Curriculum evaluation

The aim of this study is to examine the perceptions of students on the implementation of life sciences curriculum through using creative drama sessions. Eighty seven 2 nd and 3 rd grade students from an elementary school in one of the districts of Ankara participated in the study. Data were collected through employing four different creative drama methods: (a) letters, (b) drawings, (c) improvisations, and (d) still images of students. Content analysis was used to analyze the qualitative data collected in drama sessions. The findings indicated that the teachers had a role of knowledge transmitter to a group of passive students in life sciences classrooms. The most frequently used teaching methods were lecturing, question-answer, and demonstration through using textbooks, workbooks, and white boards. In addition, the most frequently used assessment methods were essay and oral exams, classroom observations, and self-assessment. Besides, it emerged that students prefer group work and a...

Kitap, alan yazındaki program değerlendirme çalışmalarını sınıflama amacıyla hazırlanmıştır. Bu tarz bir sınıflamanın bir ihtiyaç olduğu ve program değerlendirme alan yazınında yapılmadığı düşünülerek, program değerlendirme alanında ortaya atılmış kavramlar incelenmiş, sınıflandırılmış ve eğitim programlarını değerlendirmek amacıyla geliştirilen yeni bir kuram olan “I-CODE Modeli” önerilmiştir.

This is a concept paper in education specifically about curriculum theory. Curriculum theory is a sub-theory of educational theory. Theories provide views about the world. Curriculum practitioners and implementers may use one or more approaches or theories in planning, implementing and evaluating the curriculum. Even textbook writers or instructional material producers have different curricular theories and principles. in terms of theories of curriculum, it examines the major theories that have been involved in curriculum development and followed by a brief description for the curriculum's different theoretical features including its history, programmed structure, subject matter content, and its proponents. The process of education in general and the field of curriculum in particular are embedded in theory. Teachers and other educators rely on theory in research about the school curriculum. Curriculum theory gives direction and guidance in the process of curriculum planning, development, implementation, supervision, evaluation among others.
This concept paper delves on curriculum theory: Its definition, development, functions and characteristics. The paper also explains categories of curriculum theories and theorists, curriculum development, it’s roles and impact in consonance with scholastic views. The issues discussed in this paper can trigger research in theory development and inform educationists and teachers in theory development and research in curriculum.

งานวิจัยเรื่องนี้เป็นงานวิจัยประเมินหลักสูตรตามทฤษฎีการประเมินของโพรวัส มีวัตถุประสงค์ศึกษาประสิทธิผลของหลักสูตรการพัฒนาบุคลิกภาพและการพูดในที่ชุมชน และเพื่อเปรียบเทียบประสิทธิผลของหลักสูตรการพัฒนาบุคลิกภาพและการพูดในที่ชุมชน กลุ่มเป้าหมาย คือ นักศึกษา จำนวน 21 รูป/คน ซึ่ง เครื่องมือที่ใช้ในการวิจัย คือ แบบทดสอบ แบบตรวจสอบรายการเกี่ยวกับหัวข้อสำหรับการอบรม แบบประเมินการรับรู้ความสามารถแห่งตน และแบบสอบถามวัดความพึงพอใจ ค่าสถิติที่ใช้ในการวิจัย คือ ความถี่ ร้อยละ ค่าเฉลี่ย ( ) และส่วนเบี่ยงเบนมาตรฐาน (SD) ควอไทล์ Mann Whitney U, และKruskal-Wallis Test ผลการวิจัย พบว่า ประสิทธิผลด้านบุคลิกภาพ การพูดในที่ชุมชน และความพึงพอใจในหลักสูตรบรรลุเกณฑ์ที่กำหนดไว้ ส่วนความรู้และการรับรู้ความสามารถแห่งตนไม่ถึงเกณฑ์ที่กำหนดไว้ จากการเปรียบเทียบประสิทธิผลของหลักสูตร พบว่า ปัจจัยทางด้านเพศ และสถานภาพที่แตกต่างกันมีความรู้มีระดับความรู้แตกต่างกัน ส่วนการรับรู้ความสามารถแห่งตนกับปัจจัยด้านต่างๆ ไม่มีความแตกต่างกัน

This study aimed to analyze curriculum evaluation studies conducted in foreign language education between the years 2005 and 2016 in terms of the levels the studies were conducted in, sample groups, sample size, research methods and curriculum evaluation models via descriptive content analysis. Searching various data bases, 87 studies, which are comprised of 32 articles, 39 master‟s theses and 16 Ph.D. dissertations and were conducted between the years mentioned, were accessed. The studies which were accessed were analyzed through descriptive content analysis by utilizing „Paper Classification Form‟ developed by Sözbilir and Kutu (2008). The data were analyzed through SPSS 22.0 program and presented using descriptive statistical methods. Having analyzed the research findings, it was found that studies were mostly published as master‟s theses or articles. Besides, most of the studies focused on the evaluation of elementary school programs, language course programs and preparatory school programs. However, post-graduate degrees, secondary school programs and distance foreign language teaching programs were evaluated in very few studies. Also, sample size between 31-100 was preferred the most frequently and sample size between 1-10 and 1000 and above were preferred the least frequently. The findings also indicated that most studies were done as mixed research. Besides, in quantitative research, questionnaire was mostly preferred and in mixed research, questionnaire and interview were widely preferred. For data analysis descriptive statistics were used more than the inferential statistics and among descriptive statistics, descriptive analysis (f, %) was widely used. Furthermore, it was determined that more than half of the studies did not utilize a curriculum evaluation model.

