Curriculum Evaluation - Essay Example

Curriculum Evaluation Synopsis The educational s in the present context need distinctive evaluation to provide information to the guardians to show the achievement as well as to reveal efficiency of a student through test scores. Curriculum evaluation is a difficult procedure and it is state’s responsibility which is required by the ‘No Child Left Behind’ educational policy. ‘Curriculum’ is the set of elements intended for achieving a particular stated or implied objective and ‘Evaluation’ is collecting data to reach any decision.

There are several programs for ‘Curriculum Evaluation’, out of which one is the CIPP model, portrayed by Daniel L Stufflebeam. It is a sound research method which can be used in educational institutions for evaluating merit of students (Sowell, E. J., “Curriculum: An Integrative Introduction”). CIPP stands for ‘Context, Input, Process and Products’. Context implies evaluating the requirements and problems; Input relates to evaluating of the plan to address the requirement, Process is the evaluation of implementation of plan, and ultimately Product stands for the evaluation of anticipated and unexpected results (Sowell, E. J., “Curriculum: An Integrative Introduction”).

There are different sights of Curriculum Evaluation standards which are to be given priority in the evolution. According to JCSEE (Joint Committee on Standards for Educational Evaluation), there are four kinds of standards for Curriculum Evaluation which are ‘Utility Criteria’, ‘Feasibility Criteria’, ‘Propriety Criteria’, and ‘Accuracy Criteria’ (Sowell, E. J., “Curriculum: An Integrative Introduction”). CIPP evaluation technique goes through certain stages. In the year 2003, Sander and Davidson had projected 11 stages for applying CIPP model.

The first stage consists of assessment of school elements which are finance, human resource, competency and other resources. In the second stage, the person who will involve in the assessment will be defined. This stage concentrates on the Utility Criteria of JCSEE standards. The third stage deals with establishment of joint association between every person who are concerned with the CIPP process. In the fourth stage, the standard for evolution from the view point of every person involved in assessment will be explained.

After establishing the standards in the fifth stage the information collection related methods are to be planned. In the sixth step, the environmental aspects which can impact the actions and results must be evaluated as Curriculum Evaluation is connected with effects within and outside of school. As the information is being collected it must be accumulated in the seventh stage for abridgment and case in a particular folder. In the eighth stage, the collected information must be shared among stakeholders for their suggestions and remarks.

In the ninth stage, the decisive information from stakeholders will be delivered to the school administrators. After reporting to the school administration, a summary of report will be made in the tenth stage and will be prepared for public reporting. Finally, the consequences of the Curriculum Evaluation will be applied for further progress and development of school students (Sowell, E. J., “Curriculum: An Integrative Introduction”). The CIPP model is beneficial for assessing several factors of education.

For successful evaluation, a foundation should be established otherwise questions cannot be measured for evaluation. In any case, the evaluation must be well planned. For making the CIPP model successful, the assessor should apply proper quantitative and qualitative strategy for evaluating the information. The CIPP model, if successfully implemented, can surely help in developing the education curriculum of school (Sowell, E. J., “Curriculum: An Integrative Introduction”). Reference Sowell, Evelyn J.

Curriculum: An Integrative Introduction Pearson/Merrill/Prentice Hall, 2004.