Using CIPP Model to Evaluate a School-based Curriculum --Taking an Elementary School’s “Living Whiz” Curriculum as an Example

• Main Authors: Yu-Hsiu Chao, 趙于琇
• Other Authors: Nay-Ching Tyan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/86619158465839726162

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 101 === This study aimed to use CIPP model in curriculum evaluation for school-based curriculum evaluation. The subject of evaluation is "Living Whiz" curriculum in integrated activities of school-based curriculum in the researcher’s school. Data collection objects are teachers, students, and parents of sixth graders of the integrated activities as well as school administrators, and New Taipei City Bureau of Education integrated activity counseling group. The purpose of this research is to understand the context, resource input, procedure and result of implementing the integrated activities— "Living Whiz" in the school-based curriculum in order to make practical suggestions based on the result for future reference about lesson planning and curriculum development in order to advance lesson quality. The study interpreted data collected by analyzing related documents, interviews, opinion surveys, and teaching observation and the conclusions are as follows： I. Context evaluation 1. The establishment of a curriculum development team in the learning area for integrative activities worked with clear tasks, division of labor and functions 2. There was also analysis of the school context and a developed "Living Whiz" integrated activities of school-based curriculum that built up a supportive system for curriculum development. 3. The objectives for "Living Whiz" integrated activities of school-based curriculum were set to emphasis on skill learning and could be highly combined with home economics education. 4. Conducting a research and propaganda of "Living Whiz" integrated activity of school-based curriculum and planning professional learning programs for teachers. II. Input evaluation 1. Organizing integrated activities area teaching team and the leader brought the teamwork into play. 2. Using teacher-designed materials and teaching equipment to build a network platform and make use of volunteers and parents. 3. Getting budgets to fund human resources of curriculum and supporting systems for technology and information. III. Process evaluation 1. Designed and prepared teaching actitivies according to " Living Whiz " of the longitudinal curriculum framework. 2. There was an implementation of teaching designs and teachers underwent multiple assessments. 3. Teachers reflected on their teaching by self-observation in the courses. IV. Product evaluation 1、Student learning outcomes served as a reference for improvement and adjustment of the class and as for difficulties and problems, it mainly resulted from lack of equipments and administrative support. 2、Overall performances of students were good and parents, teachers and students were satisfied with the learning outcome. 3. "Living Whiz" activity was first getting curriculum evaluation by this model research and the school could reflect on further directions for improvement of administrative support. Finally, this study also made suggestions for the implementation of school-based curriculum evaluation and proposed references for future related researches.