Leanne

Tyler reiterates that to develop a curriculum, one must be guided by the four
(4) basic questions:
 What educational purposes should the school seek to attain?
 What educational experiences are likely to attain these objectives?
 How can these educational experiences be organized?
 How can we determine whether these purposes are being attained?

This figure summarizes the steps of the Tyler Model:

Society Philosoph
y

Subject Sources Tentative Precise

Screens
matter objectives objective
s
Learner Psycholog
y

Selected
Evaluation
experience
Figure
s 4. Tyler’s Model of Curriculum Development

Moreover, Tyler also identified elements as sources of the curriculum. These are
students, society, and subject matter.

Alfonso
The Student as a Source
According to one of the Principles of Learning, “one of the richest resources for
learning is the learner himself.” Corpuz and Salandanan (2015) stated, “each individual has
an accumulation of experiences, ideas, feelings and attitudes which comprise a rich vein of
material for problem solving and learning”. As teachers, let us help nurture this embodied
spirit by nourishing them academically, physically and emotionally. Learners are at the
center of the teaching and learning process. All the preparations of teachers revolve around
the ultimate benefit of the learners. Moreover, Maslow ’s Hierarchy of Needs theory exposed
that the basic needs of the students must be met because those are the key for working on
the satisfaction of the individual’s higher order needs as a person.
Since learners are the focus of the educative process, Tyler considered that a broad
and comprehensive analysis of the learners’ needs academically, emotionally and
psychologically be examined. Background regarding their developmental stages, learning
style, multiple intelligences as well as information regarding their diverse characteristics
should also be taken into consideration. All these information are valuable in meeting
students’ needs that are in turn consider in setting the goals, aims and objectives.

Aquino
Society as a Source
Authentic learning is valued and must be centered on the natural interest of
children. Learning does not only take place in the four walls of the classroom nor taken
from the books being read by students. Lessons of life are of more essence and is practically
available within the natural setting-the environment, within the society- where an
individual interacts, reacts, and experiences the realities of life. The society is their big
school, their actual training ground, the source of their authentic learning from the lessons
of life that they may apply in their future and present life.

1|Page
Subject Matter as a Source
Tyler was seriously influenced by John Dewey, who emphasized learning by doing.
He was also inspired by Jerome Bruner, who wrote about the structure of knowledge. They
said (and Tyler agreed) that, to master a subject, one must understand its underlying
structure (Reyes and Dizon, 2015).
In this sense, curriculum developers must ensure that they shall only include relevant
topics in the different disciplines. Relevant in the sense that it is purposeful, meaningful and
useful to the students’ lives. Content that may lead students to the attainment of competencies
stated in the performance standards reflected in the curriculum. Otherwise, it will lead to lack of
motivation which in turn leads to decreased learning on the part of the learners.

Barrera
Philosophy as a Source
Tyler said, sound curriculum development begins with sound thinking, and sound
thinking begins by formulating a philosophy. He believed it is necessary to define a school ’s
philosophy. In case Tyler was to guide others in curriculum development, he would assert that
teachers spell out both their own individual philosophies and that of their school. In this
respect, Tyler’s model reflects the realization that to understand others, you must first
understand yourself. To serve others, teachers must understand both the serving agency and
himself/herself. Having a sound personal and teaching philosophy anchored on the statement of
school’s philosophy, only then that the teacher will have a strong premise to plan effectively and
implement the curriculum in the classroom context effectively.

Psychology as a Source
Tyler believed that effective curriculum development requires understanding the
learners’ levels of development and the nature of the learning process. This understanding
helps to define the list of objectives. Curriculum workers should use philosophy and psychology
as “screens,” filtering out objectives that are beyond students ’ capacity to attain and those that
run counter to the faculty’s philosophy (Oliva, 2009).
Aligning content with the expectations reflects the constructivist philosophy. Tyler ’s
philosophy involved beginning with what we want the students to know and be able to do, and
then designing the content and activities accordingly
(https://www.coursehero.com/file/p6au82mn/responsibilities-such-as-milking-cows-gathering-
eggs-and-running-machinery/).

Buluran
Taba’s Inverted Model
Hilda Taba was an Architect, a curriculum theorist, a curriculum developer, and a
teacher education educator. She was a student of John Dewey. She wrote a book entitled
Curriculum Development Theory and Practice that was published in 1962.
Taba’s Model follows an inductive approach. In this regard curriculum workers starts
with the specifics and build up to a general design as opposed to the more traditional deductive
approach of starting with the general design working down to the specifics.
The model is also well-known for its teacher approach. The task of the teachers in terms
of lesson preparation is actually reflected on the model. Likewise, she believed that teachers are
aware of the students’ needs, hence they should be the one to develop the curriculum. This is
also why it is called grassroots approach because the needs of the students are at the fore front
to the curriculum.
The figure below shows the illustration of the model.

2|Page
 Figure 5. The Steps of the Hilda Taba Model
(Source: https://www.slideshare.net/sohail9595/taba-model-of-curriculum-development)
Carolino
Steps of the Taba Model
Diagnosis of Needs. Curriculum Development and teacher’s planning for instruction both
start the process by identifying the needs of learners for whom the curriculum and
instruction are intended. This step is essential in order to really identify and sustain what is
lacking in terms of the students’ educational needs and the expectation of the larger society
from them.
Formulation of the Objectives. After the teacher and the curriculum developer have
identified the needs of the learners through the standardize process of diagnosing the needs
of the learners, and have determined those areas that require important attention,
formulation and specifying the learning objectives is the next step.
Selection of Content. Content to be included should be properly determined and selected,
based on its relevance, validity and significance. Moreover, content selected should also be
aligned to the formulated objectives based on the result of the standardized process of
diagnosing students’ needs.
Organization of Content. Equally important is the effective sequencing of content after it
has been selected. Content selected must also be properly organized following some type of
sequence and in accordance with set objectives as well as on the maturity of the students.
There are several considerations in properly sequencing the content in the curriculum. It
will be covered on separate unit of this book.
Selection of Learning Experiences. Content must be presented to students and students
must be engaged with content at this point, the teacher selects instructional methods that
will involve the students with the content. Be reminded that the selection of learning
experiences must also be directed towards the attainment of formulated objectives.
Organization of Learning Experiences. Just as content must be sequenced and organized
so must the learning activities. Strategy in sequencing the learning activities is vital to
ensure that the skills and competencies are acquired by the students. The proper sequence
of the learning activities is determined by the content. More importantly, it is determined by
the competencies that must be acquired by the students that are reflected in the formulated
objectives at the beginning.
Evaluation and means of evaluation. The teacher and the curriculum developer must
determine just what objectives have been accomplished. Evaluation procedures need to be
designed to evaluate the learning outcomes. Proper alignment among these steps must be
strictly observe.

