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EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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- EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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Sir please there is not content on this course. And no PDF as well..ANYETEI ANGELEY
EBC 126- COMMUNICATION SKILLS5
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UNIT 4: CURRICULUM EVALUATION
Unit 4 Outline
Definitions
Purpose
Types/Forms:
Formative
Summative
Approaches to Curriculum Evaluation
Tyler’s Evaluation Model
Stufflebeam’s CIPP Evaluation Model
Definition of Curriculum Evaluation
The process of studying the merit or worth of some aspects or the whole of a curriculum. The provision of information for the sake of facilitating decision making at various stages of curriculum development. McNeil (1977) states that “curriculum evaluation is an attempt to throw light on two questions: Do planned learning opportunities, programmes, courses and activities as developed and organised actually produce desired results? How can the curriculum offerings best be improved?”
Oliva (1988) defined curriculum evaluation as the process of delineating, obtaining, and providing useful information for judging decision alternatives. The primary decision alternatives to consider based upon the evaluation results are to:
maintain the curriculum as it is;
modify the curriculum; or
eliminate the curriculum.
Purpose of Curriculum Evaluation
The aim of curriculum evaluation is to:
identify its weaknesses and strengths as well as problems encountered in implementation; improve the curriculum development process;
determine the effectiveness of the curriculum and the returns on finance allocated.
Gay (1985)
Types/Forms of Curriculum Evaluation
There are two main categories of evaluation. These are based on when the stage at which information is gathered. Formative Summative
Formative Evaluation
The term formative indicates that data is gathered during the formation or development of the curriculum so that revisions to it can be made. It may include determining ◦ who needs the programme (eg. secondary school students), ◦ how great is the need (eg. students need to be taught ICT skills to keep pace with expansion of technology) and ◦ how to meet the need (eg. introduce a subject on ICT compulsory for all secondary schools students).
In education, the aim of formative evaluation is usually to obtain information to improve a programme
Summative Evaluation
◦Have learners achieved the objectives?
◦Has the programme produced the desired outcomes?