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Curriculum Change and Innovation$
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Yiu Chun Lo, A. Ka Tat Adamson, and John T. S. Lam

Print publication date: 2012

Print ISBN-13: 9789888139026

Published to Hong Kong Scholarship Online: May 2013

DOI: 10.5790/hongkong/9789888139026.001.0001

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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2021. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 26 February 2021

Curriculum Evaluation

Curriculum Evaluation

Chapter:
(p.189) 8 Curriculum Evaluation
Source:
Curriculum Change and Innovation
Author(s):

John T. S. Lam

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789888139026.003.0008

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.

Keywords:   Curriculum evaluation, Metaevaluation, Evaluation

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