Concepcion
Application of the Taba Model
 Currently use as basis in most curriculum designs
 It gives primary consideration in identifying the needs of students
 Use as guide in developing objectives

3|Page
  Consider in selecting instructional materials
 Use as basis in organizing learning experiences
 Evaluation

The following are the observed strength of the model in developing the curriculum:
 It gives the teacher a greater role by not just making them implementers of
the curriculum but also developers.
 It follows the inductive method.
 It also follows teacher’s approach
 Notes that teachers are aware of the students ’ needs therefore they are the
one that should develop the curriculum.
 Sees the curriculum as a “plan for learning”
 Gives importance to objectives in order to establish a sense of purpose in
deciding what to include, exclude and emphasize in a curriculum.
Moreover, Taba as a curriculum expert believed that: “To evolve a theory of
curriculum development and a method of thinking about it, one needs to ask what demands
and requirements of culture and society both are, both for the present and the future.
Curriculum is a way of preparing young people to participate in our culture.”
Dabandan
Application of Taba’s Model in the Classroom
The following are the strengths and weaknesses of Taba model when being applied to
classroom preparation and teaching.

The following are the Strengths of using the Taba Model in the classroom context:
Gifted students begin thinking of a concept, then dive deeper into that concept
 Focuses on open-ended questions rather than right/wrong questions
 The open-endedness requires more abstract thinking, a benefit to our gifted students
 The questions and answers lend themselves to rich classroom discussion
 Easy to assess student learning

However, there are also limitations in the use of the Taba Model in the classroom setting:
It can be difficult for non-gifted students to grasp.
 It is difficult for heterogeneous classrooms.
 It works well for fiction and non-fiction, may be difficult to easily use in all subjects.

Decastro
The Peter Oliva Model
Peter Oliva was a former professor and chairperson of Southern Illinois University,
Florida International University, and Georgia Southern University. He ’s an author of numerous
articles in educational journals, written several textbooks and is a co-author of Supervision for
Teaching Schools, now in its 8 th edition. He has served as a high school teacher, guidance
counselor and as a professor of education at the University of Florida, University of Mississippi,
India State University at the University of Hawaii.

In 1976, Peter Oliva introduced his first model of curriculum development. His first
model follows a linear and deductive approach. That is why it is considered by curriculum
analysts as simple and easy to follow, (see the figure below) until he made a revision in 1992.

Figure 6. Oliva’s first (1976) Model of Curriculum Development

After the revision, Oliva Model in 1992, it became more comprehensive and detailed as
opposed to his first model which is simple and linear in nature. The model combines a scheme

4|Page
for curriculum development and a design for instruction why it was later on considered as
systematic and comprehensive.
The exact strength of the Oliva model according to Reyes and Dizon (2015), is its
inclusion to foundations. The original model requires a statement of philosophy, which is
extremely important, and unfortunately, is not common among curriculum documents. Oliva ’s
revised model includes societal and student needs, which are also invaluable parts of curriculum
model.

De Guzman
12 Components of the Oliva Model
Figure 7 shows the detailed steps of the Oliva model that takes the curriculum developer
from the sources of the curriculum to evaluation. The figure likewise shows its twelve essential
components. These twelve components are:
1. Philosophical formulation, target mission, vision of institution.
2. Analysis of the needs of the community where the school is located.
3. - 4. General purposes and special purpose curricula.
5. Organizing the design and implement curriculum.
6. – 7. Describe the curriculum in the form of the formulation of general objectives and
specific learning.
8. Define the learning strategy.
9. Preliminary studies on possible strategies or assessment techniques to be used.
10. Implement the learning strategy.
11. – 12. Evaluation of learning and curriculum evaluating

Oliva recognized that the needs of the students in particular communities are not always
the same as the general needs of students throughout the society. In this case, the role of the
faculty comes in to always consider the nature, needs and diversified characteristics of
students when preparing a curriculum or even a plan for teaching.

Dela Cruz Kate

In the Oliva model, a faculty can fashion a plan:
 For the curriculum of an area and design ways in which it will be carried out
through instruction.
 To develop a school – wide interdisciplinary programs that cut across areas of
specialization such as career education, guidance, and class activities.
 For faculty to focus on the curricular components of the model to make
programmatic decision.
 To allow a faculty to concentrate on the instructional components.

The figure below is the illustration of the Oliva’s model.

Figure 7. The Peter Oliva Model

5|Page
 (Source https://www.slideshare.net/jheallyorlanda/the-oliva-model-of-curriculum)

Dela cruz Shane

17 Basic Steps of the Oliva Model
As shown in the illustration above, the steps are:
1. Specify the needs of the students in general.
2. Specify the needs of the society
3. Write a statement of philosophy and aims of education.
4. Specify the needs of students in school.
5. Specify the needs of the particular community
6. Specify the needs of the subject matter.
7. Specify the curriculum goals of your school.
8. Specify the curriculum objectives of your school.
9. Organize and implement the curriculum.
10. Specify instructional goals.
11. Specify instructional objectives.
12. Specify instructional strategies.
13. Begin selection of evaluation technique.
14. Implement instructional strategies
15. Make final selection of evaluation techniques.
16. Evaluate instruction and modify instructional components.
17. Evaluate the curriculum and modify curriculum components

Ichi
Saylor and Alexander Model
John Galen Saylor (1902 – 1998) was an American educator, he enjoyed a full bright
professorship in Finland in 1962. Whereas, William Marvin Alexander (1912-1996) was an
American Educator and well-known as a father of the American Middle School. They are both
well-known authors of book in Curriculum Planning and development. They co-authored a book
entitled Curriculum Planning for Better Teaching.
Saylor and Alexander (1974) viewed curriculum development as consisting of four
steps. Curriculum according to them is “a plan for providing sets of learning opportunities to
achieve broad educational goals and related specific objectives for an identifiable population
served by a single school center” (Bilbao, et.al 2015). Below is the illustration of the model.

Figure 8. The Saylor and Alexander Model

(Tomas, MJ 2019)

Ella
Steps of the Saylor and Alexander Model
The Steps in the Saylor and Alexander model is so simple that it only follows the
sequence/phase of the curriculum development process that considers the external variables as
bases in formulating the goals, objectives and domains.

