Course Title: Curriculum Evaluation and Research

Course No. : Ed. CE. 523 Full marks: 100 (50T+ 50P)
Nature of course: Theory and practical Pass marks: (20T + 25P)
Level: M. Ed. Periods per week: 8 (3T+5P)
Year: Second Time per period: 55 minutes
Total periods: 200
1. Course Description
This course which is related to the study of curriculum is designed for those students who
specialize in Curriculum and Evaluation. The course is divided into three parts. The first part is
related to conceptions and approaches to curriculum evaluation. The second part provides the
knowledge on curriculum research and the school level curriculum of Nepal and abroad. In the
third part students are required to conduct a evaluative or research study in any area of a subject
and prepare a report.

2. Course Objectives
The general objectives of this course are as follows:
• To provide the students with knowledge on
nature, facets and models of curriculum evaluation.
• To acquaint the students with evaluation criteria
of curriculum documents.
• To familiarize the students with designs for
evaluation in different aspects of curriculum.
• To acquaint the students with the concept and
dimensions of curriculum research.
• To provide wider knowledge on curriculum and
assessment frameworks of different countries.
• To equip the students with skills on developing a
plan for conducting evaluation and research on curriculum related matters
• To enable the students in conducting a mini-
research/evaluation on curriculum and preparing a report.

3. Course Contents
Part I: Curriculum Evaluation
Specific objectives Contents
Unit I : The Nature of Curriculum Evaluation
• Review the types of (5)
curriculum. 1.1 Overview of types of curriculum
• Explain curriculum 1.2 Emergence of curriculum evaluation as a
evaluation as a scientific scientific discipline
discipline. 1.3 Nature of curriculum evaluation
• Describe both model and 1.3.1 Model type
eclectic nature of 1.3.2 Eclectic
evaluation. 1.4 Facets of curriculum evaluation
• Describe the curriculum 1.4.1 The developmental stage (development of
development stages. general aims, planning, tryout, field trial,
• Explain the major roles of implementation and quality control)
curriculum evaluation. 1.4.2 The aspects/entity to be evaluated
1.4.3 Curriculum specific evaluation criteria
(balance, relevance, potential)
15

