Problems associated with evaluating the restructured curriculum and educational system implemented in Kenya in 1985 are reviewed. Most of the problems center around time constraints and the large numbers of students versus the small numbers of teachers and administrators. (SLD)

The chapters in this book address four major concerns in the field of curriculum evaluation. The first chapter focuses on the formative evaluation of educational programs, concentrating on the link between program development and formative evaluation. The second chapter--"Evaluating Curriculum Implementation"--presents a classification scheme for…

Recent developments for student assessment and national curriculum in England are presented in this paper. The first part offers an overview of the national curriculum, as established by the government-appointed Task Group on Assessment and Testing (TGAT), which identified corresponding levels with statements of attainment. National curriculum…

Principal themes associated with assessment and evaluation as these constructs or concepts have evolved in relation to special education in England and Wales are discussed, concentrating on developments since 1978. Shortcomings of the proposed National Curriculum with regard to special needs students are discussed. (SLD)

This paper examines possible explanations for the fact that evaluation results are rarely used. Most explanatory factors for use of results in decision making mentioned in the literature have been clustered in three categories of variables. They concern: (1) the making of decisions about the practical problem; (2) the way in which evaluation is…