Curriculum Evaluation for Lifelong Education. Developing by R. Skager, R.H. Dave

By R. Skager, R.H. Dave

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Analytical Empirical Procedures The Japanese team in a number of respects took a different approach to the development of evaluative criteria. For one thing, the Japanese conducted the most extensive restructuring in the material developed at the initial meeting of participants. The number of criteria was drastically reduced by writing the statements at more general level. Likewise, the clustering of criteria was significantly reorganized. This restructuring had its origin in two factors. First, as already noted, the philosophical orientation under which the team worked stressed the concept of personal growth as central to the framework of lifelong education.

The Romanian team did not conduct a formal content analysis, although portions of the curriculum were broken down into units as a starting point in developing the criteria. A set of "analytical cards" was constructed, each listing a statement taken from governmental educational regulations and related specialized educational literature. The six curriculum components of Chapter 3 were reduced to four: Objectives, Programmes, Methods, and Systems of Evaluation. Statements from the above documents reflecting one of the four components were then entered onto the cards.

These were the raw materials with which the national teams began their work. Processes for Deriving National Evaluative Criteria Each of the national teams engaged in an extensive process of reviewing and refining the criteria developed during the planning phase. This process involved both empirical and logical analyses. While all of the possible methods for developing criteria for evaluating national curricula could not be exhausted in a three nation study, the approaches summarized here have both differences and communalities that serve to illustrate the variety of alternative approaches that are available.

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