Goals, Objectives and Domain

6|Page
 Just like other models of curriculum development, Alexander and Saylor give foremost
importance on the identification of goals, objectives and domain as the starting point of
curriculum development. They also noted that the bases of which are the external factors which
are the important sources of learning to be acquired by the students.
According to them, each major goal represents a curriculum domain. They advocate four
major goals or domains: personal development, human relations, continued learning skills and
specialization. The goals, objectives and domains are selected after careful consideration of
several external variables such as findings from educational research, accreditation standards,
views of community groups and others.
Curriculum Designing
After careful consideration on goals, objectives and domain, the next important step is
curriculum designing. In designing a curriculum vital decision as to how the essential elements
will be properly arranged is given a thorough analysis.
Will the curriculum be designed along the lines of academic disciplines, or according to
student needs and interests or along themes? These are some of the questions that need to be
answered at this stage of the development process (Bilbao,et al, 2015).
Galapon
Curriculum Implementation
A well-designed curriculum is now ready for implementation. As a step in the
curriculum development, curriculum implementation requires the pedagogical skills of the
teachers to give justice on the process taken in order to meticulously design a curriculum. As a
process, the teacher will prepare instructional plan, where instructional objectives are specified
and appropriate teaching methods are utilized combined with an effective assessment strategy.
Curriculum Evaluation
Evaluation is the last step of the curriculum development model. Evaluation is always
necessary. It will determine the success or failure of the plan, the design and the implementation
taken. Decision for the next move to take will also base from the result of the evaluation
conducted. Bilbao, et al stated, a comprehensive evaluation using a variety of evaluation
technique is recommended. It should involve the total educational program of the school and the
curriculum plan, the effectiveness of instruction and the achievement of students.
Gonzales
CURRICULUM DEVELOPMENT PROCESS
Curriculum development is a dynamic process it changes according to the needs of the
society and the stakeholders of the education system. The curriculum development follows a
systematic process which involves different stages arranged in linear fashion such as curriculum
planning, curriculum designing, curriculum implementing, and curriculum evaluating. Revising
and improving curriculum as essential phases also take place after the result of the evaluation
has been obtained and reviewed.

Figure 9. Curriculum Development Process

(Source: http://www.fao.org/3/ah650e/ah650e03.htm)
1. Curriculum Planning

7|Page
 It is said that many people are involve in developing curriculum. Planning as an initial
phase of the curriculum development process should involve the key players such as the
curriculum experts, professional educators, teachers, students, parents and other stakeholders
of the school. These key players have their vital roles to play.
The planning takes place in the classroom, school, local and national level. All the
important considerations are laid down in the plan. Most importantly, curriculum planning
involves the analysis of philosophy, social forces, needs, goals and objectives, treatment of
knowledge, human development, learning process and instruction, and decision. Bilbao et. al.
(2015) stated that All of these will eventually be translated to classroom desired learning
outcomes for the learners.
2. Curriculum Design
Curriculum design is the parent of instructional design. It is the arrangement of the
components of the curriculum. Curriculum arrangement always comes in this order: objectives,
content, instruction, and evaluation (Ronald Doll as cited by Reyes and Dizon, 2015). In contrast,
instructional design “diagrams” out pedagogically and technologically strong teaching methods,
teaching materials, and educational activities that draw students in learning the curriculum ’s
content. There are many effective curriculum designs available that teachers and developers
could choose from.
Proper alignment must be observed among the four components of the curriculum to
ensure success in the implementation phase (See Figure 10).
In addition, Curriculum design represents the knowledge theory, social theory, political
theory, and learning theory. In effect, a curriculum outcome arises from the combination of
curriculum and instructional design.

Figure 10. Alignment of the Four Components of the Curriculum Design

(Tomas, MJ 2019)
Lazaro
3. Curriculum Implementing
After the curriculum has been planned and designed, proper implementation eventually
takes place. Implementation is an interaction between those who have created the program and
those who are charged to deliver it.
Curriculum implementation is the act of putting into action the written plan and the
conceptualized design of the curriculum with the use of the pedagogical expertise and creativity
of the teacher. This pedagogical expertise concerns planning the lesson, the choice of methods
and strategies, identification of learning experiences, assessment strategies and the choice and
integration of technology in teaching. Cooperation and collaboration among teachers, co
teachers as well as the learners are of value to make the implementation successful and
fulfilling. The support of the principal and the school administration is also necessary.
Ornstein and Hunkins stated that:
 Implementation requires educators to shift from the current program which
they are familiar with to the new or modified program.
 Implementation involves changes in the knowledge, actions and attitudes of
people
 Implementation can be seen as a process of professional development and
growth involving ongoing interactions, feedback and assistance.
 Implementation is a process of clarification whereby individuals and groups
come to understand and practice a change in attitudes and behaviors: often
involving using new resources.
 Implementation involves change which requires effort and will produce a
certain amount of anxiety, and to minimize these, it is useful to organize
implementation into manageable events and to set achievable goals

8|Page
 (https://www.coursehero.com/file/p3d4oukb/Refers-to-specification-of-definite-
time-for-subjectcourse-amount-of-time-given/).

4. Curriculum Evaluation
After the implementation had been made, evaluation of the curriculum must take into
effect in order to judge the efficiency and merit of the written plan as well as the
implementation procedure and strategies taken. The result of the evaluation will be the basis for
a decision making regarding the improvement of the curriculum in all aspect.
Curriculum evaluation refers to the formal process of determining the quality,
effectiveness, or value of a curriculum (Stufflebeam, 1991 as cited by Reyes and Dizon, 2015). It
involves value judgment about the curriculum, both in terms of its process and its product.
Evaluating the curriculum also involves the process of delineating, obtaining and providing
information for judging decisions and alternatives including value judgment to a set of
experiences selected for educational purposes (https://imjoan.wordpress.com/).

References

UNIT IV: CURRICULUM IMPLEMENTATION

Overview
When a new curriculum is introduced, there are many things that teachers and school
administrators must expect. Will it be warmly accepted by the faculty or will the gain
resistance from it? This unit will discuss about the processes that the schools undergo
when implementing new curriculum and the reasons why teachers show resistance to this
kind of change. More so, this unit will also tackle how the school administrators and other
educational authorities should treat and response to teacher ’s resistance as a result of
curriculum change.

Learning Objectives
At the end of Unit IV, I am able to:
1. Analyze the models of curriculum implementation in the context of
curriculum administration;
2. Identify the reasons why teachers become resistant to curriculum
implementation;
3. Determine the factors influencing implementation of curriculum in schools;
and
4. Reflect on the importance of the roles of stakeholders and curriculum workers
in curriculum implementation.