ارزشيابي برنامه درسی به عنوان بخش جدایی¬ناپذیر هر گونه برنامه¬ریزی تربیتی عبارتست از فرایند گردآوری، توصیف و تحلیل نظام¬مند اطلاعات به منظور ارزش¬داوری  درباره میزان موفقیت و پیشرفت برنامه درسی در تمامی ابعاد و مراحل آن به هدف تسهیل تصمیم¬گیری و بهبود اقدامات آینده. این تعریف از ارزشیابی برنامه درسی به طور آشکار دربردارنده دو مفهوم مهم و مرتبط به هم است. مفهوم نخست آن به ابعاد و حدود ارزشیابی اشاره دارد و بیانگر آن است که ارزشیابی برنامه درسی محدود به ارزشیابی پایانی اقدامات انجام شده نیست، بلکه در این فرایند هم رخدادهایی اهمیت دارند که فرصت یادگیری آن‌ها به صورت آشکار برای دانش¬آموزان و معلمان فراهم می¬شود، هم رخدادهایی که فرصت یادگیری آن‌ها برای دانش¬آموزان و معلمان به صورت ضمنی ایجاد می¬شود،  و همین طور رخدادهایی که فرصت یادگیری آن‌ها به طور قصد شده یا ناآگاهانه از دانش¬آموزان و معلمان سلب می¬شود (آیزنر ، 1995؛ مک¬کاچین ، 1982). به عبارت دیگر نه تنها برنامه درسی صریح (آشکار)، بلکه برنامه درسی ضمنی (پنهان) و همین طور برنامه درسی مغفول (پوچ) نیز باید مورد ارزشیابی قرار گیرند. مفهوم دوم منعکس شده در تعریف بالا به کارکردهای ارزشیابی اشاره دارد و بیانگر آن است که هر گونه داوری درباه موفقیت یا مطلوبیت برنامه درسی و هر گونه تصمیم¬گیری برای برنامه¬ریزی آینده باید مبتنی بر نتایج ارزشیابی صورت گیرد.

The study aimed to describe and compare the perceptions of web-based distance education students and campus-based face-to-face students about the quality of education provided in their programs with regard to variables including gender, maritalstatus, and employment status. A baseline descriptive survey design and complementary ex post facto design were used in this study. A total of 536 students studying at two higher education institutions participated in the study. “Student Program Assessment Scale [SPAS]” was developed and used to assess web-based and face-to-face students’ perceptions about the quality of education in their programs. The results showed that web-based students were most positive about lifelong learning opportunities provided in their distance programs, followed by learning-teaching procedures, abilities to access and share resources, and lastly chances of cooperation and socialization. Face-to-face students were almost neutral in all aspects and, compared to web...

This study was designed to compile the studies conducted on curriculum development and evaluation in ESL/EFL contexts and to specify their general characteristics through content analysis. The studies were chosen in line with the inclusion criteria through which online articles and dissertations were included. No specific timeline, context or research design was set for the literature search. As a result of the review of the related literature, 86 studies were reached and analyzed in terms of their contexts, sample type and size, data collection tools, data analysis techniques. All the studies were coded through a protocol and the results were tabulated. As well as the characteristics of the studies, their findings were also analyzed through content analysis and common points were presented and interpreted. As a result of the analysis, it was revealed that the curriculum evaluation studies were more popular than the curriculum development studies. It was also found that the studies were mainly about primary and secondary levels; they mostly employed Likert-type scales; semi-structured interviews were more common; descriptive statistics were applied more frequently. Finally, common findings were detected among the studies conducted in different contexts with different grades of study. By taking the findings as the basis, some suggestions are provided for further studies.

'The concept of Curriculum Evaluation' Journal of Curriculum Studies Vol. 3, No. 2.

Reprinted in:

i) Golby M et al (eds) Curriculum Design (Croom Helm 1975).
ii) Taylor P H and Tye K A (eds) Curriculum, School and Society (NFER 1975).
iii) Deakin University, Australia: 'Curriculum Design and Development I'.

