Introduction
In determining whether a curriculum is effective, there is need for its evaluation by looking at the results that it yields. In this discussion, we consider that a committee has been formed that is aimed at the creation of a CWC that is to be adopted in the district. The purpose of this paper is threefold. First, it attempts to highlight similarities and differences between the evaluation of the curriculum in contrast with the evaluation of individual learners. Secondly, it will advocate the systems that are to be employed in order to review the evaluation process steadily and finally, it will be aimed at looking at the pros and cons of various instruments used in the evaluation process.
In evaluating a curriculum, there is need for the evaluation of individual learners who are its beneficiaries (Posner & Rudnitsky, 2006).. There are processes that can be employed to determine whether the results of the committee are viable for wide application in the district. There are also specific performance evaluation tools that can be used in the process.
Discussion
The process of evaluation will need to be done using proven research techniques in order to get the feedback of the stakeholders. Only with their inputs can one actually tell whether the recommendations of the committee are applicable in the furthering of education in a wider setup. In conducting the research, the first consideration will be to identify who the stakeholders and decision makers are (Smith, 1999). This will be the authorities that will be involved in the curriculum and who have insight into its tenets. This group also entails the learners who the curriculum is targeted for in order to gauge whether the required results are being achieved. Secondly, there should be a clear purpose with the objectives that are being desired clearly stated. The objectives may entail the behavior that will be desired from those under the curriculum and may also be directed towards the changes that will be necessary in order to achieve the best outcomes. The purpose of education programs can be variant and multi faceted. Hence, each single facet may need to be evaluated individually to see how it affects the bigger picture.
The most desirable outcome of an evaluation process is success. Success has to be quantified so as to determine its depth and also to look for weak points in a bid to improving the process. Therefore, there are indicators of success that may be analyzed to quantify it. Here, a few questions will be asked including whether the learners are satisfied, whether the program is sound, whether any new skills and knowledge has been imparted and whether the program has room for other improvements.
There is need to determine whether the purposes and objectives that are desired are actually being met by using a few methods of gathering data (Posner, 2003). First, questionnaires with preset questions aimed at giving insight into the level of permeation into the skill base of the individual will be used. Second, achievement tests will be administered in order to actually gauge the amount of knowledge that is imparted. Third, interviews will be conducted in order to get the reactions of people in person.
After all these considerations, data will be collected using the above methods. This will mean that there will be intensive training for evaluators so that they are conversant with the details that are required. Additionally, there will be need for choosing a suitable sample that is well balanced with all stakeholders airing their opinions. The data that is collected will be analyzed and the results will be distributed to the concerned parties to get their reactions. Their feedback will actually determine the decision taken. The curriculum may be discarded and may be adopted wholly or with revisions.
Questions and Measures
Question: What does the curriculum encourage students to do? Does it challenge them to apply what theories they have learnt into real world situations?
Measure: Give a test to students asking them to solve case studies using the learnt theories. Determine the outcomes using the scores gained.
Question: Does the curriculum challenge students to stir more ideas or are they reliant on the information they are given?
Measure: Conduct discussions and brainstorming sessions and gather views.
Question: Does the curriculum enhance the personalities of the students?
Measure: Enlist the help of a behavioral therapist who will determine whether the curriculum grooms its students.
Question: Does the curriculum adaptable to changes?
Measure: Gather opinions of the curriculum’s experts and compare them.
Conclusion
The evaluation of a curriculum is a very important process in determining whether it will achieve the desired results. As such, research methods using tests, questionnaires and interviews will be important in doing this. The results that this research will bear will ultimately decide whether the curriculum should be adopted for the whole district, should be revised to allow for changes or should be done away with if found lacking in any aspects. The decision of the committee will largely be affected by the feedback from the stakeholders participating in the research.
References
- Posner, G. J. (2003). Analyzing the curriculum. New York: McGraw-Hill
- Posner, G. J. & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development for teachers. Boston: Pearson/Allyn and Bacon
- Smith, S.R. (1999). Outcome-based education: Part 2-Planning, implementing and evaluating a competency-based curriculum. Informa Healthcare Vol. 21, No. 1: Pages 15-22