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Figure 1 – uploaded by Juanito Perando
Figure 1 Research Design Input evaluation involves an examination of the intended content of teaching (i.e. the skills or strategies the students learn), and relates to deciding the resources and strategies used to achieve curriculum oals and objectives. Besides, the purpose of input evaluation should support the choosing of resources. Process evaluation relates to the implementation of teaching. Based upon results of the pilot test or evaluation, it is necessary for process evaluation to describe the student’s need in order to reconstruct the program. The ways to gather the data of process evaluation are multiple. Product evaluation is the assessment of teaching-learning outcomes. The product evaluation could determine whether the curriculum should be modified, fine-tuned, or terminated. It also could evaluate the output of curriculum activities. Figure | shows the CIPP approach in asserting Instructional Leadership in the Emilian Culture Formation Course evaluation. The study employed quantitative and modified qualitative narrative analysis to appraise and substantiate the content, inputs, process and product (CIPP) curriculum evaluation approach. CIPP basically provides a very systematic way of looking at many different aspects of the curriculum development process. Although originally advocated for curriculum development process, it can be effectively used for course syllabus evaluation. Data in this study were generated from the participants’ narrative through open-ended questionnaire. Narrative construction of reality can describe the reality constructed and posited by narrative, which in turn teaches us about the nature of reality as constructed by the human mind via narrative (Bruner, 1991). Participants’ experiences and realizations simulate qualitative data to capture and explore changes or retentions that occur over time and the processes involved with these changes (Farrell, 2006) or retentions, and particular life events or transitions (Saldafia, 2003).
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