Bu çalışmanın amacı ilkokul 2. sınıf İngilizce öğretim programını katılımcı odaklı program değerlendirme yaklaşımı ile değerlendirmektir. Karma yöntem desenlerinden açıklayıcı sıralı desene dayalı olarak yürütülen bu çalışmada veri toplama araçları olarak araştırmacı tarafından geliştirilen ve 62 maddeden oluşan öğretmen görüşleri anketi, yarı yapılandırılmış öğretmen görüşme formu, yarı yapılandırılmış odak grup görüşme formu ve yarı yapılandırılmış gözlem formu kullanılmıştır. Araştırmanın nicel kısmında Denizli ili Pamukkale ve Merkezefendi ilçelerindeki ilkokulların 2. sınıflarında İngilizce derslerini yürüten 104 İngilizce öğretmenine anket uygulanmıştır. Araştırmanın nitel kısmında ise altı İngilizce öğretmeni ile görüşmeler yapılmış ve sekiz öğrenci olmak ile odak grup görüşmesi gerçekleştirilmiş, dört farklı sınıfta toplam 16 ders saati süresince gözlem notu tutulmuş ve bir okul müdürü ile görüşme yapılmıştır. Nicel verilerin analizinde yüzde, frekans ve aritmetik ortalama, değişkenlere ilişkin yapılan istatistiksel analizlerde ise bağımsız gruplar t testi ve tek yönlü varyans analizi kullanılmıştır. Nitel verilerin analizinde ise betimsel analiz kullanılmış, analiz sonucunda altı tema ve 18 koda ulaşılmıştır. Araştırmanın nicel bulgularına göre öğretmenlerin programın geneline ilişkin görüşlerinin katılıyorum düzeyinde olduğu, kazanım, içerik, eğitim durumları ve ölçme ve değerlendirmeyle ilgili görüşlerinin ise kararsızım düzeyinde şekillendiği bulunmuştur. Ayrıca, programın geneline ilişkin olarak ifade edilen altı maddeye yönelik öğretmen görüşlerinin mezun olunan yükseköğretim programına göre farklılık gösterdiği ve İngilizce öğretmenliği programından mezun olmuş olan öğretmenler lehine anlamlı bir farkın ortaya çıktığı bulunmuştur. Bu farklılığın dışında; programa ilişkin görüşlerde cinsiyet, mezun olunan yükseköğretim programı, mesleki kıdem, önceki yıl ders yürütme durumu ve kullanılan ders kitabı değişkenlerinin anlamlı bir farklılığa neden olmadığı görülmüştür. Araştırmanın nitel bulgularına dayalı olarak elde edilen sonuçlarda ise İngilizce öğretmenlerinin programın belli öğelerinde bazı düzenlemeler isteseler bile programı genel anlamda iyi ve uygulanabilir buldukları ve önerileri dikkate alındığında da programın etkili bir şekilde uygulanabileceği görüşünde oldukları, ancak ders saatlerinin artırılması gerektiği, ekinliklerin öğrenci ilgisini çekmeye dönük daha etkili ve keyifli olacak şekilde güncellenerek ve artırılarak ders kitaplarının güncellenmesi gerektiği sonuçlarına ulaşılmıştır. Bunun yanısıra, sınıf öğretmeni, veli ve okul yöneticilerinin bu sınıf düzeyinde İngilizce öğretimi ve bu derse ilişkin algı ve tutumlarının iyileştirilerek, birbirlerini desteklemeleri amacıyla rollerinin daha net bir şekilde tanımlanmasının da programın başarıya ulaşmasında etkili olabileceği ve öğretmenlerin sınıf içi uygulama ve öğretim yaklaşımlarının programın başarıya ulaşmasında oldukça etkili olması nedeniyle bu uygulamaların iyileştirilmesini ve program ile örtüşen bir hale getirilmesini sağlayacak çalışmaların tasarlanarak uygulanması gerektiği sonucuna da ulaşılmıştır. Ayrıca, sınıf mevcutlarının azaltılarak sınıflardaki teknolojik altyapı ve teknolojiye erişim imkânlarının arttırılmasının programın uygulanmasında etkili olabileceği sonucuna ulaşılmıştır. Bununla birlikte yapılan gözlemlere dayalı olarak öğretmenlerin farklı nedenlerden kaynaklı olmak üzere hedeflenen iki becerinin (dinleme ve konuşma) dışında da öğretim faaliyetlerine giriştikleri ve kimi noktalarda programla örtüşmeyen sınıf içi uygulamaların gerçekleştiği sonucuna ulaşılmıştır. Çalışma kapsamında programın daha etkili uygulanması için ders saatlerinin artırılması, ders kitaplarının güncellenerek öğrencilerin yaş, ilgi alanları ve düzeylerine uygun şarkı, oyun ve farklı eğitici etkinlikleri içerecek hale getirilmesi, sınıf mevcutlarının dil öğretimine elverişli olabilecek sayılara çekilmesi ve sınıflardaki oturma düzeninin değiştirilmesi önerilmektedir.

Anahtar sözcükler: İngilizce öğretim programı, program değerlendirme, katılımcı odaklı program değerlendirme, 2. sınıf İngilizce dersi.



Abstract The aim of this study is to evaluate primary second grade English curriculum with a participant oriented program evaluation approach. In this study which was designed with a sequential explanatory design of mixed method research, teacher views survey consisted of 62 items, semi-structured interview form, semi-structured focus group interview form and semi-structured observation form which were developed by the researcher were used as data collection tools. In the quantitative part of the study, the survey was applied to 104 English teachers who are working and teaching second grade English courses in the primary schools of Pamukkale and Merkezefendi districts of Denizli province. In the qualitative part of the study, an interview was conducted with six English teachers, two focus group interviews were conducted with eight students including four students in each, 16 lesson hours of observation notes were taken in four different classes and an interview was conducted with a school principal. In the analysis of quantitative data, percentage, frequency and mean and in the statistical analysis of variables, independent samples t- test and one-way analysis of variance (ANOVA) were used. In the analysis of qualitative data, descriptive analysis was used and as a result of analysis six themes and 18 codes were obtained. According to quantitative findings of the study, it was found that teachers’ general views on the program were gathered in the level of agree, teachers’ views on the objectives of program, content of the program, the teaching and learning process of the program and evaluation part of the programme were gathered in the level of nor agree or disagree. In the results of the study based on qualitative findings, it was found that teachers found the programme good and applicable in general although they requested some arrangements in certain elements of program, and they thought that when their offers were taken into account, the program may be applied more effectively. Likewise, it was also found that the increase in the allocated time of the lesson is needed, an update in textbooks by including and enhancing activities so as to be more effective and enjoyable and attract the attention of students is required. Besides, improving the perceptions and attitudes of primary teachers, parents and school administrators to teaching English in this class level and to this lesson and defining their roles more clearly to support each other may be effective in achieving success of the program were found. Also, it was found that due to the fact that teachers’ practices and teaching approaches are so effective in program’s achieving success, it is needed to improve those practices and design and apply such activities providing to create a consistency between teachers’ practices and the program. Furthermore, it was found that decreasing class sizes and improvement of technological infrastructure and possibilities of access to technology may be effective in application of program. Moreover, based on observations done it was also found that teachers were carrying out teaching activities apart from targeted two skills (listening and speaking) mainly driven by various reasons, and some classroom activities that do not overlap with the program were realised. In scope of the study, in order to implement program more effectively it is recommended that allocated time of lesson should be increased, and textbooks should be updated by making them include various songs, plays and activities that are appropriate for students’ age, interests and levels. It is also recommended that class sizes should be decreased to the level that is suitable for language teaching and learning, and the seating arrangements should be redesigned in classrooms

