This study sought to discover the extent of the parallel between the processes of curriculum evaluation and literary criticism in order to clarify the evaluation process. A consideration of both literatures confirmed the presence of the analogy and allowed the development of a concept of descriptive validity as well as the identification of three…

This bulletin contains: (1) a summary and conclusions of a study of mathematics curricula in Europe and Japan, and (2) a description of beginning efforts to evaluate the Secondary School Mathematics Curriculum Improvement Study (SSMCIS) project. Some of the conclusions of the European and Japanese study are: (1) the study of Euclidean synthetic…

The purpose of this study was to obtain information for a comparison of home economics curricula. A representative sample of home economics units offering at least a BA degree were surveyed and institutional catalogs were reviewed. The questionnaire sought data on: numbers of undergraduate and graduate majors enrolled in Fall 1968; distribution of…

The English Project of the University of Hawaii Curriculum Center, begun in 1966, has as its objective the production of a tested curriculum in English for all grades, together with a plan for installing it in the Hawaiian schools and disseminating it to other schools. During the reporting period covered, evaluation activities were carried out…

As American higher education enters the 70s, both its students and the society it serves have raised questions regarding its purposes, structures, and effectiveness. These papers on the assessment of colleges and universities were presented at the 1970 invitational conference of the American College Testing Program. The papers, in the main,…

To prevent the move to make schools more humane from developing into another educational fad, the author proposes an approach to curriculum design and evaluation that explicity relates the human condition to the necessary goals of teaching. To do this, he has prepared a grid in which the six elements of the human condition from developmental…

Establishing a basis by (1) defining "system" and "systems analysis" and (2) showing how they can apply to curriculum design and evaluation, the author presents a five-step process, utilizing those concepts, for designing an industrial arts subsystem. (AG)

Outlines nine steps to curriculum planning: specify learning outcomes; identify constraints; assess physical environment needs; identify classroom practices required to do the job; orient the pupils; select teaching materials; organize the learning experience; get daily feedback from classroom observations; and evaluate the outcomes. (ED)

Use of the photograph as a technical resource for recording and maintaining data for formative evaluation is discussed. Some advantages and limitations of its use in the classroom are outlined, and types of data appropriate to the medium are suggested. (RAO)

Explores three curricular theoretic concerns: investigating the theoretic in "the practical" of curriculum development, reconceptualizing the concept of curriculum implementation, and reformulating a curriculum evaluation paradigm. (Author/RK)

Broad evaluative criteria outlining informed judgment of several groups. (DAG)

Discusses the relationship between certain aspects of curriculum evaluation and of accountability in a college setting. Identifies factors that may influence developments in the process evaluation of vocational curricula and goes on to propose that study of these factors may prove to be of considerable value for "internal control" over the…

Describes a curriculum review of the Department of Speech Communication at North Carolina State University, including the strategy the department used and the results of the process--a new curriculum package. (MS)

Recommends the use of Association for Communication Administration (ACA) evaluators in developing new programs. Explains the processes an ACA consultant will go through when evaluating a program. (MS)

Claims that, in light of current criticism, educational institutions must move to discover, to identify, and to articulate the structures that were once in place, and redesign, rebuild, and where appropriate, replace them so that institutions can once more house and serve citizens. (NH)