TOPIC
10. CURRICULUM EVALUATION: CURRICULUM ISSUES AND TREND
Evaluation
The process or group of processes that people perform in order to
gather data that will enable them to decide whether to accept, change, or
eliminate something.
Concerned with "relative values" and "statements of
worth".
Student Evaluation
Objective Based (goals and objectives)
Domains of Learning
Cognitive - knowledge assessment
Psychomotor
- skill assessments
Attitudes
- values
Multiple Activities and Assessments
The Five Value Questions
Intrinsic Value --
the goodness and appropriateness of the curriculum.
Does
the curriculum incorporate the best thinking to date on what is known of the
content and the presentation of the content?
Instrumental Value --
What use is the curriculum, and who is the intended audience? Does the
curriculum address the goals and objectives?
Comparative Value --
Is the new program better that the one it replaced?
Idealization Value --
How can the curriculum be improved for optimal benefit?
Decision Value --
Should the new program be retained, modified, or discarded?
Scientific vs. Humanistic Evaluation
Scientific Evaluation --
More focused on quantifiable data gathering
Uses
tests results of experimental subjects
Analyzes
data statistically
Humanistic Evaluation --
More focused on qualifiable data gathering
Relies
on impressions of what is observed
Engages
in actual incidents that are observed
Today, most evaluators use both types of evaluation.
Focus of Training Evaluation
Program Evaluation -- How efficient and effective is the training or
education program?
Individual competence -- How well did the participant learn?
Program Value -- Does the training provide a good return on cost or
investment?
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