Principles of Curriculum Evaluation
Student: Dr. Freda Doster
This course was intended to introduce educators to the rudiments of curriculum evaluation. This course involved students in an examination of fundamental principles of curriculum evaluation for K-12 school settings. After completing this course the student should be able to:
1. Explain procedures for evaluating learning experiences.
2. Explain best practices for classroom evaluation.
3. Evaluate various perspectives on educational evaluation.
4. Develop procedures for identifying and resolving curriculum problems.
5. Evaluate the Tyler rationale.
The following is a list of guidelines developed using the research summarized by Crooks. The guidelines would be used to assist teachers in developing effective classroom evaluation. The guidelines below were developed as part of a group project which included classmates Tom Bledsoe and Dan Sarago.
�Classroom evaluation is defined as evaluation based on activities that students undertake as an integral part of the educational programs in which they are enrolled� (p. 439, Crooks).
Once the lesson plan has been prepared to include clearly defined, measureable educational objectives, the teacher may utilize the following guidelines to assist in developing effective classroom evaluation:
1. Use evaluation as a means to engage the student in learning � i.e., teacher questions, group discussions;
2. Use a variety of evaluations � checklists, informal observation, results of student work (e.g., work sheets, notebooks, products, etc.)
3. Evaluations should improve learning styles and students� ability to apply content in addition to motivating students
4. Set standards high but don�t make them unattainable
5. Determine if standards are norm-referenced, criterion-referenced or based on effort and improvement
6. Higher order questions result in improved performance
7. Question before, during and after
8. Cooperative structures without intergroup competition are most effective
9. Regular and thoughtful analysis of evaluation practices
10. Use of peer review procedures
11. Attention to establishing consistent progressions of expectations and criteria
12. Transfer of learning
13. Use of evaluation to assist learning
14. Focus feedback on student progress
15. Set standards
16. Use fewer �knowledge level questions� on teacher made tests
17. Incorporate �deep� approaches to learning and reduce �surface� approaches to learning in the early stages of education
18. Test moderately
19. Use cumulative tests
20. Use adjunct questions
21. Include formative and summative evaluations
22. Use feedback, praise, higher level questioning, wait time, cooperative learning, etc.
23. Teach test-taking tips
24. Provide choices for student learning
Reference:
Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of Eductinal Research, 58(4), 438-481.