TSLB2073R

Curriculum Studies in ESL for

Primary School

Topic 8:
Curriculum Evaluation

February 2025
 •Definitions of curriculum
Evaluation
• Purposes

Curriculum • Focus of evaluation

Evaluation
• Forms of evaluation

• Evaluation methods and tools

General Definition of Curriculum Evaluation
Some definitions from Scholars
This Photo by Unknown Author is licensed under CC BY-SA
Curriculum evaluation in Malaysia
Curriculum evaluation in Malaysia
Curriculum evaluation in Malaysia
Curriculum evaluation in Malaysia
Purpose of Curriculum Evaluation
Purpose of Curriculum Evaluation
Purpose of Curriculum Evaluation
Purpose of Curriculum Evaluation
 General Purposes:

• Improvement: Enhance curriculum quality by refining its components.

• Accountability: Ensure educational institutions meet required standards.
• Decision-Making: Provide data for policy decisions and curriculum development.
• Validation: Confirm that the curriculum aligns with desired outcomes and societal
needs.

Purposes of Malaysian Purposes:

Curriculum • Ensure alignment with national policies such as MBMMBI (Memartabatkan

Bahasa Melayu dan Memperkukuhkan Bahasa Inggeris).

Evaluation • Address gaps in student performance, especially in rural schools.

• Align the English curriculum with CEFR standards for international benchmarking.

Example: Following Malaysia’s PISA results, the STEM

curriculum was evaluated to address gaps in science and
mathematics education.
• Primary Context: The STEM program for primary schools includes interactive
experiments and hands-on learning to enhance understanding of basic science
concepts.
• Secondary Context: Secondary schools incorporate robotics and coding modules to
prepare students for technological advancements.
Purpose of Curriculum Evaluation
 Focus of
Curriculum
Evaluation
Focus of Curriculum Evaluation
Specific focus of curriculum evaluation
1. Learning Outcomes
The evaluation looks at whether the curriculum helps students achieve the intended learning
outcomes, such as gaining knowledge, skills, competencies, and attitudes necessary for success in
school and beyond.
2. Curriculum Content and Relevance
It examines whether the curriculum content is up-to-date, relevant, and aligned with the needs of
the students and the demands of the society, economy, and global trends. This includes evaluating if
the curriculum fosters critical thinking, problem-solving, and other 21st-century skills.
3. Instructional Methods and Delivery
Evaluating how well the curriculum is implemented in the classroom, including teaching strategies,
classroom management, and the integration of technology. This ensures that teaching methods are
effective and engaging for all students
Specific focus of curriculum evaluation
Specific focus of curriculum evaluation
Specific focus of curriculum evaluation
Focus of Evaluation
Key Areas of Focus: Eg :Malaysian Focus Areas:

• Content: Relevance and • Equity in Education: Ensure rural areas,

comprehensiveness of subject matter. such as Sabah and Sarawak, receive
• Process: Effectiveness of teaching equitable curriculum delivery.
methods and instructional strategies. • Integration of Multilingualism:
• Outcomes: Student performance, Support Malaysia’s trilingual approach
knowledge acquisition, and skill (Bahasa Melayu, English, and mother
development. tongue languages).
• Context: Alignment with societal, • Cultural Values: Promote Rukun
cultural, and economic factors. Negara values, emphasizing unity and
respect for diversity.
Evaluation Methods
and tools
In curriculum evaluation, a variety of
methods and tools are used to assess
different aspects of the curriculum,
including its content, effectiveness,
teaching strategies, and student
outcomes. The choice of methods and
tools often depends on the goals of the
evaluation, the stage of the curriculum,
and the resources available.
Evaluation Methods
Evaluation Methods
Evaluation Methods
Evaluation Methods
 Evaluation Tools
Surveys and Questionnaires
•Purpose: Gather large amounts of data from students, teachers, and other stakeholders
•about their perceptions of the curriculum.
•Tools: Likert scales, multiple-choice questions, open-ended questions.
•Example: Student satisfaction surveys, teacher feedback forms.

