CURRICULUM EVALUATION

1.

Multiple Choice

30 sec

1 pt

1. Other than to improve, why do we need to evaluate curriculum?

Identify strength and weaknesses

Monitor desired results

Guide if can be labelled as success

All answers above are correct

2.

Multiple Choice

30 sec

1 pt

Which of the following is the purpose of curriculum evaluation:

i. To improve curriculum product

ii. To determine its value and worth

iii. To identify weaknesses and strength

iv. To support student to become environmentally responsible

i and ii

i, ii and iv

i, ii, and iii

All of the above

3.

Multiple Choice

30 sec

1 pt

According to Ornstein a. & Hunkins f. (1998) Curriculum evaluation is:

Process of determining and appraising the proficiency level of a system or practice.

Process done in order to gather data that enables one to decide whether to accept, change, eliminate the whole curriculum of a textbook.

To identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process.

Process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying, or eliminating the curriculum.

4.

Multiple Choice

30 sec

1 pt

Curriculum evaluation provides information necessary for _________.

Teachers

School managers

Curriculum specialist

All of the above

5.

Multiple Choice

30 sec

1 pt

The best curriculum evaluation is should be implemented in the end of the curriculum implementation only.

True

False

6.

Multiple Choice

30 sec

1 pt

Intrinsic value, Instrumental value, Comparative value, Idealization value and Decision value are the types of value question pertinent to evaluating curriculum as mentioned by:

Bradley’s (1985)

Talmage (1985)

Ralph Tyler (1950)

Robert Stake (1975)

7.

Multiple Choice

30 sec

1 pt

The question of comparative value is about:

Determine the goals and objectives of the curriculum

The idea of how to make the program in the best performance of respondents' achievement in every aspect.

Comparison between curriculum in some aspects such as; program, content, implementation and purpose.

Deciding what curriculum decisions should be continued, suspended, modified or discontinued.

8.

Multiple Choice

30 sec

1 pt

How many types of curriculum evaluation?

One

Two

Three

Four

9.

Multiple Choice

30 sec

1 pt

All of the answers mentioned below are the types of curriculum evaluation, except:

Formative evaluation

Collective evaluation

Summative evaluation

Diagnostic evaluation

10.

Multiple Choice

30 sec

1 pt

This type of evaluation is generally takes place before or during a project’s implementation with the aim of improving the project’s design and performance.

Formative evaluation

Collective evaluation

Summative evaluation

Diagnostic evaluation

11.

Multiple Choice

30 sec

1 pt

Formative evaluation involves judgmental data, observational data and _______________.

Positive data

Critical data

Student learning

Teacher knowledge

12.

Multiple Choice

30 sec

1 pt

Judgemental data allows teachers, supervisors, as well as student provide opinions, judgement, and reaction of the curriculum materials.

True

False

13.

Multiple Choice

30 sec

1 pt

Data obtained by direct observations:

Judgemental data

Observational data

Summative data

Follow up data

14.

Multiple Choice

30 sec

1 pt

Evaluation that is most often undertaken at the end of a project:

Diagnostic evaluation

Follow up evaluation

Summary evaluation

Summative evaluation

15.

Multiple Choice

30 sec

1 pt

Evaluation occurs at the beginning of the school year or before a new unit.

Diagnostic evaluation

Formative evaluation

Summary evaluation

Summative evaluation

16.

Multiple Choice

30 sec

1 pt

Evaluation model that focused on a process for determining the extent to which program objectives can be achieved.

Goal-Free Model

Responsive Model

Effectiveness Model

Objectives-Centered Model

17.

Multiple Choice

30 sec

1 pt

Objectives-Centered Model was proposed by:

Bradley (1985

Ralph Tyler (1950)

Robert Stake (1975)

Michael Scriven (1972)

18.

Multiple Choice

30 sec

1 pt

Emphasizes the issues, language, contexts, and standards of stakeholders.

Goal-Free Model

Responsive Model

Effectiveness Model

Objectives-Centered Model

19.

Multiple Choice

30 sec

1 pt

Some of the key indicators that can be used to measure the effectiveness of a developed curriculum according to Bradley’s effectiveness model:

i) Curriculum priority

ii) Broad Involvement

iii) Human experience

iv) Student’s knowledge

ii and iii

iii and iv

i and ii

i, ii, and iii

20.

Multiple Choice

30 sec

1 pt

The _____________ provides a means for generating data relating to four stages of program operation; Context, Input, Process and Product.

Scriven’s model

Stufflesbeam’s model

Elliot Eisner’s model

Smith’s model

21.

Multiple Choice

30 sec

1 pt

Goals or objectives are crucial in the evaluation process.

Effectiveness model

Objectives-centered model

Context, Input, Process, Product model

Goal free model

22.

Multiple Choice

30 sec

1 pt

Usually, analysis of diagnostic evaluation occurs when

Content of curriculum is updated

Something is added

Something is taken out

All of the above

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