CHAPTER 12 Curriculum Evaluation

356 Evaluation has a long history. As Guba and Lincoln (1981) pointed out, a Chinese emperor in 2200 required that his public officials demonstrate their proficiency in formal competency tests. In the United States, the concern for evaluating schools can be traced at least as far back as the recommendations of the Committee of Ten, which at the end of the 19th century set perhaps the first example of evaluative standards for the nation s secondary schools (National Education Association, 1969). In recent years, how-ever, the interest in Curriculum Evaluation in particular has seemed to increase markedly. The public s insistence on educational accountability, the experts demands for educa-tional reform, and the educators concomitant need for evidence of results have all con-tributed to the current interest in theories and methods of Curriculum Evaluation .

Chapter 6 described a comprehensive assessment model that can be used in improving a . program of studies. Chapter 8 emphasized the importance of evaluating new courses of ... specialists have proposed an array of models, an examination of which can provide useful . background for the process presented in this work. Bradley’s Effectiveness Model.

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