Evaluation

As dynamic systems, curricula constantly evolve based, among others, on student cognitive demands and pedagogical needs, constraints and opportunities in the learning ecology, and national and global changes that may be reflected in the objectives and even structure of curricula. Assessment “for” learning helps teachers and students evaluate learning and instruction practices and outcomes, and subsequently regulate these practices in ways that may require changes in the design of the curricula. In addition to student assessment, specific evaluation tools are needed to ascertain the viability of various components of a curriculum, including teacher practice, textbooks, and various other resources.

 

Prof. Halloun’s evaluation tools include forms for Classroom Observation and Teaching Evaluation (COTE), Textbook Evaluation (TE), and Children Books Leveling (CBL).

 

Publications:

Evaluation of the Impact of the New Physics Curriculum on the Conceptual Profiles of Secondary School Students. (2007). Beirut: Phoenix series / Lebanese University.

Lebanese secondary school students’ conceptual profiles in physics are evaluated by comparison to their U.S. peers, in an attempt to ascertain the effectiveness of the Lebanese physics curriculum currently in place. A battery of three instruments were developed and validated to assess student profiles in particular areas of physics. The three instruments were administered to over three thousand Lebanese and U.S. students between 2004 and 2007. Results show that Lebanese students: (a) enter secondary school encumbered with naive conceptual profiles that are at odds with scientific paradigm, (b) fail, after physics instruction, to enhance their profiles and develop them to the level aspired for in the official curriculum, and (c) lag, in most conceptual respects, behind their U.S. peers.   Full Text

 

Normative Evaluation of Mathematics, Science and Technology Curricula: The Case of the Modeling Curriculum. (2004). Proceedings of the 12th annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Cape Town, South Africa: SAARMSTE.

Evaluation of a given curriculum is not an end by itself, and it does not mark the end of curriculum development. It is an ongoing process carried out throughout curriculum development and implementation for continuous regulation. Regulation at any point may extend from minor refinements of some curriculum components to a radical reform of the curriculum on entirely new grounds. For reliable outcomes and sustainable impact, curriculum evaluation needs to be normative. Normative evaluation is conducted according to well-defined taxonomy of conceptions, processes and trends that students are expected to develop under the given curriculum. It comes out with quantitative indicators ascertaining in terms of pre-established criteria to what extent students have actually met original expectations.   Full Text

 

Evaluating Science and Technology Learning Materials: The Case of the Modeling Curriculum. (2003). UNESCO regional workshop. Beirut: Lebanon.

Evaluation of learning materials is an integral part of curriculum development in science and technology education (STE). It is not an end by itself, and it does not mark the end of curriculum development. Evaluation of STE materials is carried out for continuous curriculum regulation. For reliable outcomes and sustainable impact, evaluation of learning materials needs to be normative. Normative evaluation is conducted with a battery of instruments selected according to a well-defined taxonomy of knowledge, skills and worldviews students are expected to develop with materials being evaluated.   Full Text

 

 

Teacher practice:

Classroom Observation and Teaching Evaluation (COTE) are designed to evaluate teachers’ practice at all grade levels. Each COTE form comes in five dimensions. Three dimensions, conceptions, processes and dispositions, pertain to student profiles. The other two dimensions, assessment and approach, pertain to the followed pedagogy.

Please click on the form of your interest to download it.

COTEScience and mathematics form.   English Form    Formulaire Français

COTEArabic language form.   عربي

COTEEnglish language form.   Form

 COTEFrench language form.   Langue Française  

 

 

Textbook evaluation:

Textbook Evaluation (TE) forms are conceived to evaluate various textbooks at all grade levels. Each of these forms comes in nine dimensions: framework, scope and sequence, conceptions, processes, dispositions, assessment, format, pedagogy, and stakeholders’ needs.

Please click on the form of your interest to download it.

TEScience and mathematics form.   Form

TEArabic language form.   عربي

TEEnglish language form.   Form

TEFrench language form.

 

Reading books leveling:

Two Children Books Leveling (CBL) forms allow grading, in 6 levels, English and Arabic readers for 5 to 12 years old children. Leveling criteria include: genre; theme, message or moral lesson; story composition and structure; language, style and readability; format and quality; information processing.

 Please click on the form of your interest to download it.

CBLEnglish form.   Form

CBLArabic form.   عربي