Evaluation of Teacher Education Curricula and its relevance to licensure examination using Context, Input, Process and Product (CIPP) model

Abstract

This study aimed to evaluate the relevance of the teacher education curricula of one state university in Samar Philippines to the national licensure examination for teachers. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam was employed. Documentary analysis of course catalog, interviews with the teachers and students as well as focus group discussion of graduates who took the exam were employed to gather data. Based on the experiences and viewpoint of the student-participants, there are areas for improvement of the curricula in terms of its relevance to the licensure examinations. The evaluation revealed mismatches and discrepancies of the curricula to the professional examination. It is recommended that an effective curricula should ensure that student graduates can depend on its content in order to hurdle licensure examination competencies. Hence to sustain its relevance, it entails constant upgrading of the curricula which involve both the faculty and the students.