Evaluating Curriculum

The terms curriculum and evaluation have been paired together for ages, and they continue to be relevant in today’s educational environment. In the 1960s, Welch offers a definition for each of these terms. He defines curriculum as “pupil behavior pertinent to the goals of the school” and evaluation as “the gathering of information for the purpose of making decisions” (429). In today’s society, researchers are even considering the perceptions of students in evaluating curriculum (Wakefield and Pumfrey).

Glatthorn and Jailall discuss specific elements of the curriculum to consider during evaluation:

1.       Units

2.       Tests

3.       Curriculum

4.       Scope and sequence.

For each of these element, Glatthorn and Jailall suggest looking at the big picture and emphasize the evaluating the desired outcomes for units of instruction. They suggest reconsidering the objectives in a given unit and weighing the assessments accordingly. By doing this, it is easier for teachers to assess the effectiveness of their instruction in relation to the big picture – the educational goals they target with every unit of the curriculum.

As an educator in today’s society, I want to know how well each unit relates to my students; I believe that this plays a pivotal role in my instructional effectiveness. Wakefield and Pumfrey share this view. The results of their educational research conclude that student views prove “both illuminative and valuable” (88). To achieve the desired instructional results, it’s important to consider whether the curriculum truly reaches the student body.

Illuminating and Improving National Curriculum Development: Students’ Perceptions and Suggestions. A Pilot Study in a State Secondary School

Peter Wakefield* and D. Pumfrey

Educational Review

Vol. 61, No. 1, February 2009, 63–83

Academic Premier

Curriculum Evaluation

Wayne W. Welch

Review of Educational Research
Vol. 39, No. 4, Science and Mathematics Education (Oct., 1969), pp. 429-443

JSTOR