All valid systems and models for evaluation involve the same essential
-
components namely:-- Specification of goals and object,ives
- Selection and development of measuring tools
-
Delineation of strategies for objective attainment;- rocess and product. procedures; and - Analysis and interpretation of results.
It is possible to draw a line between Research and Evaiuation hut an Evaluation Proposal may very easily utilize a Research Design.
Bowever, both Research and Evaluation involve decision making and both are based on scientific method.
ECA/PHGD/HRP/88/24 [ 5.1/0A. 21 Page 36
(a ) SUGGESTED FORMIT FOR XVALUATION PROPOSAL This should include the follo~ring:
I. Rationale ..
i4hy the evalua?,ion is being done I:. 0bJect.ives of the Evaluation Study
(a) What %rill be the product(s of the evaluation study
(b) What audience will he served by the evaluation stuf?y
111. Description of the programmejproject be;ng evaluated (a) Philosophy behind the programme
! Objectives of t,he programme, implicit or explicit
( c ) Content of programme
(dl Programme procedures (strategies, media etc. ) (el Participants/Students
( f ) Comunity/national regional or level/ and infrastructure content, of the programme
IV. - Evaluation Design
(a) Constraints on ealuation design
b General oreaniza~.ional plan/or model) for progrzmc evaluation
(C J Evaluation questions
(dl Information required to answer the questions (e) Sources of information: Plethods of collecting
information
( 2 ' ) Data coalleczion scl~edule
(g) Techniques for analysis of collected information
( h ) Standard biases of Judging questions ( i ) Reporting procedures
( j ) Proposed budget
'I. Descript.ion of Final Report
(a) Outline of report(s) to be produced by Evaluator (b) Usefulness of the produc-t(s)' of the study
(c) Conscious %iases of evaluator; which may be inadvcrtcdly rljected into final report
(d) rrriting final report (e) Submission of report,
ECA/PHSD/HRP/~~/~~[ 5 .l/OA. 21 Page 39 (b) FOR A PROGRAMME IN PROGRESS
1. Clarify the purpose of programme
2. Determine present level of achievement (same as CIPP
-
context, input, process and product)3 . Assess clarity afid quality of goal statements
4.
Examine reactions-
what decision makers want 5. Assess clarity of plan-
proposed5. Assess materials
7.
Assess validity of implementation 8. Determine effectiveness9. Describe completed programme or system
10. Assess achievement of intended or unintended outcomes.
. . ,, hj? :> #
i < . t !'13;,.3,'!,', :?:. ' 1 : ;; ,: '1 ,.:
.
Page 40
PART I'hREE
Country R e ~ r t s , Group and - I n d i v i d u a l Exercises
Country r e p o r t s by a 1 1 p a r t i c i p a n t s c o n s t i t u t e d an important element of t h e course. Zach country represented presented a s h o r t account of curriculum developmen, z c t i v ' t i e s i n t h e country concerned. The r e p o r t s were used a s a means of exchange of ideas and experiences amongst p a r t i c i p a n t s .
The eighteen country r e p o r t s revealed a l o t of v a r i a t i o n s i n t h e s t a f f i n g arrangements and s t r e n g t h s , and t h e o p e r a t i o n a l a c t i v i t i e s of u n i t s / c e n t r e s or curriculum i n s t i t u t i o n s . One t h i n g which came out very c l e a r l y from t h e s e r e p o r t s was t h e member S t a t e s commitmen4;, t o s t a f f development and t o t h e improvement of t h e process of education through c u r r i c u l a reforms. I n a l l it was a worthy e x e r c i s e s .
A second aspect which merits a t t e n t i o n was group and i n d i v i d u a l e x e r c i s e s .
Notable among t h e group e x e r c i s e s were:
- LIoduledevelopment using t h e mosquito/malaria.
- Developmentsf a teaching syllabus (See Chart 1)
-
Analysis of a teaching s ; ~ l l a b u s-
Curriculum development process-
Writing i n s t r u c t i o n a l o b j e c t i v e s-
Evaluation proposal f o r t h e curriculum development course, e t c . Amongs t h e most u s e f u l of i n d i v i d u a l e x e r c i s e s were:-
Development of. a scope and sequence c h a r t (See Chart 2 )- Writing t h r e e u n i t s of a p u p i l s book; and
-
Writing t h r e e u n i t s of a t e a c h e r ' s guide t o go with t h e t h r e e p u p i l s u n i t s .PART FOim
ECA/PHSD/HRP/88/29/5.1/OA. 2 [ Page 4 4
put theory into practice.
