
Contents
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Objectives Objectives
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Introduction Introduction
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What Is Curriculum Evaluation? What Is Curriculum Evaluation?
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Assessment, Measurement, and Evaluation Assessment, Measurement, and Evaluation
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Four Generations of Evaluation Four Generations of Evaluation
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First Generation: Measurement First Generation: Measurement
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Second Generation: Description Second Generation: Description
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Third Generation: Judgment Third Generation: Judgment
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Fourth Generation Fourth Generation
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Problem of Outcomes and Value Judgment Problem of Outcomes and Value Judgment
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Who Conducts the Evaluation? Who Conducts the Evaluation?
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What Should Be Evaluated? What Should Be Evaluated?
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Antecedents Antecedents
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Transactions Transactions
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Outcomes Outcomes
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The General Phases of an Evaluation The General Phases of an Evaluation
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Focus Focus
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Preparation Preparation
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Implementation Implementation
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Analysis Analysis
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Reporting Reporting
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Other Evaluation Models Other Evaluation Models
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Tyler's Objectives Model Tyler's Objectives Model
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Context–Input–Process–Product Model Context–Input–Process–Product Model
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Strengths and Limitations of CIPP Strengths and Limitations of CIPP
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Stake's Countenance Model and Responsive Model Stake's Countenance Model and Responsive Model
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Fourth-generation Evaluation: Phases and Characteristics Fourth-generation Evaluation: Phases and Characteristics
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Metaevaluation Metaevaluation
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Conclusion Conclusion
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Questions and Cases Questions and Cases
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References References
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Cite
Abstract
This chapter first states that the purpose of curriculum evaluation is to improve a curriculum and measure its effectiveness in achieving its intended objectives. How these purposes will have bearing on the format and model of curriculum evaluation will be elucidated. That is, whether an objective or process model of curriculum evaluation should be used will depend on what we want our curriculum evaluation to achieve. Essential questions to address in any curriculum evaluation will be highlighted (e.g. What is/are to be evaluated? Who are the right people to do the evaluation? What are the general methods of collecting data for evaluating a curriculum?) Two genres of curriculum evaluation representing the objectives model and the process model will be introduced: the traditional model of evaluation and the new wave model. The four generations of evaluation are also introduced, along with the features, strengths, and limitations of each. The procedural tasks of a common evaluation process are outlined for easy reference. In the end, the importance of metaevaluation (the evaluation of an evaluation process) is depicted as crucial to any evaluation process and to the best interests of all concerned.
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