Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.

1. Evaluation strategies, process of
curriculum change
Soumya Ranjan Parida

2. Definition
Evaluation is the process of examining a program or
process to determine what is working, what is not
and why.
Evaluation determines the value of programs and
act as blueprints for judgment and improvement.
(Rossett and sheldon,2001)
• Evaluation is the process of gathering and
using information to help in making decisions
or judgment.

3. Curriculum Evaluation
• Curriculum Evaluation is the process of
collecting data on a programme to determine
its value or worth with the aim of deciding
whether to adopt, reject, or revise the
programme.

4. Concept of curriculum evaluation
Objectives
(end result)
Evaluation
(evidence of
accomplishment of
objectives)
Teaching learning process
Learning experiences
(means)

5. EVALUATION OF CURRICULUM
• Curriculum evaluation involves:
– An assessment of the philosophy of the institution,
– Goals of the institution,
– Nursing content taught in each course,
– Course objectives,
– Teaching- learning methods,
– Course evaluation methods
– The relationship of non nursing courses to the overall
plan of study.

6. NEED FOR CURRICULUM EVALUATION
• It determines the value of the curriculum.
• To find out the cause for defective curriculum.
• It clarify objectives and also to know the extent of
objectives achieved.
• It leads to the improvement of institution,
teaching-learning process.
• To diagnose difficulties in curriculum process.
• To gather information for administrative purpose.
• To provide quality control in education.

7. Two fold points of view of evaluation
of curriculum
1. C E is concerned with the measurement of the
achievement of objectives.
2. C E is the collection and use of information to
make decisions about the educational
program.

8. Methods and techniques of curriculum
evaluation
• Discussions
• Experiments
• Interview – individual & group
• Opinions
• Observations
• Questionnaire
• Schedules
• Practical performance
• Anecdotal records

9. Types of Curriculum Evaluation
• Formative evaluation is generally any
evaluation that takes place before or during a
project’s implementation with the aim of
improving the project’s design and
performance
1. Formative
Evaluation

10. Formative evaluation includes:
1. Judgmental data.
This type of evidence is gathered by rating, questionnaires,
interviews.
2. Observational data.
This type of evidence is obtained by direct observations in a free
manner.
3. Student Learning
This type of evaluation approaches the central problems of
curriculum development.
What kind of student learning take place when the curriculum
materials and method are used properly.
Here the main evidence has to do with student learning that takes
place in relation curriculum.

11. Benefits of Formative Evaluation
• It identifies problems in teaching and learning and
helps to correct it.
• By being formative it diagnose weakness at an early
stage for purpose of remediation or individual
teaching.
• Formative is also ideal for future planning in terms of
changing teaching methods and pupils activities
through resetting objectives, use of effective media,
regrouping and assessment methods as it helps to plan
also extension work for the excelling students.
• It is not used for certification.

12. 2. Summative Evaluation
• Summative evaluation can take place during
the project implementation, but is most often
undertaken at the end of a project.
• As such, summative evaluation can also be
referred to as ex-post evaluation.
• Persons other than the writer or the
developer of curriculum material will do it.

13. Benefits
• Describe the extent to which the programme
has attained the objectives.
• Provide guidelines for decision about
curriculum revision, modification and shift of
emphasis.
• Designed to protect the society by preventing
incompetent personnel from practicing.
• Establish overall attitudes of teachers anf
pupils to the course.

14. 3. Diagnostic Evaluation
• Usually analysis of this evaluation occurs
when: content of curriculum is updated,
something is added, something is taken out.
• Teachers take evaluation by these methods

15. Benefits of Diagnostic Evaluation
• It is helper in solving problems of students.
• It is helper in making teacher’s performance
better.
• It is helper in encouraging students and
teachers

16. PRINCIPLES OF CURRICULUM
EVALUATION
• Consists of finding out to what extend the
objectives are being achieved.
• Objectives for evaluation should be in terms of
behaviour changes.
• Be comprehensive enough to measure
adequately the significant behaviour.
• Techniques and methods used in evaluation
should be on the basis of specific behaviours
expected and measured.