Setting Up
Name: ______________________________________ Date: ______________________
Course and Section: ______________________ Score: ____________________
Direction: It was year 2016 when K-12 Curriculum was fully implemented in the country.
This unprecedented change led to huge negative response not only from the parents of the
students but also from the teachers themselves. What do you think were the reasons why
many resisted to this kind of change? List down your answers below:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________

9|Page
 5. __________________________________________________________________________________

Direction: Identify the specific stakeholder using the descriptions given below.
Moreover, identify their role in the implementation of the curriculum in the new
normal.
Role Jumbled Letters Correct Answer
1. They are the direct beneficiary of the
curriculum implementation. Upon them lie the NLAERER
success or failure of the curriculum.
2. The persons who directly implements the
curriculum, in whose hands, direction and RCTAEHE
guidance are provided for successful
implementation.
3. Spend their personal money to achieve the
goals of the curriculum. The interest is on the
return of the investment through the learning RNETPAS
outcomes of the students.
(https://www.slideshare.net/mae2388/role-of-
stakeholders-in-curriculum-implementation)
4. They see to it that the written curriculum is
correctly implemented in schools thus they RMAIDOTSNR
provide support to the whole organization ISTA
through their leadership.
(https://www.coursehero.com/file/p4ns0sb/1-The-direct-
beneficiary-of-the-curriculum-implementation-Upon-
them-lie-the/)
5. Indirectly or directly involve in school INO CMUMYT
activities as resource. RBMSMEE

Lesson Proper

Lopez
MODELS OF CURRICULUM IMPLEMENTATION

1. Overcoming- Resistance- to-Change Model (ORC)

It is the nature of a person to be resistant to change because we are creatures of
habit, changes make us feel uncomfortable, it makes us feel less competent. This is true
also when we talk about the implementation of new curriculum. ORC is a model that
discusses the phases or the stages that teachers undertake when new curriculum is
introduced to them, what are the challenges they are facing, why they become resistant
to innovations. More importantly, this theory also helps school administrators to
identify reasons why teachers become resistant to change letting them also realize the
need to properly address these kinds of concern. The following are its stages:

Stage 1: Unrelated Concerns

At this point, when curriculum is made the teacher complies with it but does not
realize and even recognize its effect to him/her. He/she thinks that the change has no
connection with him/her. For example, when K-12 Curriculum was first introduced,
there were teachers probably who just considered as part of their job but bears no
impact to them personally.
Stage 2: Personal Concerns
During this time, the teacher recognizes how the innovation in the curriculum
could affect him/her. He/She becomes more curious about it asking questions such as
“what it is all about?”, and “how will it benefit me?”.

10 | P a g e
 Magpili
Stage 3: Task-Related Concerns
During the second stage, the concern of the teachers focuses more on her
capacity and ability to cope with the demands brought by the innovation in the
curriculum as well as the availability of the resources. For example, as the teachers of
today experience the “new normal” in the education (i.e. blended, distance, flexible,
offline), the major concern here is how to manage the innovation. For example, “How
can I properly assess my students’ performance”, “What platform will I use? ”, How can I
organize my modules?”

Stage 4: Impact-Related Concerns

If during stage 2, teacher become concern with the effect of the innovation
towards his/her but this time they become more concerned with the students learning.
Given the current situation that we are in brought by COVID 19, students should study at
home, be given instructions online, and should basically study one their own using the
modules created by their teachers. These instances create questions among teachers
such as “Can they be able to cope with the lessons?” “Do they have reliable internet
connections for our online classes?” “Will the modules be enough for them to learn
everything about the course?”.
What does this ORC Model Tell You as A Future Teacher and School Administrator?
a. Teachers should be adaptive and flexible. Change is inevitable specially in the field of
education. Educational system will always adapt to the societal changes. Thus,
teachers must learn to cope with the demands brought by changes in the curriculum.
b. Survey must be conducted among teachers for needs assessment. In this way, school
administrators may know what assistance they need to give to their faculty members
to successfully initiate the new program.
c. School administrators must be open to the idea that teachers are human beings too.
Yes, they are adaptive, but they still need time to prepare and adjust to the changes
because these require new skills and knowledge, that ’s why trainings are very
important.

Marcelo
Leadership Obstacle Course (LOC) Model
This Model tells the significance of knowing the extent of resistance of the teachers against
the new program or innovation. There must be a gathering of data that must be done to
determine this extent or scope. According to This can be done by making sure that the following
five conditions exist:
a. the organizational members must have a clear understanding of the proposed
innovation;
b. individuals within the organization must be given relevant skills so that they possess the
capabilities requisite for carrying out the innovation;
c. the necessary materials and equipment for the innovation must be furnished; if need be,
the organizational structure must be modified so that it is compatible with the
innovation being suggested;
d. the participants in the innovation must be motivated to spend the required time and
effort to make the innovation a success.
(https://www.researchgate.net/publication/333338710_Models_and_concepts_of_curricu
lum_implementation_some_definitions_and_influence_of_implementation)

11 | P a g e
model considers educational change as a sequence of three stages:
i) initiation;
ii) attempted implementation; and
iii) incorporation
The LOC model considers educational change as a sequence of three stages:

INCORPORATION

IMPLEMENTATION

INITIATION
Figure 11. Stages of the LOC Model
Remember, that before reaching the last stage of educational change obstacles may still
arise during the implementation period. Resistance may still develop, that ’s why there is still
need for feedback and monitoring until all the issues and concerns are solved.

Mendoza
Linkage Model (LM)
This model acknowledges that aside from the school itself, there are innovators in
research and development centers, universities, etc who can provide clearer pictures of problem
that exist because of the implementation of the new programs. These are referred to by this
model as the resource system while school on the other hand is said to be the user system.
There has to be a link between these two systems, it is the job of the resource system to know
the user system’s problem and analyze it. Furthermore the resource system in order to be
effective needs to create appropriate strategies in analyzing the cause and effect of the problem
through a cycle of diagnosis and evaluation to assess the educational packages the user system
has created.
FACTORS INFLUENCING THE IMPLEMENTATION OF A CURRICULUM IN SCHOOLS
The following are the identified factors that greatly influence the implementation of the
curriculum.