Keywords: English  program,  program  evaluation,  participatory evaluation,  2nd  grade English lesson.

The paper focused on evaluation of stakeholder capacity to implement the millennium village primary school meal project in Kenya. The study which was anchored on the stakeholder theory as well as the Context Input Process Product (CIPP) model of evaluation used mixed methods research design with ex-post facto and case study as its two research elements. The mixed methods was adopted because when both qualitative and quantitative approaches are used in a single study, the strengths of both produce a research synergy in which the collective benefits are greater than what is obtained from either approach when used alone. A sample size of 186 participants was selected from seven (7) primary schools using stratified random sampling. The participants selected purposively included pupils, teachers, head teachers, parents, Area Education Officer (AEO) and project staff. Data was collected using questionnaires, face to face interview guide, Focus Group Discussion (FGD) and document analysis guide. The study findings indicated that the project was implemented with great success as indicated by stakeholders' capacity to understand project objectives, their involvement in project planning and implementation and their positive attitude towards the project. This has contribute to poverty reduction in the community through the project and sustainable approaches for project implementation.

This paper has critically analyzed the secondary English curriculum of Bangladesh published in 2012, and the English textbooks that are considered the core tools for executing the curriculum. The researcher looked for answers to 5 research questions with the help of already conducted research and his analysis. The study was qualitative and heavy on textual analysis. The study found that the curriculum emphasizes the communicative functions of the language and promotes the Communicative Language Teaching (CLT) method. Moreover, the quality of the contents in the curriculum is up to the mark, and the principles of the curriculum have been properly reflected in the textbooks except for the highly localized contexts of the texts. Also, the syllabi of the curriculum are suitable for targeted groups of learners. However, there rise too many questions on the implementation of the curriculum in the field. Hence, the researcher suggests considering the shortcomings of the curriculum and addressing them. The study also recommends the authority conduct a continuous evaluation of the curriculum.

This study aims at examining the prospective teachers‟ evaluations about the implementation of the primary ELT curriculum. Also it is aimed to inquire the possible problems and difficulties in teaching English to children. The study is based on qualitative case study design. Qualitative data were collected using participant journaling method from 31 preservice teachers who kept reflective journals throughout their observations of five mentor teachers. The data were analyzed using qualitative content analysis method by coding and creating categories/themes. Results showed that actual practices do not adequately meet the curricular and theoretical requirements in terms of objectives, content, learning-teaching experiences and evaluation. This theory-practice dichotomy about teaching English to children mainly includes the problems such as non-communicative objectives, failure to appeal students emotionally, overdominance of coursebooks and grammar content over communicative content, use of restricted methodology, ineffective use of technology and materials, insecure (coercive, aggressive, and discriminative) classroom atmosphere, lack of or inproper use of game activities, lack of group or pair work, failure to consider individual differences, lack or inappropriate integration of language skills, improper process evaluation, inadequate feedback, and traditional evaluation practices.

Handy 1-page checklist for specifying "good" (i.e., behaviorally anchored) versus undesirable (i.e., non-behaviorally anchored, vague or speculative) learning objectives for various educational applications.

© 2013. Adapted from various anonymous sources, with added original content, by Christopher M. Layne, Ph.D. This checklist may be used and shared freely to promote quality education everywhere, but may not be exploited for commercial purposes. Citation for this work is Layne, C. M. (2013).  Handy Curriculum Development Guide: Checklist of Behaviorally-Anchored Terms for Specifying Learning Objectives. Unpublished manuscript, University of California, Los Angeles.