17. Cont..
• Include a variety of evaluation tools or
instrument.
• The decision on whether the student has had
adequate experience in a given area should be in
terms of excellence of performance and not in
terms of time spent.
• Record of clinical practice should reflect the
objectives of practice and give evidence of the
extent to which students have achieved the
objectives

18. Requirements for curriculum
evaluations
5 M’s
1. Man
2. Money
3. Materials
4. Methods
5. Minutes

20. Curriculum evaluation plan
1. The rationale of
evaluation
Need for evaluation,
approach and benefits
2. Objectives of evaluation
study, specification of
standards
3. Curriculum description
Curriculum objectives,
philosophy, content,
procedures, description of
learners
4. Evaluation design
Evaluation models
Appropriateness of evaluation design
Methods of collecting information
Data analysis, Schedule of events
budget
5. Evaluation report
Findings of evaluation
programme
Suggestions for further study

21. EVALUATION STRATEGIES

22. Evaluation by Outsiders
• Outsiders may be consultants, inspectors or
administrators.
• They are considered experts because they
have spent years teaching, running projects or
training, with the drawback of not having
being involved with the programme to be
evaluated.

23. When to use External Evaluators?
• The legal base specifies that the activity needs
an external evaluation.
• There is reason to believe that an internal
evaluation would not meet the principles of
objectivity and independence.

24. Advantages of Evaluation by
Outsider
• Minimization of bias, at
least internal bias
• Perceive to be impartial
• Ability to look at matters
from a fresh perspective
Disadvantages of Evaluation by
Outsider
• Costly
• External evaluations take
more time
• Evaluators may
experience resistance from
organizational members.
• The findings of external
evaluations may not be
well- received by
stakeholders.

25. Evaluation by Insider
• Insiders may be teachers, students, staff and
anyone else closely involved in the
development and implementation of the
programme.

26. When to do Internal Evaluation?
• Additional valuable knowledge can be gained
by doing the evaluation in-house that would
not be obtained if it was commissioned to
external evaluators
• The information that will be used during the
evaluation is confidential.
• We do not have enough money to pay for
external evaluators.

27. Advantages of Evaluation by
Insider
• Flexibility
• Low Cost
• Tend to have greater
familiarity with the
organization itself and the
evaluated program
Disadvantages of evaluation by
insider
• Actual and perceived bias.
• Subsequent findings may
completely overlook
significant problem areas.

28. Combined Strategies
• Effective evaluation requires a combination of
insiders and outsiders.
• An effective evaluation design encourages
stakeholder participation, concentrates on skill
development, and establishes the usefulness
of the report and its recommendations.
• It uses a variety of data collection and analysis
tools that encourage participation and
ownership.

29. Advantages of Combined
Strategies
• Increase the reliability and
validity of the results
• Evaluation becomes more
democratic
Issues and Concerns
• Finding the ideal point of
balance within and between
internal and external
evaluation.
• The issue of evaluators’
expertise and
professionalism

30. PROCESS OF CURRICULUM CHANGE

31. MEANING OF CURRICULUM REVISION/
CHANGE
• Means changing or altering the existing
curriculum and making the curriculum
different in some way.
To improve the existing curriculum
Alteration can be in any area where there is a
deficit
The philosophy, objectives, courses, teaching
– learning methods or evaluatory procedures

33. NEED FOR CURRICULUM CHANGE
1. To restructure the curriculum according to
the needs of learner’s society.
2. To eliminate unnecessary units, teaching
methods and contents.
3. To introduce latest and updated methods of
teaching and content, new knowledge and
practices.
4. To add or delete number of clinical hours of
instruction.