Table 7. Factors that Influence the Curriculum

Factors Description
Adequacy of Adequacy of equipment, facilities and general resources for implementing a
Resources new curriculum
Time available for preparing and delivering the requirements of the new
Time curriculum e.g. teachers need enough time to develop their own
understanding of the subject they are required to teach.
Overall school beliefs towards the new curriculum. Status of the curriculum
Navarro
as viewed by staff, administrators and community. E.g. school administration
School Ethos
recognizes the importance of the subject in the overall school curriculum.
Professional Support for teachers from both within the school and outside. e. g.
Support opportunities to receive on-going curriculum professional support
Professional Teachers own ability and competence to teach the curriculum i.e confidence
Adequacy in teaching
Professional Knowledge and understanding teachers possess regarding the new
Knowledge curriculum. E.g. different ways of teaching to foster student learning.
Attitudes and interest of teachers toward the new curriculum. e.g. keen to
Professional teach the subject
Attitude and
(https://www.answers.com/Q/What_are_the_roles_of_teachers_in_curriculu
Interest
m_implementation)

12 | P a g e
Norte
THE ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
Stakeholders are individuals or institutions that plays important functions in the school
curriculum. Their interests vary in degree and complexity. They get involved in many different
ways in the implementation because the curriculum affects them directly and indirectly.

The Curriculum Workers

The success or failure of curriculum defends on people working for its implementation.
Oliva identified these persons as curriculum workers. At any level of curriculum
implementation, curriculum workers, through their expertise, creativity, and dedication make
sure that curriculum is implemented as planned.
 The Teachers
Their roles as implementers of the curriculum is very crucial. It is through their
expertise, creativity, and commitment that any curriculum success is attributed. Their
educational background, educational philosophy, teaching styles, and personality affect
the implementation of the curriculum.
They are the most visible curriculum workers. Teachers develop lesson plans,
unit plans and syllabi for each subject that they teach. They also prepare instructional
materials select methods and strategies, and assess students’ progress.

 The Principals
The principals are the chief academic and administrative officer of the school.
They provide curricular and instructional leadership and supervision to the teachers
and other school personnel in the local context. Furthermore, they lead teachers in
planning different school activities and make sure that all educational goals set by the
DepEd are met.

Other responsibilities of the principal is checking the lesson plans developed by

each teacher, prepare the school calendar, supervise instruction and prepare school
report. Principals also work with parents and community leaders and win their support
to any school activities and projects.
 The Curriculum Consultants
Curriculum consultants are individuals with rich background experiences on
doing curriculum planning, curriculum development, and curriculum evaluation.

Nosal
 The District Supervisors
They are the persons responsible for supervising the implementation of the
curriculum in the district level. They help public school principals in ensuring that the
programs of the DepEd are implemented in their respective schools. District supervisors
are also responsible for implementing policies and programs of the DepEd in private
schools.

 The Education Supervisors

Education supervisors are assigned to specific subject areas in basic education.
They help the district office in of the DepEd in supervising the implementation of
projects and programs specific for each subject area.

 The Division Superintendents

They are the chief academic officer of each division. They supervise the
implementation of the DepEd curriculum, programs, and projects in the division level
for both public and private schools. Usually, each province or a city is considered a
division for the DepEd.

13 | P a g e
 Octavio
 The Regional Directors
Regional Directors manage the programs and projects of the DepEd in the
regional level.

 Education Program Specialists

They work at the national level or at the central offices of the CHED and the
DepEd. They assist the two government agencies in the development of curriculum
policies that will help teachers and other curriculum leaders in the implementation of
the curriculum.

 Technical Panels and Technical Committees

These are professionals who are professors and experts from different
disciplines and fields who assist the CHED in developing curriculum, formulating
curriculum policies, and evaluating the compliance of higher education institutions to
the CHED program standards.
Glathorn, Boschee, and Whitehead (2006) emphasized that curriculum workers are
curriculum leaders too. As they implement the curriculum at any level of education and in any
school.

Orena
Levels of Curriculum Implementation

Figure 12. Levels of Curriculum Implementation

To ensure the smooth implementation of the curriculum, each department or ministry of
education in any country has established a system that will take charge of the whole work of
planning, (https://curriculumdevelopment492212170.wordpress.com/2017/12/05/first-blog-post/)
development, implementation, and evaluation of the curriculum. Take note that integrated in
this system are the curriculum workers mentioned earlier.
Republic Act 9155, also known as the Governance of Basic Education Act of 2001,
Chapter 1 Section 7 defines the function of each level as follows:
A. National Level
Through the leadership of the secretary of education, undersecretaries, and
different Bureau Officers are responsible for the ff.:
• Formulating national educational policies;
• Formulating a national basic education plan;
• Promulgating national educational standards;
• Monitoring and assessing national learning outcomes;
• Enhancing the employment status, professional competence, welfare, and working
conditions of all personnel of the Department; and
• Enhancing the total development of learners through local and national programs
and/or projects.

Padigdig
B. Regional Level

14 | P a g e
 Consistent with the national educational policies, plans, and standards, the regional
office under the Regional Director shall be responsible for the ff.:
 Defining a regional educational policy framework which reflects the values, needs, and
expectations of the communities they serve;
 Developing a regional basic educational plan;
 Developing regional educational standards with a view toward benchmarking for
international competitiveness
 Monitoring, evaluating, and assessing regional learning outcomes;
 Undertaking research projects and developing and managing region-wide projects
which maybe funded through official development assistance and/ or other funding
agencies.
 Ensuring strict compliance with prescribed national criteria for the recruitment,
selection, and training of all staff in the region and division.
 Formulating, in coordination with the regional development council, the budget to
support the regional educational plan which shall take into account the educational
plans of the divisions and districts;
 Determining the organization component of the divisions and districts and approving
the proposed staffing pattern of all employees in the divisions and districts;
 Hiring, placing, and evaluating all employees in the regional office, except for the
position of assistant director.
 Evaluating all school division superintendents and assistant division superintendents in
the region;
 Planning and managing the effective and efficient use of all personnel, physical and fiscal
resources of the regional office, including professional staff development.
 Managing the database and management information system of the region; and
 Approving the establishment of public and private elementary and high schools and
learning centers.

Padua
C. Division Level
Division is consists of a province or a city. Consistent with the educational policies,
plans, and standards, the division level through the leadership of the division superintendent
shall be responsible for the following:
• Developing and implementing division education development plans;
• Planning and managing the effective and efficient use of all personnel, physical,
and fiscal resources of the division, including professional staff development.
• Hiring, placing, and evaluating all division supervisors and school district
supervisors as well as all employees in the division, including professional staff
development
• Monitoring the utilization of funds provided by the national government and the
local government units to the schools and learning centers;
• Ensuring compliance of quality standards for basic education programs and for
this purpose, strengthening the role of division supervisors as subject area
specialists;
• Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education; and
• Supervising the operations of all public and private elementary, secondary, and
integrated schools, and learning centers.
D. School District Level
A school district through the leadership of the District Supervisor is responsible for the
following:
• Providing professional and instructional advice and support to the school heads
and learning centers in the district or cluster thereof; and