Part,icipants found the instructional materials used during the workshop to be very good and would prcve useful reference materials in their countries. They were happy to be going home with such good materials for their person?l use.
The topics considered uset'ul by most participants were:
-
developing a unit for a pupils boo':-
developing a teacherss guide for a teaching unit-
developing a scope and sequence chart -. formulation of instructional obj-ctives-
Curriculum evaluation and evaluation proposal.A number cf participants felt that more time should be devoted to developing a teachaing syllabus; instructional design, and to evaluation techniques and instruments.
The overall rating of' the workshop was that it was well organiz,ed;
tile objective very much fulfilled and that some 98% of them had greatly benefitted from participation in the course.
These comlents would assist organizers of the same course which will take place during second half of 1989 at a venue to be agreed upon.
D. Conrlusion 2nd R~commcnclations
Following the evaluation of thccourse, a n u m b e r of conclusions and recommendations wer- put forward by the pnrticipants and some of them emerged f r o n t h e aeneral discussion, administration an3 organizational arrangements of the course, viz:
1. The despatch of information to participants should be sent well ah.?ad of time, consififring postal delays in Africa. To assist the Course Director in expeditina
such information, nominating institutions (such as Directors o f Curriculum Centres) should be able to send their lists of nominees a t least three or four monhhs before the
course is scheduled to bcqin.
2. Although most participqnts fclt that the six woeks was adeouate, the majority of them felt that the duration o f the oourso should be increased ts eiqhr weeks.
Participants were interester3 in seeing to it that the
programme should be increased to eiqht weaks to allow for more practical work a n 2 exchange o f i2cas.
3. I n view of the insufficient alloiqance given to participants 3nd non-nvsilsbility of medical or lifc insurance, i t was strongly recommended that future courses should take care of medical welfare and services, and organizers should increase the allowance given to participants. I n future
i t would be qreatly appreciated if the donor of the proprammc ( D S E ) w o ~ l ? ~ make provision for such expen2itures a s medical services, official telephones 2 n d tclexes, local transporta- tion other than official tours etc. The course Co-ordinator should be given sonc r o o n and freedom to manage financial matters to ensure smooth running of the course rather than b e a t the mercy of the local representative of DSE.
4. I n view of the many subjects taught in schools, i t w a s recommended that the effectiveness of the course could be improved if each year the thirty-five or so participants were drawn from four/five fields/subjccts of specialization and thus mnking group discussions more fruitful.
5 . The Course Director should institute a follow-up system and a strategy for dissemination of infornation o n
curriculum plznninq, development and e v a l u ~ t i o n . I t is slso hoped thst after some three/four years there will b e a follow-up progranme even if i t were for a week only.
6. In terms of the conduct or ti-e course. suqacstions were made that:
( i ) more time shnulrl he givtn to the evaluation topic covecinq various aspects such evaluation instruments:
(ii) lecture should not be given o n a stretch of two hours by one tutor. There should be variety in presentation elch hour,
(iii) more gnidance should be given to practical work for those who are uqable to d o their work properly:
(iv) during group discussions, there could be some form of tutorial teac?.ing to allow f o r oreater treatments o f t o p i c s ;
(v) increasd +:he use of audio-visual materials, video topics etc. on curriculum materials.
ECA/PHSD/HRP/88/29(5.1(OA.2)) Page 46
C. Closing of the Course
The Course was officially closed by a representation of the Director of Education of the Ninistry of E?ucation, Kenya, who also presented the certificates of attendanco to the participants.
There was also an official closinq dinner given by the Chairman of ACO a t which H i s Excellency the Hiqh Commissioner o f the Kingdom of Lesotho was the guest of honour.
ECA/PI!SD/HRP/~~/~~[ 5.1/OA. 21 Annex I
Annex
List of Documents Used
h-epared by R source Persons and used as Instructional $kite*
-
1. Curriculum DEvelopment Coruse: Course Handbook
2. Procedures for Curriculum Plarming: &sic Concepts in Curriculum Planning and Curriculum Implementation
3. Curriculum Designs: A Conception of the Curriculum and Organization of the Curriculum Instrlictional Plan
,, Objectives in Curriculum Planning and Curriculum Development 5. Tnstructional Objectives in Curriculum Development
6.
