Curriculum Development: Which is the role played by evaluation in  the school Curriculum?



8a iv). Analyze the role of evaluation in  the school Curriculum

Role of Evaluation in Curriculum

Evaluation entails not a single study but also a series of sub-studies, performed at the various stages of curriculum development process. The main aim of curriculum evaluation is to collect descriptive information about an educational programme, which is then used to modify and improve the program; to compare the program to other programs, and to make judgement as to the worth of the program or project.

Evaluation generally answers the questions regarding: selection, adoption, adoption, support change, innovation and worth of an education program. Formative evaluation helps the curriculum team at the planning stage to formulate a new educational policy, to discover new needs, to formulate new goals, to clarify in their definition of goals, select appropriate goals form competing goals, determine complementary goals, number of new disciplines to be taught, provide empirical evidence on the view of teachers, parents, learners, employers, professional on what requires change or towards the envisaged change.

At the project materials development stage, evaluation helps to translate broad educational goals into curriculum objectives for various subjects, redefine general objectives into operational objectives, determine appropriate syllabus and textbooks structure and content; ensure relevance in content scope, sequence, continuity, integration and balance, identify areas that require in-service for teachers and determine appropriate evaluation procedures and process.

At the project field-trial (try-out) stage evaluation helps to determine:

  • Adequacy of the materials
  • Needed revisions, cost of production, quantity
  • Nature needed
  • Teaching-learning strategies need
  • Evaluation procedures – instrument required

Evaluation at the school implementation stage check on arrival of teaching-learning resources in schools and their use by teachers and students

  • Whether teachers have been adequately prepared
  • Reaction of teachers, parents and other stakeholders on the new program
  • Whether procedures used meet the standard criteria designated by the curriculum developer
  • What is actually being learned – the operational curriculum
  • What requires change
  • Acceptance of the new program by the beneficiaries

National examinations cater for comparison of schools, districts, pupils, teachers. Grading selection, placement, certification, school academic records. Evaluation of examination procedures ensures higher standards of education, detects areas of difficulty; determiners new methods of teaching and evaluation; problems teachers and learners have in interpreting course objects.

Activity 32

Assess the role of evaluation at each stage of curriculum development and implementation.

Why do educational programs fail?


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