what is the process of curriculum evaluation

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University of Washington *

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671

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Civil Engineering

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Dec 6, 2023

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DB Thread what is the process of curriculum evaluation? EDUC 671 curriculum evaluation is the process of determining whether or not an educational curriculum is effective, relevant, and appropriate. It also assesses the instructional materials, methods, and strategies that are implemented in each unit. Evaluating curriculum is an essential process that ensures the content aligns with standards and objectives. It is also a good practice for identifying strengths and weaknesses in the curriculum to make necessary changes or improvements. Curriculums should also be evaluated often so that they remain current, engaging, and effective for students. I find that when I am evaluating my district curriculum, it helps me understand which teaching methods and materials are most effective. When I know what works well, I can adapt and tailor instruction to meet the needs of my students. I can also see whether or not the curriculum is engaging for my diverse group of students. When my students are engaged in lessons, they are motivated and more likely to participate and achieve their goals faster. Ultimately, curriculum evaluation is directly related to student achievement. By ensuring the curriculum is effective and engaging, students will succeed academically and emotionally. My method for curriculum evaluation begins with defining my student goals for the year. Once I have established goals, I examine the content, books, lesson plans, and materials. I determine whether or not the contents of the curriculum align with my student goals. Next, I begin to implement the curriculum and assess student work and achievement. If the quality of student work is lacking, I know that I have to reevaluate and make improvements to the curriculum. The final step in evaluating my curriculum is an extensive review of student data.

Student success can be measured in several different ways. This includes academic achievement, social and emotional development, critical thinking and problem-solving skills, graduation rates, post-graduation success, and attendance and participation. Especially in the realm of special education, teachers know that every learner is different. For example, a student may be a poor test-taker but excellent problem-solving. We know that "success" looks very different for each child as well. In my special needs classroom, one child is successful when he can sit in his seat for 5-minute intervals. For another, he is successful when he can cite evidence to support his claim. The process of evaluating curriculum should involve a variety of stakeholders that play a role in student success. Teachers have direct experience implementing the curriculum so they should be at the forefront of the process. Students are the recipients of the curriculum so they should also take part in its evaluation. Evidence shows that their feedback can reveal how engaging and relevant the content is, helping to identify areas that need improvement (Cook-Sather, 2014). While this study was performed on college-level students, I believe student feedback at the lower levels of education would also be beneficial to determining an effective curriculum. Parents and Caregivers should also play a vital role because they offer a valuable perspective outside of the classroom. They can offer insights into students' attitudes toward learning and their experiences at home (Epstein, 2018). School Administrators and Education Researchers and Experts round out the team of curriculum evaluators. Administration can provide insights into how the curriculum aligns with school goals and best practices, and they can offer teacher support to implement any changes. Also, experts in the field of education provide a research-based perspective that will help align the curriculum with current educational theories.

One current technique used for curriculum evaluation is Surveys and Questionnaires. These documents are given to curriculum stakeholders and provide insight into effectiveness, engagement, and areas of improvement. References Epstein, J. L. (2018). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Routledge. Cook-Sather, A. (2014). Student Voice in College Governance: The Role of Student Participation in Shared Governance. Innovative Higher Education, 39(1), 1-13.

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