Curriculum Evaluation

T. Levin*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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 languageEnglish
Title of host publicationInternational Encyclopedia of Education, Third Edition
PublisherElsevier
Pages636-644
Number of pages9
ISBN (Electronic)9780080448947
DOIs
StatePublished - 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

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