ÖZET Bu araştırmada ilkokul ikinci sınıf İngilizce öğretim programının değerlendirilmesi amaçlanmıştır. Çalışma, aydınlatıcı program değerlendirme modelinden faydalanılarak tarama modelinde betimsel bir araştırma olarak tasarlanmıştır. Araştırma verileri tabakalama örneklem ile seçilen Türkiye'nin yedi bölgesindeki 14 ilde ikinci sınıf İngilizce dersine giren 768 öğretmenden ölçek yoluyla toplanmıştır. Ölçeğin birinci bölümünde öğretmenlere ilişkin demografik bilgiler, betimsel istatistikler kullanılarak, ikinci bölümünde ölçek maddelerine ilişkin öğretmen görüşleri yordayıcı istatistikler kullanılarak çözümlenmiştir. Üçüncü bölümde yer alan açık uçlu sorular ise betimsel analiz yoluyla incelenmiştir. Araştırma bulguları öğretmenlerin programın kazanım ve içerik ve öğrenme-öğretme süreci ve çevresel boyutun gerçekleşme durumunu yeterli düzeyde ancak ölçme ve değerlendirme boyutunu yetersiz düzeyde bulduklarını göstermiştir. Bunun yanı sıra, öğretmenlerin programa ilişkin görüşlerinde bölgeler arasında anlamlı farklılıklar bulunmuştur. Güneydoğu Anadolu ve Doğu Anadolu bölgelerinde görev yapan öğretmenlerin programın tüm boyutlarına ilişkin görüşleri diğer bölgelerde yaşayan öğretmenlerden anlamlı derecede olumsuz bulunmuştur. Ayrıca, öğretmenlerin büyük çoğunluğunun yeni uygulanmaya başlanan programa ilişkin hizmetiçi eğitim almadıkları ve ilkokul ikinci sınıf İngilizce dersine alan dışı giren birçok öğretmen olduğu belirlenmiştir. Bunun yanı sıra, öğretmen görüşlerinde mezun olunan yükseköğretim programına göre programın tüm boyutlarında İngilizce öğretmenliği ve diğer İngilizce bölümlerinden mezun olan öğretmenlerin görüşlerinin diğer yükseköğretim programlarından mezun olan öğretmenlerin görüşlerine göre anlamlı düzeyde daha olumlu olduğu saptanmıştır. Anahtar Kelimeler: Program değerlendirme, 2. sınıf İngilizce öğretim programı, 2. sınıf öğretmenleri, aydınlatıcı program değerlendirme modeli, program değerlendirme ölçeği  Anadolu Üniversitesi Bilimsel Araştırma Projeleri Birimi tarafından desteklenen (Proje No: 1303E046) doktora tez projesi kapsamında üretilmiştir. Bu makale Crosscheck sistemi tarafından taranmış ve bu sistem sonuçlarına göre orijinal bir makale olduğu tespit edilmiştir.

Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficie...

ABSTRACT
Purpose of the Study
The aim of this research is to define and also classify curriculum evaluation characteristics and features in order to improve our understanding about curriculum evaluation in education. It is necessary to know curriculum evaluation types, designs, ideologies and philosophies to understand the studies about the curriculum evaluation field. We also need to understand the relationships between them. According to this aim researchers studied the literature of curriculum evaluation and defined the features and characteristics.
Method
Document analysis method was used to get data for the research. In this study, researchers reviewed the national and international literature about curriculum evaluation, to clarify and classify the philosophies, ideologies, designs and types of curriculum evaluation. Via literature review, all reachable knowledge resources were investigated, notions were tried to be explained, and curriculum evaluation features were classified by the researchers. Especially the pioneers of curriculum evaluation field like Stake, Stufflebeam, Provus, Eisner, Alvin, Tyler, Coryn, Scriven, Worthen, Sanders and House were analyzed. While analyzing, the pioneers who has curriculum evaluation models became the principal focal points. The dates between 1957 to nowadays, analyzed by the researchers. The date 1957 determined as the starting point because of the Sputnik Event. American educational system and notedly curriculum evaluation field shocked and started swiftly developing against Russian educational system. It was a turning point for curriculum evaluation. After that critical event, American educational system self-questioned itself and made revolutionary investments for the curriculum evaluation field. Remarkably, most of the curriculum evaluation models and features developed and defined after 1957.
Results
Based on literature review, curriculum evaluation studies are defined and classified as curriculum evaluation philosophies, ideologies, designs and styles. These classifications explained here below.
According to the study, four curriculum evaluation philosophies identified. Objectivist philosophy reflects the rational and generalizable facts based on scientific logic. Subjectivist philosophy bases on experiences. Pluralist philosophy focuses on individual benefits rather than society. It is more important to maximize the individuals’ profits. Mostly used with subjectivism, utilitarian philosophy bases on the general benefit of society in regards to the happiness of others.
Five curriculum evaluation ideologies identified by the researchers. Mostly used with objectivism, separatist ideology suggests independent evaluators from outside of the system. It has external logic. Positivist ideology defends objective reality and follows the rules of assessment and evaluation. Managerial ideology evaluates curriculum and reports managers the results which were generally shaped by the same managers. Relativistic ideology is a reaction to positivism as it accepts relativistic thinking rather than objective reality. Consumerist ideology evaluates for the benefits of the society and the individual. In the name of the consumers, objective and systematic evaluation are done and put on public display as far as possible.
Six curriculum evaluation designs were defined. Objectives oriented curriculum evaluation decides the effectiveness of the curriculum with regard to the reached objectives of the program. Management oriented design bases on presenting knowledge to the managers so that they make decisions about the curriculum effectiveness. Consumer oriented design gives the leading role to the consumers while evaluating the curriculum or a service. Expertise oriented curriculum evaluation is a design that experts -namely professionals- makes the evaluation job. Adversary oriented evaluation is done with two independent evaluation groups. These independent groups examine the curriculum from different aspects like a case in a court. Participant oriented curriculum evaluation bases on evaluation including everybody related with the curriculum.
There are three curriculum evaluation types when we specify curriculum evaluation according to the role of evaluator. These are internal, external, and externally directed internal curriculum evaluation. Internal evaluation is an evaluation type that an evaluator from inside the organization evaluates the curriculum. External evaluation is an evaluation type that an evaluator from outside the organization evaluates the curriculum. External curriculum evaluation is much more trustable than internal curriculum evaluation. People from inside the organization who are directed by professionals do externally directed internal curriculum evaluation. Curriculum experts prepare the platform but insider personals evaluate the curriculum.
Curriculum evaluation could be implemented differently via the form of evaluation. These forms are formal, informal, and blended curriculum evaluation. Formal curriculum evaluation has experimental design, and it is based on standards, planned, quantitative and clear-cut. Besides that, informal curriculum evaluation has natural design, and it is non-systematic, based on observation, qualitative and subjective. Blended curriculum evaluation is a mix of formal and informal curriculum evaluation. Qualitative and quantitative analysis are being used simultaneously. Also, experimental and natural designs are being used together.
When we specify curriculum evaluation according to the dimensions of the curriculum as a system, there are four curriculum evaluation types. These are input, process, output, and impact evaluation of the curriculum. Input evaluation analyzes the needs of the system and makes suggestions for the curriculum. Process evaluation monitors the performance. Educational activities, materials, exercises, process are evaluated. Output evaluation cares about the long-term effects of the curriculum. Impact evaluation is quite similar to output evaluation but cares about short-term effects. Mostly, it cares about the reached objectives of the curriculum.
By the results of this research, four prominent curriculum evaluation philosophies were found in the curriculum evaluation literature. These are: objectivist, subjectivist, pluralist and utilitarian curriculum evaluation philosophies. Five prominent curriculum evaluation ideologies were found in the curriculum evaluation literature. These ideologies are: separatist, positivist, managerial, relativistic and consumerist curriculum evaluation ideologies. Six prominent curriculum evaluation designs were found in the curriculum evaluation literature. These designs are: objectives oriented, management oriented, consumer oriented, expertise oriented, adversary oriented and participant-oriented curriculum evaluation designs. Ten prominent curriculum evaluation styles were found in the curriculum evaluation literature. These styles can be categorized as follows: internal, external and externally directed internal curriculum evaluation by the role of evaluator; formal, informal and blended curriculum evaluation by the form of evaluation; input, process, outcome and impact evaluation by the dimension of the curriculum as a system. In conclusion, by this research, curriculum evaluation philosophies, ideologies, designs and styles were clarified and categorized. The results indicate that categorized curriculum philosophies, ideologies, designs and styles may have their own advantages and disadvantages but they don’t have significant supremacy on each other.
Keywords: Curriculum Evaluation Philosophies, Curriculum Evaluation Ideologies, Curriculum Evaluation Designs, Curriculum Evaluation Types