15 | P a g e
 • Curricula supervision
Pascual
E. School Level
Consistent with the national educational policies, plans, and standards, the school level
through the leadership of school heads is responsible for:
• Setting the mission, vision, goals and objectives of the school;
• Creating an environment within the school that is conducive to teaching and learning;
• Implementing the school curriculum and being accountable for higher learning
outcomes;
• Developing the school education program and school improvement plan;
• Offering educational programs, projects, and services which provide equitable
opportunities for all learners in the community.
• Introducing new and innovative modes of instruction to achieve higher learning
outcomes;
• Administering and managing all personnel, physical, and fiscal resources of the school;
• Recommending the staffing complement of the school based on its needs;
• Encouraging staff development;
• Establishing school and community networks and encouraging the active participation
of teacher organizations, non-academic personnel of public schools, and parents-
teachers-community associations
• works and encouraging the active participation of teacher organizations, non-academic
personnel of public schools, and parents-teachers-community associations; and
• Accepting donations, gifts, bequests, and grants for the purpose of upgrading teachers’
learning facilitators’ competencies, improving and expanding school facilities, and
providing instructional materials and equipment.
Pineda
Currently, the different offices of the DEpEd are doing their best in ensuring a smooth and
efficient implementation of the K to 12 Basic education program of the Philippines, under the
Republic Act 10533 or the Enhanced Basic Act of 2013.
For HEIs in the country, the Commission on Higher Education was established under
Republic Act No. 7722, otherwise known as the Higher Education Act of 1994.

 The CHED Office for Program Standards (OPS) is responsible for curricular matters.
 The CHED issues a memorandum order (CMO) per program to serve as a guide to HEIs
on the courses that should be offered per program, admission and retention policies,
administrative requirements, and others.
 All curricular changes ad application for new curricular offerings from HEIs are
reviewed and recommended for approval by the OPS to the commission en banc.
Experts in different academic fields and disciplines are invited to become
members of different technical panels and technical committees to help the commission
in the development of these CMOs per program
 The regional offices of CHED is responsible for the monitoring and implementation of
the policies and guidelines developed by the Central Offices. The monitoring is done
with the help of regional experts on different fields known as Regional Quality
Assurance Team (RQUaT)
State colleges and universities must seek the approval of their academic
councils and their corresponding board of regents for any curriculum changes and
curriculum proposals before these curriculum proposals are sent to CHED for approval.
The UP does not have follow the CHED prescribed curriculum because the university is

16 | P a g e
 exempted in this process. For UP, any curriculum proposal must be approved by its
university council and the UP board of regents.

Figure 14. Process of Curriculum Changes for HEIs

Rapisora
Things to Consider in Implementing the Curriculum
Curriculum implementation must be systematically planned. At any level, curriculum
implementation requires careful consideration of several factors and variables:
1. Government Requirements
 Include memoranda policies, guidelines, and requirements from DepEd, CHED, and
TESDA.
 The competencies required by the Board are also included.

2. School Philosophy, Vision, Mission, and Core Values

 Must be considered at the school level especially when selecting the specific contents
and learning experiences for all students enrolled in each program

3. Learning Environment
 Includes the various facilities required for the implementation of each program.
 In some schools, colleges or universities, housing facilities for faculty and students are
also provided.
 These facilities include laboratories, classroom, library, sports facilities, instructional
technologies, and other facilities prescribed by the government for each program.

Rivera
4. Needs and Demands of the Society
 These can be addressed by the curriculum in the macro level by adding subjects or
contents, or in the local school level by integrating specific competencies in the various
syllabi for each course.

5. Needs of the students

 Needs of students including their interests are also considered when the school
develops academic policies and in the preparation of school syllabi.

6. Faculty expertise
 Faculty is the most important asset of each college or university.
 They also play an important role in the implementation of the curriculum.

References

UNIT V: CURRICULUM EVALUATION

17 | P a g e
Lesson Proper

Romero
CURRRICULUM EVALUATION
The term “evaluation” generally applies to the process of making a value judgment. In
education, the term “evaluation” is used in reference to operations associated with
curricula, programs, interventions, methods of teaching and organizational factors.
Curriculum evaluation aims to examine the impact of implemented curriculum on student
(learning) achievement so that the official curriculum can be revised if necessary and to
review teaching and learning processes in the classroom. Curriculum evaluation establishes:
 Specific strengths and weaknesses of a curriculum and its implementation;
 Critical information for strategic changes and policy decisions;
 Inputs needed for improved learning and teaching;
 Indicators for monitoring.

Curriculum evaluation may be an internal activity and process conducted by the various
units within the education system for their own respective purposes. These units may include
national Ministries of Education, regional education authorities, institutional supervision and
reporting systems, departments of education, schools and communities.
Curriculum evaluation may also be external or commissioned review processes. These
may be undertaken regularly by special committees or task forces on the curriculum, or they
may be research-based studies on the state and effectiveness of various aspects of the
curriculum and its implementation. These processes might examine, for example, the
effectiveness of curriculum content, existing pedagogies and instructional approaches, teacher
training and textbooks and instructional materials.

Ronquillo
Student Assessment
The ultimate goal of curriculum evaluation is to ensure that the curriculum is effective in
promoting improved quality of student learning. Student assessment therefore connotes
assessment of student learning. Assessment of student learning has always been a powerful
influence on how and what teachers teach and is thus an important source of feedback on the
appropriateness implementation of curriculum content.
Fulfilling the diverse objectives of diagnosis, certification and accountability requires
different kinds of assessment instruments and strategies selected to achieve specific purposes.
Assessment of student learning could be summative or formative, and there are various types of
tests to address different needs such as standardized tests, performance-based tests, ability
tests, aptitude tests and intelligence tests
(http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/
TTCD/sitemap/Module_8/Module_8.html)
Furthermore, there are various concepts related to curriculum evaluation. Pawilen (2015)
enumerated in his book various curriculum scholars ’ definition of curriculum evaluation based
on how they view curriculum, the purposes of curriculum, curriculum influences, and how
curriculum is implemented. Basically, according to these experts curriculum evaluation is:
 The process of delineating, obtaining, and providing information useful for decisions and
judgments about curricula (Davis 1980);

18 | P a g e
  The process of examining the goals, rationale, and structure of any curriculum (Marsh
2004). (In this book, curriculum evaluation is defined as the process of making objective
judgment to a curriculum- its philosophy, goals and objectives, content, learning
experience, and evaluation);
 The process of assessing the merit and worth of a program of studies, a course, or a field
of study (Print 1993);
 The means of determining the program whether the program is meeting its goals
(Tuckman 1985);
 The broad and continuous effort to inquire into the effects of utilizing content and
processes to meet clearly defined goals (Doll 1992); and
 The process of delineating, obtaining, and providing useful information for judging
decision alternatives (Stufflebeam 1971).