Cirriculum Development: Scope and Sequence an2 the Teaching Syllabus7. Curriculum Development Process and the Selection of Learning Experiences and Content
8. Curriculum Evaiuation: Some Basic Concepts and Approaches 9. Por~ative Ev?luation o" Instructicrnal Materials
10. Summative Evaluation of Instructional Materials
11. Developing Instructional Materials - Pupils Books and Teachers' Guides 12. Evaluation in Training: Tasks, Problems and Instruments
13. The Instructional Design Process
14. Curriculum Development Course: Developing a Teaching Syllabus
15. Developing a Teaching Syll~bus: Priwary Mathemxtics
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a Teaching Model16. A comparison of i.lodels of Evaluation
17. Curriculum: Selected Articles from the International Encyclopedia cn Education.
E C A / P E S ~ / H R P / ~ ~ / ~ ~ / ~ . ~ / ~ A . ~ / Annex I1
L i s t of " a r t i c i p a n t . :
1. Ens. Susan .";al..r;othi Curriculum Llevelo~ment
and F v a l u a t i o n J n i t
. .
no,: 2 2 1Gaborone Botswana
2. M r . E z e k i e l iJcjzla 1:imah IPAR Tiuea
P.O. r;o:: U Duea
Cameroon
3 . 1.x. John '.ando Tanuwa IP!.R .,uea
P.0. BOX 9 Euca
Cameroon
i . I x . S h i m e l l i s Let1i:e Curriculum Denartment
P.O. Dox 2346
h d d i s Aha! A F t b ~ o n l a 5. bx. Grum Desta
Curriculum Department P.3. Cox 2346
k d d i s i-baba E t h i o p i a
6. 1:x. S a l i e u John
Curriculur.1 Devflopnent C e n t r e 69 Cagan S t r e e t
Banjul :?he Cambia
7. M r . l i a t a r t3al6eh
Curriculum D e v e l o ~ m e n t C e n t r e 69 sagan S t r e e t
Banjul The Gantia
ECA/FASD/HRP/8C/29/5.1/0?i.2/
e~;i/~t.s~/h~~/dd/29/5.1/0ii. 2 /
i > C i ~ \ / P l A S D j i t ~ r l j t i d / 2 > / 3 . l / ~ i . ; . ~ j
Mrs. ~ s s i a n s Nomsa Dlamini
E C A / P H S D / H R P / ~ ~ / ~ ~ ( ~ . ~ ( O A . ~ ) ) Annex 111
Resource Persons 1. Prof. N.O.H. Setidisho
Malawi Institute of Education P.O. Box 50
Domasi Malawi
2. Dr. Peter H. Chiwona UNECA
P.O. Box 3001 Addis Ababa Ethiopia
3. Prof. S.T. Bajah
Institute of Education University of Ibadan Ibadan
Nigeria
4. Prof. J.S. Maranga Moi University P.O. Box 3900 Eldoret
Kenya
5. Prof. A. Novak
Faculty of Education Brandon University
Brandon, Manitoba R 7 A 6A9
Canada
6. Dr. S.M. Luswata
Curriculum Development Centre P.O. Box 50092
Lusaka Zambia
7. Mr. A.C. Kalla
Mauritius Institute of Education Reduit
Mauritius
E C A / P H S D / H R P / ~ ~ / ~ ~ ( ~ . ~ ( O A . ~ ) ) A n n e x I 1 1
P a g e 2
F O R G E R M A N F O U N D A T I O N F O R I N T E R N A T I O N A L D E V E L O P M E N T ( D S E ) :
Dr. U d o B u d e
G e r m a n F o u n d a t i o n f o r I n t e r n a t i o n a l D e v e l o p m e n t H a n s - B a c k l e r - S t r . 5
D - 5 3 0 0 B o n n 3
F e d e r a l R e p u b l i c o f G e r m a n y
A D M I N I S T R A T I V E O F F I C E R / L I B R A R I A N : Mrs. C.K. R w e z a u r a
I n s t i t u t e o f C u r r i c u l u m D e v e l o p m e n t P.O. B o x 3 5 0 9 4
D a r e s S a l a a m T a n z a n i a
E C A / P I ~ S D / I ; R E / ~ ? ~ / ~ ~ ~ l/m. 2 1
r j
b
-9-