Chapter+9

Chapter Eight

Curriculum Evaluation //Why is curriculum evaluation important?// Curriculum evaluation is extremely important because without it is virtually impossible to know where you stand, and to know what needs to improve in order to confidently move forward. Curriculum evaluation also allows for goals to be accurately established, assessed, and implemented. Curriculum evaluation is significant because without it, it is very hard to make sure your targeted audience is being served in an effective manner. It is important to evaluate a program because it aids in the decision making process. It helps you make program continuation, revision, and/or elimination decisions (Cramer, 2009). Also, reporting the data collected through the evaluation process to the administration and funding sources can assist in raising new or additional funds. //How does curriculum evaluation differ from student evaluation?// Curriculum evaluation judges the value and worth of a program through utilizing data. Klein (1991) states that “program evaluation is differentiated from student evaluation in that the former often has a broader focus but may include data about student learning as well as data about personnel, financial resources, and school organization” (p. 35). //What types of data exist, how do you access them, and how can they be useful?// There are two different types of data, called hard and soft data. Hard data consists of numbers and quantifiable information. This is where money comes into play. Soft data consists of somewhat one-sided reports of information, and both opinions and observations (Cramer, 2009). Accessing these kinds of data can be done by creating surveys or other kinds of assessment tools, or by looking at things like receipts and agendas for example. Also, many schools have data warehouses, which store a great deal of useful hard data (Cramer, 2009). Data is extremely valuable in many different ways. For example, being able to back up your ideas or recommendations with data is absolutely vital. Having data to back up what you are trying to accomplish is crucial in relation to gaining support and creating momentum within your program or organization. //Describe and illustrate the curriculum evaluation cycle// The curriculum evaluation cycle is a resource tool that can be used during the evaluation or assessment process. This cycle involves identifying a setting, stating program goals, assessing those goals, using data to make program decisions, and then implementing the discovered conclusions (Walvoord, 2004). In identifying a setting, it is important to look at the audience including their size, as well as the location of the program or event. When looking at the program goals, it can be beneficial to offer up anywhere from three to ten goals, and also to make sure these goals align with professional standards and organizational goals (Cramer, 2009). While assessing these goals, it is important to collect the necessary data in an effort to answer any questions you may have. Also, when making program decisions the data should be carefully assessed so that proper conclusions can be drawn. Finally, implement the decisions made, revise the plan, and continue the cycle. //Give an example of the curriculum evaluation cycle you could implement in your organization// In providing an example of the curriculum evaluation cycle that could be implemented into student services, it may be appropriate to present an illustration regarding something that could work for advising and nontraditional students. If advisors working with nontraditional students want to know how to better serve their audience, they can establish clear set goals. An example of a goal that advisors may have is to increase their own knowledge base on the specific and unique needs that nontraditional students have, so they can reach out and relate to their target audience more. In assessing this goal, questions can be answered and data can be collected and reviewed regarding what nontraditional students see as being the biggest barriers to achieving success in their programs. Collecting hard data like statistics from research studies, and soft data like the general observations faculty hold who work with this population, can aid in making future program decisions. For example, if it is found that many nontraditional students struggle with using technology, advisors should be aware of this and address this barrier when they meet with these students, and suggest ways to overcome this particular challenge. This may be as simple as directing the student to services within the program or institution that aid in sharpening these kinds of skills. It is then important to revise the plans that are made and continue the evaluation cycle to ensure that all data is valid, and that your target audiences’ needs are being met.