Abstract
The present study aimed at reviewing some of the most reputable models of curriculum and program evaluation. In so doing, 63 related research papers were selected based on the pre-defined criteria. These included systematic reviews, meta-analyses, case studies, book reviews, and experiments. A curriculum is an important element which can affect the effectiveness of an educational or a pedagogical program. The main merit of a curriculum is providing the stakeholders with a transparent idea as to what must be achieved during the program conduction and whether the objectives of the program have been met. The term program evaluation was first used in the United States during the 1960s. Since then, various program and curriculum evaluation models and frameworks have been conceptualized around the world. Nearly all these models eventually have the same focus, i.e., to see whether a program meets its defined objectives or not. Some of these models have already been subject to evaluation within various educational contexts, while some have been less investigated. In the present systematic review, some reputable models of program and curriculum evaluation were discussed, while some other models were touched upon. The review was mainly divided into theoretical considerations and empirical background. The pros and cons of each model were briefly discussed. In addition, it was shown how some models have evolved or been challenged by others. It was concluded that choosing an appropriate model of evaluation would depend on several criteria such as the context, the purpose, and the expected outcome of the evaluation.
Highlights
A curriculum has a significant role in the effectiveness or failure of an educational program [1]
According to Kirkpatrick and Kirkpatrick [16], these four levels of evaluation are: a) Reaction: what participants think and feel about the program; b) Learning: the increase in the knowledge and/or skills of participants, as well as the change in their attitudes; evaluation at this level occurs during the period of program conduction through either a knowledge demonstration or various types of tests and assessments. c) Behavior: positive and effective transfer of knowledge, skills, and/or attitudes of participants from one level to another; this occurs as a post-training evaluation, usually through observations of managers, lecturers, or supervisors. d) Results: the final results occurred because of attendance, participation, implementation of program objectives in real-life situations, etc
McNamara [10] has divided evaluation into three categories, including a) goals-based, b) process-based, and c) outcomes-based. In another taxonomy developed by Rossi et al [3], five aspects of program evaluation have been identified, including: a) Needs assessment, which aims at examining the problem which the program addresses; b) Program theory, or the conceptual framework of the program; c) Process analysis, which aims at evaluating the program implementation; d) The impact of evaluation, which aims at highlighting the effect of the program; and, e) Cost-benefit or cost-effectiveness analysis, which aims at assessing the program’s effectiveness and efficiency with insights from the costs and benefits
Summary
A curriculum has a significant role in the effectiveness or failure of an educational program [1] It is a combination of what shall be taught in an educational context along with a set of pre-defined approaches, delivery methods, assessment criteria, teaching materials and teacher education [2]. The present work aimed at reviewing some of the most well-known program and curriculum evaluation models, focusing on how and when they were conceptualized, what their objectives were and whether they have been challenged by other researchers in the field. The present work aimed at answering the following research questions: 1) What are some of the most reputable program and curriculum evaluation models? The present work aimed at answering the following research questions: 1) What are some of the most reputable program and curriculum evaluation models? 2) What specific areas do these models cover? 3) What are some of the pros and cons of each model?
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