are changing .The way we are changing, we are living in an Alice in an wonderland world where you have to run just to stay where you are .To get anywhere you have to run even faster than that the pieces on the chase board keep changing the rules are never the same”.

Importance of curriculum design:-

An effective curriculum must be built on a solid philosophical foundation that answer the question of what educational purposes she school should seek to achieve .The classical model of curriculum design proposed by  Tyler in (1949),asked four questions of curriculum planner. Models of curriculum design, Tayler step for curriculum design included stating objectives, selecting learning experiences, organizing the experiences and evaluating results.

Principles of curriculum designs:-

Fiorina and novel suggests the following steps,

  1. Identification of the problems
  2. Diagnosis of the problem
  3. Search for alternative solutions
  4. Selection for the best solutions.
  5. Ratification of the solution by the organization
  6. Authorization of the solutions.
  7. Preparation for adopting of the solution
  8. Adoption of the solution
  9. Direction and guidance of the staff.
  10. Evaluation of the effectiveness of the solution steps in curriculum design.

According to M.k Ghandi, education is the development of all aspects that is body mind and spirit. So mind without activities cannot develop the personality perfectly. So education must give importance to activities. Education which has no link with life is meaningless. Activity/experience basis Based curriculum.

Environmental activity: These activities include nature study, excursion, and survey social visit. These activities include nature study.

Physical activity: These activities aim at physical development of a child include physical training, games and sports. Activities under activity based curriculum.

Anesthetic activity: Music, art and craft includes in this type of activities. These provide opportunities for self-expression and development of inborn creative facilities.

Constructive activity: With these activities love for dignity of labor, production efficiency may be developed. Hand work, craft work and repairing tool.

 Community Development:-

These activities aim at community development and include community projects, first aid, social services etc. These activities help to socialization of the child.

Learning by doing:

This method can fulfill the natural urge of growing child and help them to learn the lesson.

Curriculum evaluation:

The curriculum development process takes information from a subject matter expert and creates instructions; it goes through steps of design. In each step are important team members including project managers, instructional designers, and writer’s copy editor. The team works together to create effective content.

Gathering information:

The first step of curriculum development process involves planning and determining who the learner is and what they need to get out of the material.


The team has extracted the information and identified the learner; it is time to begin developing the content. Clear objectives include





As the instructional designers create the objectives. They carefully connect them to the content. The objectives are measurable, which ensures the learning outcome can occur. The team examines the environment in which the content will be used. The team plans how to sequence the content and what they delivery method to use. They perform research for appropriate material.

Research is needed to determine whether analyses of the intended curricula are validated by the aspherical outcomes of the enacted curricula. Content analysis is also valuable to inform the conduct of comparative studies. A content analysis can help an evaluator to select appropriate outcome measures to measure particularly important content strands, and to concentrate on the essential aspects of implementation and professional development. For these multiple reason, careful increasingly sophisticated content analysis will make important contributions to the evaluation of to the effectiveness of a curricular program.

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  12. Regardless if you believe in God or not, this message is a “must-read”!!

    All throughout time, we can see how we have been slowly conditioned to come to this point where we are on the verge of a cashless society. Did you know that the Bible foretold of this event almost 2,000 years ago?

    In the book of Revelation 13:16-18, we read,

    “He (the false prophet who deceives many by his miracles) causes all, both small and great, rich and poor, free and slave, to receive a mark on their right hand or on their foreheads, and that no one may buy or sell except one who has the mark or the name of the beast, or the number of his name.

    Here is wisdom. Let him who has understanding calculate the number of the beast, for it is the number of a man: His number is 666.”

    Speaking to the last generation, this could only be speaking of a cashless society. Why? Revelation 13:17 tells us that we cannot buy or sell unless we receive the mark of the beast. If physical money was still in use, we could buy or sell with one another without receiving the mark. This would contradict scripture that states we need the mark to buy or sell!

    These verses could not be referring to something purely spiritual as scripture references two physical locations (our right hand or forehead) stating the mark will be on one “OR” the other. If this mark was purely spiritual, it would indicate both places, not one OR the other.

    This is where it comes together. It is shocking how accurate the Bible is concerning the implantable RFID microchip. These are notes from a man named Carl Sanders who worked with a team of engineers to help develop this RFID chip

    “Carl Sanders sat in seventeen New World Order meetings with heads-of-state officials such as Henry Kissinger and Bob Gates of the C.I.A. to discuss plans on how to bring about this one-world system. The government commissioned Carl Sanders to design a microchip for identifying and controlling the peoples of the world—a microchip that could be inserted under the skin with a hypodermic needle (a quick, convenient method that would be gradually accepted by society).

    Carl Sanders, with a team of engineers behind him, with U.S. grant monies supplied by tax dollars, took on this project and designed a microchip that is powered by a lithium battery, rechargeable through the temperature changes in our skin. Without the knowledge of the Bible (Brother Sanders was not a Christian at the time), these engineers spent one-and-a-half-million dollars doing research on the best and most convenient place to have the microchip inserted.

