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 . Unfortunately, much of this interest seems to have resulted in an ill-conceived obsession with test results.

study. Chapter 11 described the importance of curriculum alignment. The intent of this chapter is to bring all these approaches into focus and to provide for greater understanding of the evaluation process. To that end, it begins by proposing a broad definition of the term . curriculum evaluation. It then describes several evaluation models.

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