ÖZET
Bu araştırmada eğitim programlarını değerlendirme alanında adı geçen nitelikleri belirlemek ve sınıflamak amaçlanmıştır. Eğitim programlarını değerlendirmek programların daha iyi hale gelmesi için önemli bir geri bildirim mekanizmasıdır. Programların sürekliliği için etkililiğinin belirlenmesi gerekmektedir. Bu bağlamda, eğitim programları alanında yapılmış birçok çalışma bulunmaktadır. Eğitim programını değerlendirme alanındaki değerlendirme tiplerini, tasarımlarını, ideolojilerini ve felsefelerini bilmek bir gereklilik olabilmektedir. Program değerlendirme çalışmaları incelendiğinde nesnelci (Objektivist), öznelci (Subjektivist), çoğulcu (Pluralist), faydacı (Utilitarian) olmak üzere dört temel program değerlendirme felsefesi; ayrılıkçı (Separatist), olgucu (Positivist), yönetimsel (Managerial), göreceli (Relativistic), yararlanıcıya yönelik (Consumerist) olmak üzere beş temel program değerlendirme ideolojisi; hedeflere dayalı (Objectives oriented), yönetime yönelik (Management oriented), yararlanıcı odaklı (Consumer oriented), uzman odaklı (Expertise oriented), müzakereye dayalı (Adversary oriented), katılımcı yönlendirmeli (Participant oriented) olmak üzere altı program değerlendirme tasarımı; değerlendirmeci rolüne göre (içsel, dışsal, dışarıdan yönlendirilmiş), değerlendirme biçimine göre (formal, informal, harmanlanmış), sistem boyutuna göre (girdi, süreç, çıktı, etki) olmak üzere toplamda on program değerlendirme türü araştırmacılar tarafından belirlenmiş ve kategorize edilmiştir. Yapılan sınıflama çalışmasına ek olarak araştırmacı yorumları ve eleştirileri araştırmaya dahil edilmiştir. Sınıflamalar arası bağlar ortaya konmaya çalışılmıştır.
Araştırma sonunda, program değerlendirme felsefeleri, ideolojileri, tasarımları ve türlerinin kendi özelinde bazı avantaj ve dezavantajlarının olduğu, beğenilen ve eleştirel özelliklerinin bulunduğu, birbirlerine tam olarak üstünlük kanıtlarının olmadığı sonucuna ulaşılmıştır.
Anahtar Kelimeler: Eğitim Programı Değerlendirme Felsefeleri, Program Değerlendirme İdeolojileri, Program Değerlendirme Tasarımları, Program Değerlendirme Türleri

Construction educators are good at studying the technical aspects of construction, at creating new curricula, and promoting their visions of the future of construction education. They are for the most part, though, not trained as professional educators, and may not be fully aware of all of the well-tested models designed to aid in focusing critical self-examination on the courses and programs, which they teach. It is too easy, especially in times of a strong construction economic climate, to be remiss in carefully evaluating the content and quality of extant curricula. Evaluation should not be left to accreditation bodies such as ACCE, but instead should be part of a continuous process by construction educators to improve the quality of education delivered. The focus of this paper is to examine a new curricula in its formative stage to both improve that curriculum, and to perhaps create an impetus for collective self-examination of existing curricula.

