Comprehensive Curriculum Evaluation

Abstract

The comprehensive scope of this evaluation plan, with both summative and formative components, will provide the data necessary to guide our decision making. Some aspects, such as sampling students' work, the use of simulation, and the testing of actual learning, strengthens this process. However, satisfaction with our initial attempts at evaluation has not clouded an attitude of scrutiny. Undoubtedly, revision of the evaluation methods will be necessary in the future as inadequacies are pointed out to us through experience. The faculty have become acutely aware that curriculum evaluation is a time-consuming, tedious process. However, the faculty, committed to bearing responsibility for student performance, have found their involvement educational as well as satisfying. A well-constructed curriculum evaluation system can give the teacher a sense of security; a belief that what works will be preserved while ineffective components will be deleted. As Dressel points out, "Unless continuing constructive evaluation is evident in some form, both teaching and learning degenerate to rote patterns that hardly justify the designation of education" (Dressel, 1980, p. 197).