Abstract
Based on paradigmatic changes reflecting a progress away from the traditional logical positivistic approach to a constructive orientation and interpretivist philosophy, and generalizing from the multitude models of evaluation, three different orientations of curriculum evaluation have been characterized: instrumental evaluation, adaptive and situated and emergent and emancipatory. These orientations are based on different epistemological views, educational and methodological beliefs, and axiological perspectives. Each orientation attributes different meaning to the curriculum evaluation process, reflecting the various mindsets regarding the meaning of evaluation, evaluation goals, functions and design structure, evaluators’ identities and roles, the value system involved, and the evaluation’s uses.
| Original language | English |
|---|---|
| Title of host publication | International Encyclopedia of Education, Third Edition |
| Publisher | Elsevier |
| Pages | 636-644 |
| Number of pages | 9 |
| ISBN (Electronic) | 9780080448947 |
| DOIs | |
| State | Published - 1 Jan 2009 |
Keywords
- Adaptive
- Constructivist assumptions
- Developmental evaluation
- Emergent
- Evaluation orientation
- Evaluation paradigms
- Formative evaluation
- Instrumental evaluation
- Positivist assumptions
- Summative evaluation
- emancipatory evaluation
- situated evaluation