Evaluation

Evaluation refers to the act of determining the significance, quality, or effectiveness of something, as well as the degree to which intended goals are being met. It involves drawing conclusions or making decisions, particularly about student achievement, using information gathered through assessment. Assessment itself is the process of collecting data by examining students’ work, observing their behavior, conducting interviews, or administering tests.

In essence, evaluation uses the results of assessment to guide judgments. In schools, the fundamental aim of evaluation is to enhance student learning (Howell and Nolet, 2000). It requires thoughtful reasoning based on evidence. This reasoning—known as inference—entails forming logical conclusions from available information, often about things that cannot be directly observed. Because of this, evaluation is an intentional and reflective act. It helps us make sense of what we observe by comparing elements, noting differences, summarizing outcomes, and drawing conclusions about what they mean (Deno, Winkin, & Yavorsky, 1977).

Evaluation represents the judgments we make about student learning using predetermined criteria. It involves synthesizing assessment data to determine how well learners have met the expectations of the curriculum. Ultimately, evaluation assigns value to what assessment reveals about student performance. Its results are typically shared with learners, parents, and other stakeholders so that progress and needs can be clearly communicated.

Evaluation serves several purposes, including:

• Providing students with feedback and direction
• Guiding teachers in planning future instruction
• Supplying outside agencies with information needed to judge how well schools are meeting national educational goals

Curriculum Evaluation

Curriculum evaluation is the procedure used to gather and interpret information to determine the quality or effectiveness of an educational program, instructional method, or set of objectives, or to judge the usefulness of alternative strategies designed to achieve particular goals (Glass & Worthem, 1997). It examines whether the curriculum outlined in official documents is actually being implemented in the classroom.

When evaluating a curriculum, some key questions often guide the inquiry:

• Are the intended objectives being fulfilled?
• Is the content taught in the recommended order?
• Are learners engaged in the learning experiences suggested?
• How are students responding to the material?

Gatawa (1990:50) explains that curriculum evaluation generally encompasses three main ideas:

• Describing and assessing the value of an educational program or subject
• Comparing students’ performance to objectives that are behaviorally stated
• Identifying, obtaining, and applying relevant information to support sound decision-making