Curriculum Evaluation

Topics: Education, Curriculum, Secondary school Pages: 7 (2423 words) Published: May 12, 2011
Prospective student teachers were required to choose a curriculum document from either the primary or secondary school sector for evaluation. They were required to conduct such an evaluation using the Daniel Stufflebeam’s CIPP (Context, Input, Process and Product) Model. The CIPP Model would be used to determine the usefulness of the curriculum in meeting the needs of the Trinidad and Tobago society. Based on possible weaknesses found in the document, prospective teachers were to offer appropriate alternatives to improve the document’s content and implementation.

The four – member curriculum team of the second cohort of the University of Trinidad and Tobago (2007 – 2011), , has been asked to evaluate a curriculum document from either the primary or secondary school sector in order to determine its efficacy and relevance in meeting the needs of the Trinidad and Tobago society. The term “curriculum” can be and has been defined in several ways. For instance, Daniel Tanner describes curriculum as “the planned and guided learning experiences and intended learning outcomes formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school for the learners’ continuous and willful growth in personal social competence” (Tanner, 1980). It has also been viewed as “the decision making process and products that focus on preparation and assessment of plans designed to influence students and students’ development of insight related to specific knowledge and skills” (David Armstrong). For the purpose of this paper, the term “curriculum” refers to a syllabus. The intent is to evaluate the curriculum document or syllabus. In this context, evaluate means to assess the philosophical and psychological validity, political feasibility, intrinsic and instrumental value and the technical; adequacy of the syllabus. The particular curriculum that will be evaluated is the “Health and Family Life Education” (HFLE) document originating from the Curriculum Development Division of the Ministry of Education (MOE) of Trinidad and Tobago. This curriculum document was developed to address the needs of students at the primary level of the education system and facilitates the infant to standard five levels. In evaluating the Health and Family Life Education document, Stufflebeam’s Context, Input, Process, Product Model (CIPP) will be used. THE CIPP MODEL

The CIPP model is an evaluation model that is used in the evaluation (formative and summative) of programmes, projects, systems etc. The acronym CIPP represents Context, Input, Process and Product Evaluations. The model was developed by Daniel Stufflebeam. The CIPP model seeks to act as a bridge between evaluation and programme decision-making i.e. to make evaluation relevant to the needs of decision-makers. Input evaluation seeks to provide information about the appropriateness of the recommended means of meeting program goals and objectives. The process evaluation is used to monitor carefully a new or revised program as it is being implemented. Product evaluation provides information related to how well the goals of the instructional program were achieved. Stufflebeam holds the area of evaluation quite dearly and as such the four aspects of the model (Context, Input, Process and Product) are all evaluation oriented and seek to answer four general questions: What should we do? How it should be done? Is it being done as planned? Did the programme work? The type of decisions that correspond with the above respectively are planning decisions, structuring decisions, implementing decisions and recycling decisions.

Regarding the philosophical aims of the Health and Family Life Education (HFLE) curriculum, the developers have sought to match theirs with those of the Ministry of Education’s (MOE), whose intent is to provide every child the opportunity to be educated to...
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