    Guess what? These researchers found that the forehead and the back of the hand (the two places the Bible says the mark will go) are not just the most convenient places, but are also the only viable places for rapid, consistent temperature changes in the skin to recharge the lithium battery. The microchip is approximately seven millimeters in length, .75 millimeters in diameter, about the size of a grain of rice. It is capable of storing pages upon pages of information about you. All your general history, work history, criminal record, health history, and financial data can be stored on this chip.

    Brother Sanders believes that this microchip, which he regretfully helped design, is the “mark” spoken about in Revelation 13:16–18. The original Greek word for “mark” is “charagma,” which means a “scratch or etching.” It is also interesting to note that the number 666 is actually a word in the original Greek. The word is “chi xi stigma,” with the last part, “stigma,” also meaning “to stick or prick.” Carl believes this is referring to a hypodermic needle when they poke into the skin to inject the microchip.”

    Mr. Sanders asked a doctor what would happen if the lithium contained within the RFID microchip leaked into the body. The doctor replied by saying a terrible sore would appear in that location. This is what the book of Revelation says:

    “And the first (angel) went, and poured out his vial on the earth; and there fell a noisome and grievous sore on the men which had the mark of the beast, and on them which worshipped his image” (Revelation 16:2).

    You can read more about it here–and to also understand the mystery behind the number 666:

    The third angel’s warning in Revelation 14:9-11 states,

    “Then a third angel followed them, saying with a loud voice, ‘If anyone worships the beast and his image, and receives his mark on his forehead or on his hand, he himself shall also drink of the wine of the wrath of God, which is poured out full strength into the cup of His indignation. He shall be tormented with fire and brimstone in the presence of the holy angels and in the presence of the Lamb. And the smoke of their torment ascends forever and ever; and they have no rest day or night, who worship the beast and his image, and whoever receives the mark of his name.'”

    Who is Barack Obama, and why is he still around?

    So what about his name? The meaning of someone’s name can say a lot about a person. God throughout history has given names to people that have a specific meaning tied to their lives. How about the name Barack Obama? Let us take a look at what may be hiding beneath the surface.

    Jesus says in Luke 10:18, “…I saw Satan fall like lightning from heaven.”

    The Hebrew Strongs word (H1299) for “lightning”: “bârâq” (baw-rawk)

    In Isaiah chapter 14, verse 14, we read about Lucifer (Satan) saying in his heart:

    “I will ascend above the heights of the clouds, I will be like the Most High.”

    In the verses in Isaiah that refer directly to Lucifer, several times it mentions him falling from the heights or the heavens. The Hebrew word for the heights or heavens used here is Hebrew Strongs 1116: “bamah”–Pronounced (bam-maw’)

    In Hebrew, the letter “Waw” or “Vav” is often transliterated as a “U” or “O,” and it is primarily used as a conjunction to join concepts together. So to join in Hebrew poetry the concept of lightning (Baraq) and a high place like heaven or the heights of heaven (Bam-Maw), the letter “U” or “O” would be used. So, Baraq “O” Bam-Maw or Baraq “U” Bam-Maw in Hebrew poetry similar to the style written in Isaiah, would translate literally to “Lightning from the heights.” The word “Satan” in Hebrew is a direct translation, therefore “Satan.”

    So when Jesus told His disciples in Luke 10:18 that He beheld Satan fall like lightning from heaven, if this were to be spoken by a Jewish Rabbi today influenced by the poetry in the book of Isaiah, he would say these words in Hebrew–the words of Jesus in Luke 10:18 as, and I saw Satan as Baraq O Bam-Maw.

    The names of both of Obama’s daughters are Malia and Natasha. If we were to write those names backward (the devil does things in reverse) we would get “ailam ahsatan”. Now if we remove the letters that spell “Alah” (Allah being the false god of Islam), we get “I am Satan”. Coincidence? I don’t think so.

    Obama’s campaign logo when he ran in 2008 was a sun over the horizon in the west, with the landscape as the flag of the United States. In Islam, they have their own messiah that they are waiting for called the 12th Imam, or the Mahdi (the Antichrist of the Bible), and one prophecy concerning this man’s appearance is the sun rising in the west.

    “Then I saw another angel flying in the midst of heaven, having the everlasting gospel to preach to those who dwell on the earth—to every nation, tribe, tongue, and people— saying with a loud voice, ‘Fear God and give glory to Him, for the hour of His judgment has come; and worship Him who made heaven and earth, the sea and springs of water.'” (Revelation 14:6-7)

    Why have the words of Jesus in His Gospel accounts regarding His death, burial, and resurrection, been translated into over 3,000 languages, and nothing comes close (the Quran about 110 languages)? Because the same Spirit of God (YHVH) who created all people likewise transcends all people; therefore the power of His Word is not limited by people; while all other religions are man-made, therefore they tend to primarily stay within their own culture. The same God who speaks to all people through His creation of the heavens and earth that draws all people around the world likewise has sent His Word to the ends of the earth so that we may come to personally know Him to be saved in spirit and in truth through His Son Jesus Christ.

