evaluating the curriculum(1).ppt

8/18/2019 Evaluating the Curriculum(1).ppt

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A process of formal evaluation that collects

objective information on the outcomes of aprogram is critical

The acid test of evaluation is student performance

© McGraw-Hill Higher Education. All rights reserved.


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Who wants to know?TeachersAdministrationDistrictStateNational

Why do you want to assess?Accountabilityrogram improvement



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!urriculum outcomes

lanned curriculum

"mplemented curriculum



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To what e#tent are the goals of the programbeing met?

What are the other outcomes of the curriculumthat are not e#pressed?

To what e#tent are the objectives of theprogram being met?



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What factors are facilitating the attainment

of program goals and objectives?

And what factors are a hindrance to theattainment of program goals and objectives?

To what e#tent does the program meet the

standards established for student

performance by the e#ternal body$agency

over the program?



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Does the program address the national$statestandards?

Are the goals and objectives of the program

clearly stated?

"s there an articulated scope and se%uence tothe program?

"s the content of the curriculum developed in adevelopmentally appropriate way?



8/18© McGraw-Hill Higher Education. All rights reserved.

Are the goals and objectives of the program achievable

within the time and resources available?

"s enough detail provided so that unit development

would have a clear direction?

To what e#tent is both formative and summative

assessment integrated throughout the curriculum?

"s the program designed to meet the needs of these

particular students? Are the goals and objectives

appropriate?


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To what e#tent are teachers using the written

curriculum to deliver the program?

To what e#tent are thestudents$parents$administrators aware andsupportive of what they are being taught?

To what e#tent is the physical educationprogram supported by the schooladministration?

"s the curriculum being implemented as

planned?© McGraw-Hill Higher Education. All rights reserved.


10/18© McGraw-Hill Higher Education. All rights reserved.

Are the resources for the curriculum ade%uate to

accomplish the goals and objectives of thecurriculum?

Do teachers meet on a regular basis to plan&

implement and adjust the curriculum? "s a clear program of continuous assessment and

realignment in place?

To what e#tent are students and teachers

supportive of the curriculum?


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'evel of awareness

'evel of support "dentification of misperceptions& strengths&

weaknesses

(se of %uestionnaires& surveys& focus groups&

interviews



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rogram time !lass si)e !ompetent teachers committed to the program

*acilities +%uipment Time for planning



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"dentify what is operating to support theprogram goals

"dentify what is happening to impede theprogram goals

!hange inhibitors or revise program to be morerealistic of conditions



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Do you evaluate short term objectives or long termgoals of the program?

Do you evaluate products that are made e#plicit in the

program or those that are implicit as well?

Do you look for positive as well as negative outcomes ofa program?

Do you need to measure every student on everyoutcome?

What standard do you use to determine programeffectiveness?



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Standard 1: Demonstrates competency in

motor skills and movement patterns toperform a variety of physical activities Skills tests& scoring rubrics of participation& other

evidence of competence



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Standard 2: Demonstrates understanding of

movement concepts, principles strategies andtactics as they apply to the learning and

performance of physical activitiesWritten tests& observation in authentic activity setting&

cognitive tasks

Standard 3: Participates regularly in physical

activity.

Student journals& contracts and logs



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-ou don.t need to evaluate everything everyyear

Planned curriculum

/uidelines should be used as a check off as curriculum isdeveloped

mplemented curriculumAfter program has been implemented 0within two years1

+very three years


evaluating the curriculum(1).ppt

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