34. Factors influencing change in
curriculum
1. General societal changes
 population growth
 population pattern
 move towards urbanization
 consumption of natural resources
2. Health care changes
 Increasing govt. control in health care
 increasing need of health care professionals
 increasing socialization in health field
 Rapid increase of practice, skills and
knowledge level

35. Phases of curriculum changes
Implementat
ion
Evaluation
Planning

36. PHASE- I - PLANNING
• Reviewing of curriculum is the first phase of
curriculum change, curriculum should be
reviewed by committee to identify areas that
need to be changed.
• The curriculum committee have to study,
report and make plans for the change in
curriculum.
• Involvement of faculty ,administration and
students in curriculum change is necessary..

37. PHASE – II - IMPLEMENTATION
• Once curriculum has been finalized, course
modification steps have to taken.
• The change plan will be implemented by
formulating objectives ,course content,
learning methods, teaching approaches and
evaluation process.
• The behavioral changes expected in the
students with the implementation of the
curriculum.

38. PHASE – III- EVALUATION
• Evaluation methods and procedures are made
at planning.
• Evaluation must be used to monitor the
progress of the student learning to determine
the extent to which the objectives have been
achieved and to find ways of improving
teaching and learning methods.

39. CONT..
• Implementing the plan of change in
curriculum required a system development of
the content ,learning experience and
evaluation.
• Certain principles to be made for the use of
curriculum when changing a curriculum.
• Change occurs within the institution and in
the participants of change.

40. Role of students/ parent in curriculum
change
• Students have an essential need to be actively
involved in curriculum development, changes
and implementations.
• If parents are qualified they may be involved
in syllabi modification and evaluation.

41. Role of faculty in curriculum change
• Helps to propagate the concepts and
principles of curriculum development and its
implementation.
• Conduct evaluation and research on
curriculum change.

42. Role of coordinator in curriculum
change
1.Planning - develop philosophy and objectives for
educational programme.
• Identifies the present needs related to
educational programme.
• Investigates, evaluates and secures resources.
• Formulates the plan of action.
• Selects and organizes learning experience.
• Participates in the formulation of admission and
recruitment policies

43. Cont..
2. Organizing - Determine the number of position
and scope and responsibility of each faculty and
staff.
• Analyses and prepares the job description,
indicates line of authority, responsibility in the
relationship and channels of communication by
means of organizational chart.
• Delegates authority with responsibility.
• Maintain a plan of work load among staff
members

44. Cont.
3. Directing - Recommends appointments and
promotions based on qualification and
experience.
• Provides adequate orientation to staff members.
• Guides and encourages staff members in their job
activities.
• Consistently makes administrative decision based
on establishment policies.
• Creates staff involvement in designing
educationally sound programme.

45. Role of administrators in curriculum
change
• To ensure the educational polices and goals
are properly reflected by the curriculum.
• Responsible for the realization of the
curriculum goals through its effective
implementation.
• Tryout is made properly after curriculum
changes.
• Priorities to be given to different programmes
at different levels.

46. Role of the Union Government
• It has an advisory role.
• It has advisory bodies like NCERT which helps
in developing necessary guidelines for
development of curriculum, instructional and
evaluation materials.

47. Role of national bodies (INC)
• It formulates philosophy, objectives, syllabi
and framework of all the courses.
• It will give permission to start and to continue
the course.
• It can stop the program if it feels that school/
college is not having necessary facilities.

48. Role of state govt.
• It permits the school/college to start and
continue the course according to the
infrastructure.
• Has responsibilities to produce and publish
text books, teacher’s hand book, and other
instruction materials to be used for classroom
instruction.
• Responsible for curriculum development and
implementation in schools.

49. Role of statutory bodies & other
stakeholders in curriculum change
• Educational organizations – play active role in
planning, developing, implementing,
evaluating and producing educational
materials.
• Methodology experts- help in curriculum
planning
• Making syllabi
• Evaluating curriculum
• Reviewing curriculum.

50. Equivalency of courses: transcripts

51. Cont.

52. Credit system

53. Summary
• With changing time, curriculum should also
change reflecting the needs and aspirations of
the people.
• There cannot be a uniform curriculum for all the
countries for all the time
• Curriculum content should be based on current
information and not on the past information.
• There is need for constantly changing and
updating the curriculum content.