The aim of this study is to evaluate the 3rd Grade Life Science Course Curriculum, which was put into practice in the 2019-2020 academic year, according to Eisner's Educational Criticism Model. The study was conducted by taking the opinions of eight class teachers in four different primary schools in the European and Anatolian side of Istanbul. The findings of this study, designed as case study, are presented using the "Description", "Interpretation", "Evaluation" and "Thematics" sub-dimensions in the Eisner Educational Criticism model. In the research, data were collected using a semi-structured interview form developed by the researcher. Content analysis technique was used in the analysis of the data. The findings obtained from the research were generally criticized by the teachers who conducted the 3rd grade Life Science course. As a result, criticisms were made to the curriculum implementation such as the absence of student-centered activities, objectives-content incompatibility, abstract content, absence of extra-curricular activities in the learning and teaching process, the complexity of the course material, insufficient time, crowded classes, memorization-based exams in evaluation, and lack of technical equipment. However, it is thought that the implementation problems would be overcome and the curriculum would be transformed into a more effective form by making regular evaluations about the 3rd grade Life Science curriculum.

Teaching and learning process belongs to a kind of two-way communication. Some noises or barriers usually appear during its process in the classroom. Psychosocial barrier is one of four popular barriers in communication. Thus, the purpose of this research is to identify the psychosocial barriers faced by high school students in English class. This research employs mixed-method using embedded design which consists of both quantitative as primary data and qualitative as supportive data. The population of this research consists of high school students in a rural area, in which Kepulauan Pongok was chosen as the case study sample. The sample was taken from 2 grades of two different high schools in Kepulauan Pongok, Southern Bangka Regency. In total, it consists of 50 students. The finding indicates a significant number of psychosocial barriers experienced by students especially in both field of experiences and filtering. Meanwhile, psychological distance is not quite significant. In detail, about 14.9% of those participants strongly agreed and 17% agreed that they face psychosocial barriers during learning English. The most impactful psychosocial barriers were English learning experiences in the previous class. Teachers' teaching styles are the riskiest barriers that cause the negative impacts of students' psychosocial in English class. Meanwhile, 36.2% stated a blue statement or were in a neutral position. As the rest felt like nothing happens about psychosocial barriers in English class. It is hoped that teachers can conduct similar research in any subject to know and solve the psychosocial problems of students in order to adapt to the proper teaching method and counseling.

The aim of this study was to investigate the PBEC (Post Basic Education Curriculum) the views of key participants (pupils and students) about the PBEC effectiveness and the extent to which the PBEC aims, skills and content prepare young people for the world of work or higher education. In addition, we consider the question, what are the important aims, skills and content for these participants' future? And how can these be made effective to prepare students for their future? This study used specially designed questionnaires to collect data. The total sample was 550 pupils and students. The results showed that the participants tended to strongly support the PBEC aims, skills and subjects in principle. However, they seemed less satisfied with them in practice. Further, Participants were quite sceptical about the importance and need for some PBEC subjects; specifically, music and research methodology in preparing them for the world of work and HE. This research evaluates how the PBEC is viewed by pupils and provides the Ministry of Education with information about the PBEC efficacy in achieving its aims. This will give policymakers feedback to develop the PBEC to be more effective. A number of recommendations: the need to review and develop the content of PBEC to meet pupils' expectations and be more flexible so teachers can use it

It was in the area of educational innovations that curriculum evaluation was introduced as a specialized area. In the US, it was in the 1930s that demand and tendency towards curriculum evaluation developed, and later in the 1950s it was developed in England . Since a considerable amount of funding was done for the new curriculum, there was the need for its quality evaluation. Although curriculum evaluation is based upon educational evaluation, examination and measurement, it is considered a part of the curriculum. Curriculum evaluation does not have a particular and known form because it is in between two cimplex areas of knowledge (evaluation and curriculum) and each one has its own approaches, definitions and models. This paper focuses on curriculum from two perspectives: first, it considers curriculum as a “Fixed Product” which just restates everything that is common and is considered a traditional viewpoint. This approach is based on Positivist Ideology. The second approach is newer and is called “evolving curriculum” and is based on Constructivism Paradigm and Participatory Inquiry View. These two paradigms have different theories on the nature of truth, the nature of knowledge, and the process of knowledge about which there is no consensus.

The purpose of this study is to determine the elementary teachers' participation level to curriculum development process and their views about their own roles on this process. The study was designed as a descriptive study based on the survey model. Semi-structured interview form was used for the study. The questions were prepared according to " The Program Evaluation Forms " that were sent to schools by Ministry of National Education and offers were taken from curriculum and instruction professionals. The form consists of 12 questions five of which are personal ones. The participants of the study are 15 (8 female, 7 male) elementary school teachers working at schools from low, middle and upper socioeconomic levels in Denizli. Each interview lasted approximately 25 minutes and notes were taken by the researches. Content analysis was used to analyze the data. Interviews were transferred to computer and thirteen pages of raw data were obtained. After that, raw data texts were grouped based on the interview questions and data was analyzed.

