Scriven’s Model of Curriculum Evaluation

Michael Scriven, a prominent American evaluation theorist, developed the Scriven’s Model of Curriculum Evaluation in the mid-1960s. This model is designed to provide a systematic and comprehensive evaluation of educational programs and curricula. It emphasizes the importance of defining clear objectives and standards for evaluation, as well as collecting and analyzing data to determine the curriculum’s effectiveness. The Scriven’s Model comprises five main stages:

1. Defining Objectives and Criteria: The first step in the Scriven’s Model is to define clear and specific objectives for the curriculum. These objectives should be measurable and observable, allowing evaluators to assess the extent to which they are achieved. Additionally, evaluators establish evaluation criteria or standards that will be used to measure the curriculum’s success.

2. Designing the Evaluation Plan: In this stage, evaluators develop a detailed plan for conducting the evaluation. The plan outlines the methods, data collection techniques, and instruments to be used in the evaluation process. It also identifies the sources of data and the target population (e.g., students, teachers, administrators) for data collection. The evaluation plan should align with the defined objectives and criteria.

3. Data Collection: During this stage, evaluators collect data from various sources to assess the curriculum’s effectiveness. Data collection methods may include surveys, interviews, observations, tests, and academic performance records. The data collected should be relevant to the objectives and criteria defined earlier.

4. Data Analysis and Interpretation: After gathering the data, evaluators analyze and interpret the findings to draw conclusions about the curriculum’s performance. Data analysis techniques may involve statistical methods, content analysis, and qualitative coding to make sense of the information collected. The analysis should provide valuable insights into the strengths and weaknesses of the curriculum.

5. Reporting and Recommendations: The final stage of the Scriven’s Model involves presenting the evaluation results in a comprehensive report. The report should include a summary of the evaluation findings, an interpretation of the data, and conclusions about the curriculum’s effectiveness in achieving its objectives. Additionally, evaluators may make recommendations for curriculum improvement based on the evaluation findings.

Advantages of Scriven’s Model:

1. Systematic Approach: The Scriven’s Model provides a structured and systematic approach to curriculum evaluation, ensuring that all important aspects are considered.
2. Clarity of Objectives: By defining clear objectives and criteria, the model ensures that the evaluation is focused and goal-oriented.
3. Data-Driven Decisions: The model emphasizes the use of data to make informed decisions about curriculum improvement and development.
4. Applicability to Various Settings: The Scriven’s Model can be applied to evaluate curricula in diverse educational settings and levels.

Limitations of Scriven’s Model:

1. Resource-Intensive: Conducting a comprehensive evaluation using this model can be time-consuming and requires adequate resources.
2. Overemphasis on Objectives: Critics argue that the model’s heavy emphasis on objectives may limit the evaluation’s scope, overlooking other important aspects of the curriculum.
3. Lack of Emphasis on Context: The model may not fully consider the unique context and cultural factors that influence curriculum effectiveness.

Conclusion:

Scriven’s Model of Curriculum Evaluation provides a structured and systematic approach to assess the effectiveness of educational curricula. By focusing on clear objectives, data collection, and analysis, the model helps evaluators make informed decisions about curriculum improvement. While the model has its limitations, it remains a valuable tool for evaluating and enhancing the quality of educational programs and curricula.