Gathering Evaluation Data
8c i). Examine the process of gathering Evaluation Data
Sources of data for curriculum evaluation are numerous. For the purposes of our study, we shall divide them into two categories.
- Teacher – made-tests and examination’s
- Other informal devices
- Teacher-Made-Tests and Examinations
Established procedures for collecting data for curriculum evaluation are mostly to do with instructional evaluation. In Kenya, teacher-made test provide the only information that may be used for determining student progress in school. Tests are predominantly used in school for evaluation because:
- they are expected to be objective
- they are economically to use
- they are easy to administer
- they provide a norm against which individual achievement can be judged
Tests have their limitations too e.g.
- Tests do not test al objectives
- Non-cognitive abilities hardly tested
- Teacher-made-tests tend to ignore individual learners differences.
However, test and examinations do provide data for curriculum evaluation that serves a useful function in judging the quality of the whole curriculum.
Informal evaluation devices serve as an important source of evaluation data. Some of the devices used also come under the instructional evaluation. They may include
- All students’ records in school,
- Classroom observation by teachers
- Students’ projects
- Essays and classroom exercises and other assignments
The curriculum document itself will be acceptable to serve as a source of curriculum evaluation. Curriculum documents consist of all the elements indicated below which should be useful for providing information for evaluation:-
- Statement of purposes
- Curriculum content
- Learning activities
- Evaluation procedures indicate
Teachers from an inherent source of data for curriculum evaluation. Information needed for curriculum evaluation should be obtained from the teachers who are involved in the implementation of the curriculum in schools. Information from teachers can be obtained by means of:
- oral or written devices
Teachers perception of curriculum content, instructional materials learning activities, relevance and student performance in general yield valuable information about what goes on in our schools.
Students are an important source of curriculum evaluation data. Many curriculum developers forget the fact that students can provide very useful information on the curriculum. Students will provide information freely when they know what it will not be used to determine their individual grades. The information obtained from students should be compared with that obtained from teachers.
Materials used for instructional would serve a useful purposes as a source of evaluation data.
These materials could include:
- Text books for teaching and references
- Films, slides, periodicals etc.
Some books for instance, may serve no useful purpose as class texts; others may be out- dated while others may provide undesirable information to the students. They may not assist the teacher in attaining objectives.
Follow-up studies of graduates will yield good information on how effective the objectives in the curriculum were achieve. Studies of graduates have been organized and carried out to determine what the youths who complete primary education in this country do. These studies have revealed that a lot of youths who graduate from primary schools cannot be absorbed in employment among the graduates. Crime among youths and lack of relevant skills would be relevant for making decision on what changes should be taken by curriculum developers.
Society would be another important source of evaluation data. How do we get curriculum evaluation data from society whose population consists of people with diverse social and cultural backgrounds? Information about what goes on in schools could be solicited through various ways:-
- Letters to prominent members of our society will give us what we expect.
- Parents visit’s schools and other local personnel who may express concern in the welfare of schools would be acceptable
Examine the process of Curriculum Evaluation in Kenya.