Consequently, curriculum evaluation is also concerned with finding out whether the
curriculum is relevant and responsive to the needs of the society and the learners. It is a
scientific and dynamic process of understanding the merit of any curriculum.

Santos
Purposes of Curriculum Evaluation
Print (1993) identified several important purposes and functions of evaluation in school
setting:
 Essential in providing feedback to learners – provides useful information in helping the
students improve their performance and helps teachers teachers identify the strength
and weaknesses of the learners
 Helpful in determining how well learners have achieved the objectives of the
curriculum-describes whether the students learned or mastered the desired outcomes
and objectives of the curriculum
 To improve curriculum-the result of evaluation serves as basis for improving curriculum
and for suggesting innovations to improve learning.

In addition, curriculum evaluation is also useful to administrators and teachers in many

different ways. For example:
 Evaluation helps in making decision about improving teaching and learning processes.
 It helps in shaping academic policies.
 It guides in initiating curricular changes and innovations.
 It ensures quality of any curricular program.
 It helps schools align their curriculum to different curriculum sources and influences.
 It determines the level of success of the school’s vision and mission.

Conducting curriculum evaluation is a determinant of an academic institution or school ’s

commitment to quality and continuous improvement. It shows how serious a school can be in
realizing its philosophy, vision, and mission. (https://www.coursehero.com/file/p3mqbv6/To-
improve-curriculum-the-result-of-the-evaluation-serves-as-basis-for/) Conversely, Emerita Reyes et
al (2015) pointed out that curriculum needs to be evaluated in order to determine if it meets the
current demands of educational reforms that have been made. results of evaluation would
provide education authorities to make necessary adjustments or improvements in case of
possible gaps that may exist between the curriculum being implemented and the identified
educational requirements.

Sarmiento
WHAT TO EVALUATE?

19 | P a g e
 According to Ornstein & Hunkins (1998), evaluation may be undertaken to gather data and
relevant information that would assist educators in deciding whether to accept, change, or
eliminate the curriculum in general or an educational material in particular. Objects or subjects
for evaluation may be the whole curriculum itself or its specific aspects such as goals, objectives,
content, methodology and even the results or outcomes. The different phases or stages in
curriculum development may also be the focus of evaluation.
1) Goals and Objectives
All the processes and the mechanisms needed in designing a curricular or
educational program are based on the goals and objectives, hence, they have to be
evaluated, primarily to determine whether these goals and objectives are worthwhile
bases used in developing the program and if they are achievable that result in the
desired outcomes. Additionally, it is important to note that the contents, materials and
methodologies of a curriculum must fit the goals and objectives to which such program
are conceptualized and even developed.

2) Content and Methodology

Contents of the developed curriculum or any educational program need to be
examined and evaluated in order to determine whether they relate with the needs of the
learners whom the curriculum was developed, and also to establish the congruency
between the methodology and the curriculum objectives as well as determine the
appropriateness of the content (Gattawa 1990).

3) Outcomes/Results
The evaluation of outcomes or results goes hand in hand with the evaluation of
objectives, content and methodology. These outcomes or results serve as the ultimate
measure of how successful or effective the curriculum has been in achieving its goals
and objectives. Outcomes evaluation is conducted to draw out information and data that
can be used in improving the curriculum as a whole.

Talplacido
FORMS OF EVALUATION
Evaluation may take two forms and both can be done to provide data and information
imperative in arriving at a particular decision.

1. Formative Evaluation is the process of looking for evidence of success or failure of a

curriculum program, a syllabus or a subject taught during implementation intended to
improve a program (Glickman, Gordon, 2004). As the term implies, it involves the data
gathered during the formation or implementation of the curriculum which may serve as
important bases in revising the curricular program being implemented. It is done at the
same time that the program is ongoing throughout its duration in order to make sure
that all aspects of the curriculum being implemented are likely to produce desired and
expected results.

2. Summative Evaluation is the form of evaluation used at the end of the implementation
of a program. As the term implies, it involves gathering of needed data usually collected
at the end of the implementation of the curriculum program. It is used to assess whether
or not the program or project or even an activity really performed according to how
they were originally designed or developed. In most cases, this form of evaluation serves
as basis in deciding about whether or not the curriculum or program will continue, be
subjected to improvement or revisions, or perhaps be terminated already.

Vendivil
CURRICULUM EVALUATION MODELS

20 | P a g e
 Conducting an evaluation of a curricular program requires specific and systematic
procedures in accordance with certain approaches and techniques that have to be determined
based on what needs to be evaluated. The following models can be useful in the evaluation
process.
1. Tyler’s Objectives-Centered Model
In curriculum development process. Tyler’s Ends- Means Model begins with defining the
teacher’s philosophy, followed with identifying the desired outcomes spelled out in the forms of
educational goals, purposes and objectives, and then proceeding with designing and evaluating
the curriculum accordingly by means of examining the three essential elements: the learners,
the life in the community and the subject matter.
Tyler’s Objectives-Centered Model (1950) can be described in terms of the rational and
systematic movement of evaluating procedures looking at the several related steps (Glathorn,
1987 p. 273) as indicated below:
 Begin with the behavioral objectives that have been previously determined.
 Identify the situations that will give the student opportunity to express the behavior
embodied in the objective and that evoke or encourage such behavior.
 Select, modify, or construct suitable evaluation instruments, and check the instruments
for objectivity, reliability, and validity.
 Use the instruments to obtain summarized or appraised results.
 Compare the results obtained from several instruments before and after given periods
in order to estimate the amount of change taking place.
 Analyze the results in order to determine strengths and weaknesses of the curriculum
and to identify possible explanations about the reason for this particular pattern of
strength and weaknesses.
 Use the results to make the necessary modifications in the curriculum.

Basically, described as rational and systematic, Tyler ’s Objectives-Centered Model in

evaluating curriculum has been found to be advantageous as it is relatively easy to understand
and apply.

