Curriculum Evaluation Models in ASEAN Countries

Author(s)	GERRY MAE V. GERVACIO, REGINA P. GALIGAO
Country	Philippines
Abstract	Curriculum evaluation models play a pivotal role in assessing the quality and effectiveness of educational programs. This study conducts a comparative analysis of the application and effectiveness of three key curriculum evaluation models—the Context, Input, Process, Product (CIPP) model, quantitative evaluation methods, and educational system evaluations—in ASEAN countries. While the CIPP model is widely utilized, limited research exists on its contextual adaptation across different educational systems. Similarly, the integration of quantitative methods and system-wide evaluations often lacks coherence, resulting in incomplete assessments. By examining the strengths and weaknesses of these models, this research identifies best practices and areas for improvement. The findings provide actionable recommendations to enhance curriculum evaluation practices in the ASEAN region, contributing to the development of more effective and contextually relevant evaluation strategies that support the achievement of educational goals.
Keywords	Curriculum evaluation, CIPP model, quantitative methods, educational system evaluations, ASEAN education, comparative analysis, educational outcomes
Field	Sociology > Education
Published In	Volume 6, Issue 6, November-December 2024
Published On	2024-12-20
DOI	https://doi.org/10.36948/ijfmr.2024.v06i06.33438
Short DOI	https://doi.org/g8wkfx

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