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 evaluation studies, and discusses the evaluation of implementation of educational programs. The third chapter considers quantitative and qualitative evaluation and recommends the use of both types of methods. The fourth chapter--"Utilizing Evaluation Results"--reviews factors affecting utilization and problems associated with the use of evaluation results. The sequence of these chapters reflects shifts in the locus of interest among evaluators. The distinction between summative and formative evaluation coincided with the emergence of curriculum evaluation as a separate field in the 1950s. Interest in implementation evaluation increased in the 1960s, when widespread use of qualitative models in curriculum evaluation also began. Evaluation utilization became an increasing concern in the 1970s and remains the subject of much interest. Eleven figures are included. (SLD)
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Ministry of Education and Culture, Jerusalem (Israel).