2. Stufflebeam’s Context, Input, Process and Product Model (CIPP)

It was developed by Phi Delta Kappa chaired by Daniel Stufflebeam (1971). This model
accordingly, seemed to appeal educational leaders, emphasizes the importance of producing
evaluative data that can be used for decision making, since the view of the phi Delta
Committee that worked on the model was that decision making is the sole justification and
rational for conducting an evaluation. Braden (1992) posits that this model can be used for
both formative and summative kinds of evaluation activity.
To respond more effectively to the needs of decision makers, this Stufflebeam model
provides a means for generating data relative to the four phases of program evaluation:
 Context Evaluation is intended to continuously assess needs and problems in
context in order to help decisions makers
determine goals and objectives. To serve planning decision (Worthen and
Sanders,1987),this element of CIPP Model “is intended to describe the status or
context or setting so as to identify the unmet needs, potential opportunities,
problems, or program objectives that will be evaluated ” (Pace & Friedlander, 1987
as stated by Reyes and Dizon, 2015).
 Input Evaluation is used in assessing alternative means for achieving those goals
and objectives in order to help decision makers choose optimal means. To serve
structuring decisions (Worthen & sanders, 1987), this element is intended for
evaluators to provide information that could help decision makers in selecting
procedures and resources for the purpose of designing or choosing appropriate
methods and materials (Pace & Friedlander, 1987 as stated by Reyes and Dizon,
2015).
 Process Evaluation. To monitor the processes, both to ensure that the menas are
actually implemented, and to make the necessary modifications, is the main task of
this element of CIPP Model. It serves in implementing decisions (Worthen &
Sanders, 1987), as it makes sure that the program is going as intended, identifies
defects or strengths in the procedures (Pace & Friedlander, 1987 as stated by Reyes
and Dizon, 2015).

21 | P a g e
  Product Evaluation. This is used to compare actual ends with intended or desired
ends, eventually leading to a series of modifying and/or recycling decisions. It
serves in recycling decisions (Worthens & Sanders, 1987), where there is a
combination of progress and outcome evaluation stages (Pace & Friedlander, 1987
as stated by Reyes and Dizon, 2015) that serves in determining and judging program
attainments.

Villamar
Glatthorn (1987) points out that all throughout the four stages of the model, the
following specific steps are undertaken:
1. Identify the kinds of decisions.
2. Identify the kinds of data neded to make decisions.
3. Collect those data needed.
4. Establish criteria for determining quality.
5. Analyze data collected on the bases of established criteria.
6. Provided needed information to decision makers explicitly.

To sum up, the CIPP Model looks at evaluation both in terms of processes and products
or outcomes not only at the conclusion of the program but also at various phases or stages of
program implementation. Outcomes are expected to be offshoots of determined objectives, and
differences are noted between expected and actual results. In effect, CIPP Model enables the
decision makers to continue, terminate, or modify the program (Pace & Friedlander, 1987).

3. Stake’s Responsive Model. This model is developed by Robert Stake (1973), this evaluation
model gives more emphasis on a full description of the evaluation program as well as the
evaluation process itself. Stake believes that the concerns of the stakeholders for whom the
evaluation is done, should be primordial in determining all sorts of issues surrounding
evaluation process itself. Described as a responsive evaluation approach, this model is an
approach that trades off some measurement precision in order to make the findings more useful
to persons involved with the program.

Three Essential Elements

 Antecedents- refer to the conditions existing prior to intervention;
 Transactions- which pertain to events or experiences that constitute the program; and
 Outcomes- which are the effect of the program.

Two special aspects may also describe this particular model:

 The distinction between intents and observation; and
 The difference between standards and judgments about what affects occurred. In effect,
the model may be regarded as comparative (A is better than B?) or not (Does A do what
is meant to do?) (Ogle, 2002 as cited in Sumayo, 2012 and also cited by Dizon and Reyes
in 2015).

According to Worthen and Santhers (1987), as mentioned by Ogle (2002), and cited by
Dizon and Reyes (2015), the evaluator would use this model, following these steps:
1. Provide background, justification, and description of the program rationale
(including its need);
2. List intended antecedents (inputs, resources, existing conditions), transactions
(activities, processes), and outcomes.;
3. Record observed antecedents, transactions, and outcomes (including observations of
unintended features of each);
4. Explicitly state the standards (criteria, expectations, performance of comparable
programs) for judging program antecedents, transactions and outcomes; and
5. Record judgments made about the antecedent conditions, transactions, and
outcomes.

Stake himself as cited in Glathorn (1987; pp. 275-276) recommends the following steps in
employing his model which he considers as an interactive and recursive evaluation process:

22 | P a g e
 1. The evaluator meets with clients, staff, and audiences to gain a sense of their
perspectives on and intentions regarding the evaluation;
2. The evaluators draws on such discussions and the analysis of any documents to
determine the scope of the evaluation project.
3. The evaluator observes the program closely to get a sense of its operation and to
note any unintended deviations from announced intents.
4. The evaluator discovers the stated and real purposes of the project and the
concerns that various audiences have about it and the evaluation.

Villasotto
5. The evaluator identifies the issues and problems with which the evaluation
should be concerned. For each issue and problem, the evaluator develops an
evaluation design, specifying the kinds of data needed.
6. The evaluator selects the means needed to acquire the data desired. Most often,
the means will be human observers or judges.
7. The evaluator implements the data-collection procedures.
8. The evaluator organizes the information into themes and prepares “portrayals”
that communicate in natural ways the thematic reports. The portrayals may
involve videotapes, artifacts, case studies, or other “faithful representations ”.
9. By again, being sensitive to the concerns of the stakeholders, the evaluator
decides which audiences require which reports and chooses formats most
appropriate for given audiences.

House (1980) as cited in Ogle (2002) points out very clearly that the essential
components of Stake’s Responsive evaluation are:
 The belief that there is no true value to anything (knowledge is context
bound)’
 The belief that stakeholder perspectives are integral elements in evaluation,
and
 The belief that case studies are the best method for representing the beliefs
and values of stakeholders and of reporting evaluating results.
Evidently, the main advantage of this responsive model is its being sensitive to clients or
stakeholders, in particular, their concerns and their values. If effectively used, this model should
result in evaluations highly useful to clients.

4. Eisner Connoisseurship Model. This model is developed by Elliot Eisner (1979) through his
background in aesthetics and education, this model is an approach to evaluation that gives
emphasis to qualitative appreciation. Eisner argued that learning was too complex just to be
broken down to a list of objectives then measured quantitatively to find out if these objectives
have been attained or that learning has taken place, therefore, it is imperative that in evaluating
a program, it is important to get into the details of what is actually happening inside the
classroom, instead of just considering the small bits and pieces of information vis-a-vis the
objectives of a particular learning episode. It is in this premise that Eisner developed and
proposed the Connoisseurship Model on the belief that a knowledgeable evaluator can
determine whether a particular curricular program has been successful using a combination of
skills and experience. The word connoisseurship comes from the Latin word cognoscere,
meaning to know (https://www.coursehero.com/file/36747137/CurDev-ReportPreciouspptx/).

23 | P a g e
Assessing Learning

24 | P a g e