• Give examples of
curriculum product and
curriculum programme
evaluation.
• Describe briefly the
curriculum product
evaluation models.
• Explain the curriculum
program evaluation
models.
• Illustrate the 2.3 Qualitative curriculum evaluation
characteristics, origins,
activities and aims,
connoisseurship, and
criticism of qualitative
curriculum evaluation.
• List the criteria for the
evaluation of instructional 3.1 Evaluation of instructional objectives
objectives, scope and
sequence, teaching 3.1.2
learning strategies and 3.1.3
instructional materials.
• Develop evaluation design
for instructional
objectives, scope and
sequence chart, teaching
learning strategies and
instructional materials.
• Construct tools for the
evaluation of the
instructional objectives.
• Explain the need and
process of quality
1.4.4 Evaluation data type (judgment, process
observation, and student's product)
1.4.5 Mode of data summary (quantitative and
qualitative)
1.4.6 Role of curriculum evaluation
1.5 A working definition of curriculum evaluation
1.6 Minimum evaluation requirements
Unit II: Curriculum Evaluation Models (10)
2.1 Curriculum product evaluation
2.1.1 Meaning
2.1.2 Evaluation based on external criteria
2.1.3 Evaluation based on outcome data from
field trials
2.2 Review of curriculum programme evaluation
2.2.1 Meaning
2.2.2 Measurement outcome-oriented evaluation
2.2.3 Research and methodology oriented
evaluation
2.2.4 Values-oriented evaluation
2.2.5 Decision makeing-oriented evaluation
2.2.6 User oriented evaluation
2.3.1 Characteristics
2.3.2 Origins
2.3.3 Activities and aims
2.3.4 Educational connoisseurship
2.3.5 Criticism
Unit III: Evaluation of Written Curriculum
(15)
3.1.1 Criteria for evaluation
Evaluation design
Development of tools
3.2 Evaluating the scope and sequence chart
3.2.1 Criteria for evaluation
3.2.2 Evaluation design
3.2.3 Development of tools
3.3 Evaluation of teaching learning strategies
3.3.1 Criteria
3.3.2 Evaluation design
3.3.3 Development of tools
3.4 Evaluation of instructional materials (curricular
guide, textbooks, workbooks)
3.4.1 Criteria for evaluation
3.4.2 Evaluation design
3.4.3 Scope, sequence chart, teaching learning
strategies and instructional materials
3.4.4 Development of tools
Unit IV: Evaluation of Implemented Curriculum
(15)
4.1 Need for quality assurance
16
 assurance. 4.2 Process of quality assurance
• List the criteria for the 4.3 Continuity in the process of quality assurance
evaluation of curriculum 4.4 Evaluation of taught curriculum as planned
as planned and in 4.4.1 Criteria for evaluation
transaction. 4.4.2 Evaluation design
• Develop evaluation design4.4.3 Development of tools
for taught curriculum. 4.5 Evaluation of taught curriculum in transaction
• Construct appropriate 4.5.1 Use of both informal and formal process
evaluation tools for taught of evaluation
curriculum in terms of 4.5.2 Criteria for evaluation
plan and transaction. 4.5.3 Evaluation design
4.5.4 Development of tools
• Explain experts judgment Unit V: Curriculum Evaluation Instruments and
as evaluation data. Strategies (10)
5.1 Expert judgments as evaluation data
• Describe the use of 5.1.1 Context for the use of expert judgments
observational techniques, 5.1.2 Types of decisions that are facilitated by
tests, and scales in expert judgments
curriculum evaluation. 5.1.3 Competency of experts
5.1.4 Means and ways of working to facilitate
judgments
• Develop tests, scales and 5.1.5 Problems in summarizing judgments
observation tools for 5.2 Observational techniques
curriculum evaluation. 5.2.1 Context for the use of observational data
5.2.2 Types of observational data
5.2.3 Observation at curriculum implementation
• Develop questionnaires and quality assurance
and or interview 5.3 Use of tests and scales in curriculum evaluation
guidelines for experts, 5.3.1 Advantages and disadvantages of tests and
teachers, parents, scales
community and students 5.3.2 Nature of information to be gathered
to collect data on 5.3.3 Reliability and validity of tests and scales
curriculum related 5.3.4 Different types of instruments
matters. 5.3.5 Test construction procedures
5.3.6 Use of item pools and item banks
5.4 Teachers, parents, community and students as
data source
5.4.1 Perceived needs
5.4.2 Acceptance
5.4.3 Evidence on student learning

Part II: Curriculum Research

• Describe the changes
occurring in primary and
secondary level
curriculum in terms of
structure, objectives,
subjects, offered,
weightage, extra-
curricular activities,
Unit VI: School Level Curriculum (10)
6.1 School level curriculum of Nepal in terms of:
6.1.1 Structure
6.1.2 Objectives
6.1.3 Subjects offered
6.1.4 Weightage
6.1.5 Extra-curricular activities
6.1.6 Assessment system
6.1.7 Development process

17
 assessment system and
curriculum development
process in different
periods of time since
1951.
• Compare the school
curriculum of Nepal and
other countries in terms of
national educational aims,
school duration, phases
and structure, subjects
offered in primary and
secondary level and
assessment system.
• Define curriculum
research with example
• Show the relationship and
differences between
curriculum research and
evaluation.
• Describe different
dimensions of curriculum
research.
• State the trends in
curriculum research.
6.2 Review of school curriculum and assessment
frameworks of China, England, India, Japan,
and USA in terms of:
6.2.1 National education aims
6.2.2 Schooling-duration, phases and structure
6.2.3 Curriculum-subjects offered in primary
and secondary levels
6.2.4 Assessment system- national
standardized assessment and national
examination system
Unit VII: Conceptualizing curriculum research
(10)
7.1 Concept of curriculum research
7.2 Relationship and differences between curriculum
evaluation and research
7.3 Historical background
7.4 Dimensions of curriculum research
7.4.1 Quasi-fundamental research
6.4.2 Policy-related curriculum research
7.4.3 Curriculum analysis
7.4.4 Curriculum design, implementation, and
action research
7.4.5 Curriculum evaluation
7.5 Trends in curriculum research

