Title: Models for Curriculum Evaluation in Higher Education.
Abstract: In a study to evaluate a professional baccalaureate program at the University of San Francisco, the recommendation was made for continuous curriculum evaluation as a means of improving, individualizing, and up dating the program.* Curriculum evaluation has a well-documented history. The literature is replete with models and designs developed to guide curriculum workers in the evaluation of their efforts. It is the purpose of this article to add to that history with an attempt to differentiate models and designs in evaluation and to propose a sequence of articulated models for evaluation developed particularly for the needs of structured, long term (i.e., at least three-four years) programs in higher education. An evaluation model is perceived by the authors as an analytical schema or framework which serves the purpose of guiding thought or structuring the universe comprising the field in which the evaluator functions. A model serves the useful function of providing a method of applying some theory of evaluation (no matter how nebulous) to a specific goal-oriented process. That process might involve some aspect of valuation, reporting, and/or decision-making regarding change or lack of change within an organizational system. Models are generally presumed to be universal and represent an effort to structure approaches to problem solving or to predict cause and effect. Too often however, so-called evaluation models lose the element of generalizability in that those
Publication Year: 1975
Publication Date: 1975-01-01
Language: en
Type: article
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