The present study aimed to evaluate two doctoral level courses that are offered in
Ege University. The study employed both quantitative and qualitative methods. Achievement
tests and attitude scales were administered to the students in a one group
pretest-posttest design. In terms of gender, 61% of the students were females and
39% were males. Semi-structured interviews were carried out with lecturers and selected
students. Results showed that there were significant differences in achievement
and attitude scores between the beginning and end of the semester. The students
were satisfied with the lecturers in terms of instructional & communicational
skills. However, they were not satisfied in terms of presentations and exams. Besides,
they preferred the courses to be elective and mentioned that the courses should
have been started at the beginning of the graduate programs, especially for research
assistants and lecturers. Although the excessive course contents and the insufficiency
of time were the areas of compliance among the lecturers, they considered
that the courses reached their objectives in general.

In this study, “Video, Listening and Speaking” curriculum implementations were aimed to be evaluated with respect to the opinions of the participants by using descriptive survey method. In the study, which was evaluated according to the aspects of the curriculum and based on participatory evaluation, the data was obtained from 325 students and 31 instructors. Chisquare, Cramer V and Phi were used in the data analysis. In the results of the research, it is seen that the objectives of the curriculum were not clear and they were free from the content. The findings showed that there were insufficiencies in the usage of the variables which increase the quality of the teaching, and in the ways and the methods followed in the assessment. At the end of the research, it was recommended that the curriculum designs, which will be prepared, directed towards improving speaking skills should be organized according to the principles of the curriculum development process.

This study aimed at providing an evaluation framework of the undergraduate enacted curriculum. Having used the descriptive qualitative research method, it was attempted to collect the experiences and perceptions of 31 participants (17 faculty members, 12 undergraduate students and 2 experts of the Office of Higher Education Planning) from Allameh Tabatabai University, Kharazmi University, University of Tehran, Aja University of Medical Sciences and Office of Higher Education Planning using purposeful sampling method and semi-structured interviews. Given the data analysis process, it was tried to focus on systematic grounded theory approach through open, axial and selective coding methods. The findings led to identification of the following categories and subcategories: "designing a teaching map", “teaching and evaluating it", "selection of teaching approach", "selection of teaching method", "planning for teaching", "creating a positively affective space", "teaching"," interactions after classroom" and "monitoring the taught curriculum". Generally, the discovered framework for evaluating the enacted curriculum expanded the ecology of enacted curriculum to out-of-class areas. Besides, it provided a platform for a deep view to secure the quality of learning-teaching processes.

Technology education is globally still relatively new, and it lacks a substantive research base, a well-established classroom pedagogy and a scientifically founded, subject-based philosophical framework that may serve as a directive for related aspects. Technology is also a developing school subject with no equivalent academic discipline upon which curriculum development and classroom pedagogy may rely. The Curriculum and Assessment Policy Statement (CAPS) for Technology in the Senior Phase was officially implemented in 2014. However, responses to the intended or specified curriculum, either positive or negative, are often elicited from various stakeholders and interest groups. In the absence of philosophical-founded criteria for the development and evaluation of an intended technology curriculum, it is often unclear whether such responses are justified. Subsequently it is impossible to make fair judgments about such subject curricula. Based on Mitcham’s framework, the literature reports on a philosophical framework that is directive for technology classroom pedagogy, technology teacher education and Science, Technology and Society Studies (STS). The purpose of the article is to investigate how a scientifically founded, philosophical framework of technology can be directive for the development and evaluation of the intended technology curricula. The following research question served as point of departure for the theoretical reflection: Based on the four modes of the manifestation of technology – namely as object, knowledge, activity, and volition – which scientifically founded criteria may be deduced to be facilitate the development and evaluation of intended technology curricula? In answering the research question it is important to point out that curriculum developers and evaluators should ensure that they take note of the philosophical framework for technology which guides subject-curriculum development and evaluation. A fourfold set of applicable criteria, based on the four manifestations of technology, have been deduced accordingly.

This research aimed to evaluate Educational Information Network (EBA) via the Educational Criticism model. A case study, one of the qualitative research designs, was used in the study. The study group was selected using a purposeful sampling method. A semi-structured interview form was used as a data collection tool; in the analysis of the data obtained, the content analysis method was used. The research findings were obtained by interviewing seven teachers from different disciplines who use the EBA platform in their courses. According to the findings of the study; both the problems arising from EBA content and digital infrastructure and the problems seen in the implementation negatively affect the effectiveness of the EBA platform. Although such problems occur in EBA courses, technical infrastructure arrangements and content updates will make the EBA platform applicable, usable and effective. It could be transformed into a more effective instruction platform through evaluation studies on the EBA platform.
Key Words: EBA (Educational Information Network), educational criticism model, teachers, curriculum evaluation.

The purpose of the research is to describe the problems in program evaluation field according to curriculum's four different dimensions, also to search if the problems differ significantly according to students’class level and teachers’, administrators’/inspectors’ seniority. In the research, one of the quantitative research methods the field survey model, which is a descriptive research type, was used. The population of the research is Samsun city, and the target population of the research is middle-school students, teachers of Mathematics and Science branches, inspectors and administrators working at secondary schools in Samsun city’s districts Atakum, Bafra, Canik and İlkadım. The search’s sample consists of middle-school students, teachers of Mathematics and Science branches, inspectors and administrators working at middle-schools in these districts, chosen with stratified sampling, one of the random sampling methods. In the research, “Survey of Defining Problems about Curriculum Dimensions” is applied to the students, teachers and inspectors/administrators. When the participants problems about the curriculum dimensions are examined, it is revealed that the most common problems they face is the lack of adequacy of functionality, flexibility, practicality, scientificness and actuality of the dimensions of curriculum.