Standardized Tests
•Purpose: Measure student achievement against predefined academic standards or learning
outcomes.
•Tools: Multiple-choice questions, essays, practical assessments.
•Example: National exams or subject-specific assessments

Rubrics
•Purpose: Provide clear, detailed criteria for assessing students’ work and performance based on
•specific learning objectives.
•Tools: Rubrics are often divided into categories such as content, organization, creativity, and
presentation.
•Example: Rubrics for assessing student projects, essays, or presentations.
Evaluation Tools
•Observation Checklists
•Purpose: Evaluate the implementation of the curriculum through structured classroom observations.
•Tools: Checklists with predefined categories (e.g., lesson plan adherence, student engagement, use
of resources).
•Example: An observer noting whether the teacher uses interactive methods during the lesson.

•Focus Groups and Interviews

•Purpose: Gather in-depth qualitative data from a smaller group of students, teachers, or other
stakeholders about their experiences with the curriculum.
•Tools: Structured or semi-structured interview guides and focus group protocols.
•Example: A focus group with teachers discussing the challenges they faced when implementing the
curriculum.
Evaluation Tools
•Portfolios
•Purpose: Collect evidence of student learning and development over time.
•Tools: A collection of student work (e.g., essays, projects, videos) that demonstrates their progress.
•Example: A student portfolio showcasing their learning throughout a semester, including drafts, final
projects, and reflections.

•Performance Assessments
•Purpose: Evaluate how well students apply their knowledge and skills in real-world scenarios.
•Tools: Performance tasks, simulations, role-playing, or real-world projects.
•Example: A science experiment or a business plan development task to assess practical
application.

• Data Analysis Tools

•Purpose: Analyze quantitative data from tests, surveys, or other assessments to measure the
effectiveness of the curriculum.
•Tools: Statistical software (e.g., SPSS, Excel) or qualitative analysis tools (e.g., NVivo).
•Example: Analyzing test scores to determine whether the curriculum improved student
performance.
Challenges in Curriculum Evaluation

General Challenges:

• Resource Constraints: Limited time, funding, and personnel.

• Resistance to Change: Stakeholders may resist altering established curricula.
• Data Limitations: Difficulty in collecting reliable and valid data.
• Complexity of Educational Environments: Diverse student needs complicate evaluations.

Malaysian Challenges:

• Rural-Urban Divide: Students in rural Sabah and Sarawak lack access to quality resources.
• Teacher Readiness: Gaps in teacher training for initiatives like CEFR-aligned curricula.
• Policy Implementation: Programs like DLP face cultural resistance.
• Digital Divide: Limited access to technology in rural schools impacts blended learning.
Best Practices in Curriculum Evaluation

Recommendations:

• Stakeholder Involvement: Engage teachers, parents, and industry experts.

• Regular Updates: Continuously revise curricula to meet global
benchmarks.
• Balanced Focus: Integrate cognitive, affective, and psychomotor domains.
• Investment in Resources: Provide rural schools with digital tools and
training.
Tutorial Task

Question 2 : Discuss the

role of MBMMBI in (KSSM) and (KSSR)
Question 1: Discuss why
improving curriculum were introduced in 2017 to
aligning with CEFR is
outcomes in Malaysian replace previous versions
important for Malaysian
schools. of curriculum- Evaluate
education.
the changes made.
E- Learning

Identify and propose solutions to challenges faced by rural schools

in implementing the KSSR curriculum.

Analyze the digital divide in Malaysian education and its impact on

secondary curriculum evaluation.
References

Main References: Additional References:

Guile, D., Lambart, D., & Reiss. M. J. (2018). Malaysia Education Blueprint (2013-2025).
Sociology, Curriculum Studies and Professional TIMSS and PISA reports.
Knowledge.
CEFR-aligned English Curriculum Guidelines.
Ornstein, A. C. & Hunkins, F. P. (2018).
Curriculum: Foundation, Principles, and Issues.
Wearing, J., Ingersoll, M., DeLuca. C., et al.
(2020). Key Concepts in Curriculum Studies.
Thank You