Illuminating Diverse Curriculum Evaluation Paradigms: Implications for Educational Practice
Abstract
Curriculum evaluation has become a critical component of educational improvement efforts worldwide, serving as a foundation for informed decision-making, accountability, and continuous development. This study offers a comprehensive analysis of program evaluation models frequently applied in educational contexts, with a particular focus on their theoretical foundations, methodological approaches, and practical implications. Drawing from an extensive review of seminal and contemporary literature, the paper categorizes evaluation models into expertise-oriented, collaborative and stakeholder-based, logic and analytical, adversarial, qualitative and client-centered, postmodern and constructivist, and traditional approaches. Each model is examined in terms of its defining features, strengths, and limitations, as well as its alignment with different educational settings and goals.The findings underscore that no single evaluation model sufficiently addresses the diverse and complex needs of educational programs on its own. Instead, the integration or hybridization of different approaches is often necessary to capture both quantitative and qualitative dimensions of educational effectiveness. Moreover, the study highlights the increasing importance of participatory and empowerment-focused models, which promote inclusivity and foster stakeholder ownership.The analysis contributes to the field by offering a synthesized framework that can guide educators, policymakers, and researchers in selecting or designing context-appropriate evaluation strategies. This comprehensive perspective advances the discourse on educational evaluation and encourages the adoption of models that not only measure outcomes but also support program improvement and transformative change.
Keywords
: curriculum development , curriculum evaluation , curriculum philosophy
Kaynakça
- Wolf, R. L. (1975). Trial by jury: A new evaluation method. Phi Delta Kappan, 57, 185-187. https://doi.org/10.3102/01623737001003019