Part Three: Conducting Curriculum Evaluation and Research (Practical)

Unit VIII: Conducting Curriculum Evaluation/
Conduct a curriculum Research (125)
evaluation or research study The student will conduct a curriculum evaluation or
and prepare its report. research or prominent issues of curriculum and
prepare its report. Steps for initiating curriculum
evaluation and research are:
8.1 Identifying the issue
8.2 Deciding the method and approach to
be used
8.3 Identifying the client
8.4 Report from the field
8.5 Organizing and transcribing the
information
8.6 Organizing and summarizing the field
notes
8.7 Writing the report
Note: The figures in the parentheses indicate the approximate periods for the respective units.

4. Instructional Techniques

18
 The instructional techniques for this course are divided into two groups. First group consists of
general instructional techniques applicable to most of the units. The second group consists of
specific instructional techniques applicable to specific units.

4.1 General Instructional Techniques

• Lecture
• Question-answer
• Discussion
• Brainstorming, and buzz session.

4.2 Specific Instructional Techniques

All the units. except Unit VIII, are of theory cum practical nature. Therefore, students will get
theoretical as well as practical knowledge simultaneously in these units. Students will be involved
in developing study designs and development of tools. In case of Unit VIII, students will be
involved in independent study. Students will select a topic for the curriculum study, develop
methodology, conduct research and prepare a report. Teacher will facilitate for these activities.

Unit II
• Group assignment to prepare group report on curriculum evaluation models.
• Presentation and group discussion in the classroom.
Unit VII
• Group assignment to prepare a report on different aspects of school curriculum of
Nepal .
• Group assignment to prepare a report on curriculum and assessment framework of
selected countries.
• Presentation of the above report in the classroom and group discussion.
Unit VIII
• Students will select a topic for the curriculum study.
• Develop methodology.
• Conduct research.
• Prepare a report.
5. Evaluation
Theory Part
Students will be evaluated through the annual examination held by the Office of the Controller of
Examinations, T.U. on the basis of objective questions, short and long answer questions. The
types and number of questions to be asked in the annual examination and mentioned below:
Types of questions Total questions Number of questions to Total marks
to be asked be answered and marks
allocated
Group A: Multiple choice 8 questions 8 x 1 mark 8
items
Group B: Short answer 5 with 2 'or' 5 x 6 marks 30
questions questions
Group C: Long answer 1 question 1 x 12 marks 12
questions

19
 Practical Part
Report Viva Total
Internal 30% 20% 50%
External 30% 20% 50%
Total 100%

6. Recommended Books and References

Recommended Books
Biswas, N. B. (1999). Curriculum studies: A model for SAARC countries. Delhi: Indian Publishers
Distributors (For units I, II, III and VI)
Donnell, S.O. (2004). International review of curriculum and assessment frameworks. (Fourteenth
edition). UK: Qualifications and Curriculum Authority and National Foundation for
Educational Research Available at: www.inca.org.uk (For unit VI)
Lewy, A. (ed.) (1977). Handbook of curriculum evaluation. Paris: UNESCO/IIEP (For units I - V)
Riding, P., Fowell, S. & Levy, P. (1995). An action research approach to curriculum development.
Information Research 1, Available at: http://InformationR.net/ir/1-1/paper2.html (For unit
VII)
Stenhouse, L. (1975). An introduction to curriculum research and development. Great Britain:
Heinemann Educational. (For unit VI)
Worthen, B. R. and Sanders, J. R. (1987). Educational evaluation: alternative approaches and
practical guidelines. New York: Longman. (For unit II)

References
Collaboration for Excellence Series (2000). Handbook 3: Evaluating the Curriculum. North Dakota:
North Dakota Department of Public Instruction
Husen, T. & Postlethwaite, T. N. (1985). The international encyclopedia of education Vol. 2. New
York: Pargamon Press Ltd.

20