I am trying to work out a difference between these two terms and understand how to conduct them.
Muhammad:
The analysis of the curriculum would come before the evaluation as you would need to understand who the curriculum is serving, how or in what manner they are being served, and for what purpose. Then knowing this information, you can then evaluate whether the curriculum is meeting it's intended purpose. It's one curriculum model with different components. I have attached an article that articulates the latter which I hope would be helpful for you.
many thanks,
Debra
Article Integrating Cross-Cultural Elements Into Workforce Education...
I agree with Debra response above, Analysis usually break down the material and curriculum components in order relate them to education objectives outcomes. Evaluation comes after implementation of curriculum to calibrate the level of achievement with regard to these objectives and outcomes. Different models are used in evaluation including students evaluation, employers and students performance in examinations.
Dear Muhammad
Analysis is a more expansive term than evaluation. It involves, for example, highlighting content and evaluating curriculum objectives. On the other hand, evaluation is a more focused activity. Its aim is to weigh up pros, cons. implementation feasibility etc. Best wishes Paul
Yes there is a distinct difference. Evaluation means basically that you go out and 'test' the curriculum against certain criteria, while analysis means that you unpack the various issues of the curriculum.
Curriculum analysis illuminates the intrinsic educational value of a curriculum, reveals its hidden paradigm and sheds light on its strengths and weaknesses. Curriculum Evaluation determines the evaluation elements of the curriculum analyze curriculum evaluation techniques and examine factors related to evaluation of curriculum. They follow same models.
Curriculum analysis involves critiquing and bringing out weaknesses and strengths of a given curriculum in general, whereas curriculum evaluation involves assessing the effectiveness of implementing a curriculum in terms of both product and process.
Evaluation without analysis is blind, analysis without evaluation is amputated. So both belong together. One can, if necessary, make a difference, but the connection between the two terms is greater than the difference.
HEIN RETTER
Design - analyze - evaluate -Design
Design curricula according to the needs. Analyze for addition deletion. Implement and evaluate for its effectiveness.
Curriculum analysis is a systematic analysis & aim to critique the curriculum for further improvement, which may take place periodically by curriculum maker. The evaluation can be more frequent as each time the course is running, it can be from other stakeholders as well. The info gained from curriculum evaluation can be taken into consideration for curriculum analysis.
URRICULUM ANALYSIS is unpacking a curriculum into its component parts (e.g. learning, teaching, knowledge, society, resources); evaluating how the parts fit together, in terms of focus and coherence; checking underlying beliefs and assumptions; and seeking justification for curriculum choices and assumptions while CURRICULUM EVALUATION refers to an ongoing process of collecting, analyzing, synthesizing, and interpreting information to aid in understanding what students know and can do. It refers to the full range of information gathered in the school district to evaluate (make judgments about) student learning and program effectiveness in each content area. .
Curriculum analysis is a pre-implementation process meant to unpack a curriculum and understand its intrinsic value. One major intrinsic value of a curriculum is determining whether there is coherence between and among curriculum components from curriculum goals, objectives, content all the way to curriculum evaluation. On the other hand, curriculum evaluation is the process of making a judgement on the implementability of the curriculum,ie, whether the curriculum as implemented as planned.
CURRICULUM EVALUATION
The process of judging the extent to which the planned courses, programs, learning activities, and opportunities as expressed in the formal curriculum actually produce the expected results. If carried out effectively, this process can enable decisions to be made about improvements and future progress.
CURRICULUM ANALYSIS
The process of unpacking a curriculum into its component parts (e.g. learning, teaching, knowledge, society, resources); evaluating how the parts fit together, in terms of focus and coherence; checking underlying beliefs and assumptions; and seeking justification for curriculum choices and assumptions
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