Curriculum+Evaluation 


 * Curriculum Evaluation **

//Consider the following questions when critiquing your curriculum’s various assessments of students and the degree to which those assessments form a comprehensive evaluation not only of the students’ achievement but other goals and aims and the overall quality of the curriculum itself.//

To what degree does your evaluation procedure include multiple measures – and a variety of measures to ensure that one mode of representation is not overrepresented and potentially skewing the results according to skills or capacities that do not necessarily reflect the objectives (e.g. when all assessments in social studies require higher skills in reading or writing)?

To what degree do assessments address both dimensions of behavioral objectives: content and behavior?

To what degree do the individual assessments become an evaluation system through which teachers and leaders analyze results to make judgments about both learning objectives as well as other curriculum goals and aims? For example, if a school wants its students to be concerned about social issues, to what degree does assessment data provide evidence for that aim?

Rate the evaluation program for your curriculum according to the following criteria (as described by Tyler and elaborated upon in various research contexts)

· Objectivity · Reliability · Validity (as well as authenticity)

To what degree are the assessments of students used to evaluate the curriculum? To what degree is that evaluation continuous?

To what degree does the curriculum adequately regulate the relationship between curriculum and evaluation (in other words, to what degree does the tail not wag the dog)?