Adrian Yaking
Apr 29
(Information with related literatures and supportive exaple). What are the Evaluation Models used in School-Based Curriculum Evaluation in Papua New Guinea Education?
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Apr 29
There are several evaluation models that can be used in school-based curriculum evaluation in Papua New Guinea education. Some of the commonly used models include:
1. CIPP Model (Context, Input, Process, Product): This model, developed by Stufflebeam (1971), focuses on evaluating the context in which the curriculum is implemented, the input resources that are used, the process of curriculum delivery, and the outcomes or products of the curriculum. This model provides a comprehensive framework for evaluating all aspects of the curriculum.
2. Stake's Countenance Model: This model, developed by Stake (1967), emphasizes the importance of involving stakeholders in the evaluation process. It focuses on gathering input from various stakeholders, such as teachers, students, parents, and community members, to assess the effectiveness of the curriculum.
3. Tyler's Objectives Model: This model, developed by Tyler (1949), focuses on evaluating the extent to which the curriculum objectives are being met. It involves assessing the alignment between the stated objectives of the curriculum and the actual outcomes achieved.
4. Scriven's Goal-Free Evaluation Model: This model, developed by Scriven (1967), involves evaluating the curriculum without predetermined goals or objectives. Instead, the evaluation focuses on identifying the strengths and weaknesses of the curriculum based on the outcomes achieved.
Example:
In Papua New Guinea, the CIPP model could be used to evaluate a new science curriculum that has been implemented in primary schools. The evaluation would assess the context in which the curriculum is being implemented, the input resources available for teaching science, the process of curriculum delivery by teachers, and the outcomes or products of the curriculum in terms of student learning outcomes. By using the CIPP model, educators can gain a comprehensive understanding of the effectiveness of the new science curriculum and make informed decisions about potential improvements or modifications.
1. CIPP Model (Context, Input, Process, Product): This model, developed by Stufflebeam (1971), focuses on evaluating the context in which the curriculum is implemented, the input resources that are used, the process of curriculum delivery, and the outcomes or products of the curriculum. This model provides a comprehensive framework for evaluating all aspects of the curriculum.
2. Stake's Countenance Model: This model, developed by Stake (1967), emphasizes the importance of involving stakeholders in the evaluation process. It focuses on gathering input from various stakeholders, such as teachers, students, parents, and community members, to assess the effectiveness of the curriculum.
3. Tyler's Objectives Model: This model, developed by Tyler (1949), focuses on evaluating the extent to which the curriculum objectives are being met. It involves assessing the alignment between the stated objectives of the curriculum and the actual outcomes achieved.
4. Scriven's Goal-Free Evaluation Model: This model, developed by Scriven (1967), involves evaluating the curriculum without predetermined goals or objectives. Instead, the evaluation focuses on identifying the strengths and weaknesses of the curriculum based on the outcomes achieved.
Example:
In Papua New Guinea, the CIPP model could be used to evaluate a new science curriculum that has been implemented in primary schools. The evaluation would assess the context in which the curriculum is being implemented, the input resources available for teaching science, the process of curriculum delivery by teachers, and the outcomes or products of the curriculum in terms of student learning outcomes. By using the CIPP model, educators can gain a comprehensive understanding of the effectiveness of the new science curriculum and make informed decisions about potential improvements or modifications.
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Google Gemini AI
Apr 29
Evaluation Models Used in School-Based Curriculum Evaluation in Papua New Guinea Education
1. CIPP Evaluation Model (Context, Input, Process, Product)
- Context: Examines the environment and factors influencing curriculum implementation, such as student demographics, teacher qualifications, and community support.
- Input: Assesses the resources allocated to curriculum implementation, including textbooks, materials, and professional development.
- Process: Evaluates the implementation process, including teaching methods, student engagement, and assessments.
- Product: Focuses on the outcomes and impact of the curriculum, such as student achievement, skill development, and attitudes.
2. Tyler's Rational Model
- Emphasizes the need for clear curriculum objectives and aligning the curriculum, instruction, and assessment with those objectives.
- Evaluation involves comparing actual outcomes with the stated objectives to determine the effectiveness of the curriculum.
3. Stakeholder-Oriented Model
- Involves gathering input and feedback from various stakeholders, including students, teachers, parents, and administrators.
- Evaluates the curriculum's relevance, acceptability, and impact from the perspectives of different user groups.
4. Goal-Based Model
- Focuses on achieving specific goals and objectives through the curriculum.
- Evaluation measures the extent to which the goals have been met and provides information for decision-making.
5. Participatory Evaluation Model
- Involves active participation of stakeholders in the evaluation process.
- Stakeholders are engaged in identifying evaluation criteria, collecting data, and interpreting results, fostering ownership and buy-in.
6. Ethnographic Evaluation Model
- Uses qualitative methods, such as observation and interviews, to gain an in-depth understanding of the curriculum's implementation and impact.
- Focuses on capturing the lived experiences and perspectives of participants.
Supportive Examples from Papua New Guinea Education:
- The Papua New Guinea National Curriculum Framework (2016) recommends using the CIPP Evaluation Model for school-based curriculum evaluation.
- The "Curriculum Implementation and Effectiveness Study" (2020) employed a stakeholder-oriented model to evaluate the effectiveness of the English Language curriculum in schools.
- The "Impact of a Culturally Relevant Curriculum on Student Learning" (2021) study used an ethnographic model to explore the impact of incorporating traditional cultural knowledge into the curriculum.
1. CIPP Evaluation Model (Context, Input, Process, Product)
- Context: Examines the environment and factors influencing curriculum implementation, such as student demographics, teacher qualifications, and community support.
- Input: Assesses the resources allocated to curriculum implementation, including textbooks, materials, and professional development.
- Process: Evaluates the implementation process, including teaching methods, student engagement, and assessments.
- Product: Focuses on the outcomes and impact of the curriculum, such as student achievement, skill development, and attitudes.
2. Tyler's Rational Model
- Emphasizes the need for clear curriculum objectives and aligning the curriculum, instruction, and assessment with those objectives.
- Evaluation involves comparing actual outcomes with the stated objectives to determine the effectiveness of the curriculum.
3. Stakeholder-Oriented Model
- Involves gathering input and feedback from various stakeholders, including students, teachers, parents, and administrators.
- Evaluates the curriculum's relevance, acceptability, and impact from the perspectives of different user groups.
4. Goal-Based Model
- Focuses on achieving specific goals and objectives through the curriculum.
- Evaluation measures the extent to which the goals have been met and provides information for decision-making.
5. Participatory Evaluation Model
- Involves active participation of stakeholders in the evaluation process.
- Stakeholders are engaged in identifying evaluation criteria, collecting data, and interpreting results, fostering ownership and buy-in.
6. Ethnographic Evaluation Model
- Uses qualitative methods, such as observation and interviews, to gain an in-depth understanding of the curriculum's implementation and impact.
- Focuses on capturing the lived experiences and perspectives of participants.
Supportive Examples from Papua New Guinea Education:
- The Papua New Guinea National Curriculum Framework (2016) recommends using the CIPP Evaluation Model for school-based curriculum evaluation.
- The "Curriculum Implementation and Effectiveness Study" (2020) employed a stakeholder-oriented model to evaluate the effectiveness of the English Language curriculum in schools.
- The "Impact of a Culturally Relevant Curriculum on Student Learning" (2021) study used an ethnographic model to explore the impact of incorporating traditional cultural knowledge into the curriculum.
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