|Statement||edited by Arieh Lewy.|
|Contributions||Lewy, Arieh, 1923-, International Institute for Educational Planning.|
|LC Classifications||LB1570 .H263 1977|
|The Physical Object|
|Pagination||xiv, 306 p. :|
|Number of Pages||306|
|LC Control Number||77024468|
Handbook of curriculum evaluation Item Preview remove-circle Share or Embed This Item. Original book is like this. Access-restricted-item true Addeddate Associated-names Lewy, Arieh, ; International Institute for Educational Planning BookplateleafPages: Stages of curriculum development and evaluation -- Determination of general educational aims and specification of major objectives \/ T. Neville Postlethwaite -- Evaluation at the planning stage \/ Chew Tow Yow -- Tryout and revision of educational materials and methods \/ Benjamin S. Bloom -- The Field-trial stage of curriculum evaluation. Curriculum Leadership and Development Handbook provides 10 key indicators that can be used to measure the effectiveness of a developed curriculum. The chart in Exhibit is designed to help you identify your perceptions regarding the 10 indicators to appraise curriculum effectiveness in your school building or district. To assess. Evaluating the Curriculum. Curriculum needs to be evaluated at every level: state, district, school, and classroom. Without a rational evaluation process, it is impossible to gauge the soundness of the various types of curriculum or the overall effectiveness of the curriculum development process.
The book's 43 chapters, grouped in 10 sections, provide detailed accounts of major components of the educational evaluation enterprise. Together, they provide a panoramic view of an evolving field. Show all. According to Kirkpatrick, evaluation should always begin with Level 1, and then, as time and budget allows, should move sequentially through Levels 2, 3, and 4. Information from each prior level serves as a base for evaluation at the Handbook for Curriculum Assessment Handbook for Curriculum . The handbook is primarily addressed to those responsible for curriculum development, the development of pedagogical material and teacher education, whether working at national or school level. It is also relevant for teachers who have a particular interest in deepening their understanding of the importance of language. The School Handbook contains the operational policies and procedures of the School of Teaching, Learning, and Curriculum Studies (hereinafter the “School”). These policies and procedures may not conflict with any University, Administrative and Operational Policy of Kent State University.
evaluation methodologies. The Handbook also benefited from the inputs of a “Yellow Handbook Focal Point Group”, comprising UNDP and UN agencies colleagues who provided substantive and technical input and feedback to the various drafts. A validation workshop on the semi-final draft of this Handbook was held in Istanbul, Turkey in October. iii Contents Message from the Director-General v About this handbook vii PART ONE. PRINCIPLES AND ORGANIZATION 1 Chapter 1. Evaluation in WHO 1 Definition and principles of evaluation 1 Evaluation culture and organizational learning 4 Participatory approach 5 Integration of cross-cutting corporate strategies: gender, equity and human rights 5. Handbook of Curriculum Evaluation — First published in Subjects Curriculumforschung, Curriculos e programas, Curriculum evaluation, Educacao, Curriculos, Educacao (estudo e ensino), Beoordeling, Leerplannen, Évaluation, Programmes d'étudesPages: Books at Amazon. The Books homepage helps you explore Earth's Biggest Bookstore without ever leaving the comfort of your couch. Here you'll find current best sellers in books, new releases in books, deals in books, Kindle eBooks, Audible audiobooks, and so much more.