    Jesus stands alone among the other religions that say to rightly weigh the scales of good and evil and to make sure you have done more good than bad in this life. Is this how we conduct ourselves justly in a court of law? Bearing the image of God, is this how we project this image into reality?

    Our good works cannot save us. If we step before a judge, being guilty of a crime, the judge will not judge us by the good we have done, but rather by the crimes we have committed. If we as fallen humanity, created in God’s image, pose this type of justice, how much more a perfect, righteous, and Holy God?

    God has brought down His moral laws through the 10 commandments given to Moses at Mt. Siani. These laws were not given so we may be justified, but rather that we may see the need for a savior. They are the mirror of God’s character of what He has written in our hearts, with our conscious bearing witness that we know that it is wrong to steal, lie, dishonor our parents, murder, and so forth.

    We can try and follow the moral laws of the 10 commandments, but we will never catch up to them to be justified before a Holy God. That same word of the law given to Moses became flesh about 2,000 years ago in the body of Jesus Christ. He came to be our justification by fulfilling the law, living a sinless perfect life that only God could fulfill.

    The gap between us and the law can never be reconciled by our own merit, but the arm of Jesus is stretched out by the grace and mercy of God. And if we are to grab on, through faith in Him, He will pull us up being the one to justify us. As in the court of law, if someone steps in and pays our fine, even though we are guilty, the judge can do what is legal and just and let us go free. That is what Jesus did almost 2,000 years ago on the cross. It was a legal transaction being fulfilled in the spiritual realm by the shedding of His blood with His last word’s on the cross crying out, “It is finished!” (John 19:30).

    For God takes no pleasure in the death of the wicked (Ezekiel 18:23). This is why in Isaiah chapter 53, where it speaks of the coming Messiah and His soul being a sacrifice for our sins, why it says it pleased God to crush His only begotten Son.

    This is because the wrath that we deserve was justified by being poured out upon His Son. If that wrath was poured out on us, we would all perish to hell forever. God created a way of escape by pouring it out on His Son whose soul could not be left in Hades but was raised and seated at the right hand of God in power.

    So now when we put on the Lord Jesus Christ (Romans 13:14), where God no longer sees the person who deserves His wrath, but rather the glorious image of His perfect Son dwelling in us, justifying us as if we received the wrath we deserve, making a way of escape from the curse of death; now being conformed into the image of the heavenly man walking in a new nature, and no longer in the image of the fallen man Adam.

    Now what we must do is repent and put our trust and faith in the savior, confessing and forsaking our sins, and to receive His Holy Spirit that we may be born again (for Jesus says we must be born again to see and enter the Kingdom of God in John chapter 3). This is not just head knowledge of believing in Jesus, but rather receiving His words, taking them to heart, so that we may truly be transformed into the image of God. Where we no longer live to practice sin, but rather turn from our sins and practice righteousness through faith in Him in obedience to His Word by reading the Bible.

    Our works cannot save us, but they can condemn us; it is not that we earn our way into everlasting life, but that we obey our Lord Jesus Christ:

    Jesus says,

    “Not everyone who says to Me, ‘Lord, Lord,’ shall enter the kingdom of heaven, but he who does the will of My Father in heaven. Many will say to Me in that day, ‘Lord, Lord, have we not prophesied in Your name, cast out demons in Your name, and done many wonders in Your name?’ And then I will declare to them, ‘I never knew you; depart from Me, you who practice lawlessness!’ (Matthew 7:21-23)

    “And having been perfected, He became the author of eternal salvation to all who obey Him.” (Hebrews 5:9)

    “Now I saw a new heaven and a new earth, for the first heaven and the first earth had passed away. Also there was no more sea. Then I, John, saw the holy city, New Jerusalem, coming down out of heaven from God, prepared as a bride adorned for her husband. And I heard a loud voice from heaven saying, ‘Behold, the tabernacle of God is with men, and He will dwell with them, and they shall be His people. God Himself will be with them and be their God. And God will wipe away every tear from their eyes; there shall be no more death, nor sorrow, nor crying. There shall be no more pain, for the former things have passed away.’

    Then He who sat on the throne said, ‘Behold, I make all things new.’ And He said to me, ‘Write, for these words are true and faithful.’

    And He said to me, ‘It is done! I am the Alpha and the Omega, the Beginning and the End. I will give of the fountain of the water of life freely to him who thirsts. He who overcomes shall inherit all things, and I will be his God and he shall be My son. But the cowardly, unbelieving, abominable, murderers, sexually immoral, sorcerers, idolaters, and all liars shall have their part in the lake which burns with fire and brimstone, which is the second death.'” (Revelation 21:1-8)

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