RE-CONCEPTUALIZING CURRICULUM EVALUATION THROUGH PARADIGMS OF CURRICULUM IMPLEMENTATION

Louie B. Dasas

Evaluation is critical to the success of any endeavour. Evaluation of the curriculum focuses on appraising the set of intended learning outcomes and examining the extent to which the intended curriculum is implemented (Alkin, 1974). Several literature reveal an inevitable gap that exists between the intended and implemented curriculum in terms of how designers intend the curriculum to be carried and what teachers “actually do” in the classroom. The actual classroom practices by teachers, alongside their [teachers] beliefs and knowledge that support and/or constrain these practices, reveal critical information that informs overall curriculum implementation (Roehrig, Kruse, & Kern, 2007) thereby illuminating significant information in rethinking the processes of performing curriculum evaluation. With this, there is a need to reflect on how curriculum evaluation is affected by the conduct of curriculum implementation alongside its inherent challenges. Even more, it is crucial to understand the continuum through which these idiosyncratic constraints of curriculum implementation impact curriculum evaluation. This paper reviews curriculum implementation literature through an analytical framework in an attempt to shed light to emerging challenges to evaluation. Further, this paper draws insights from the overt and covert relationship between curriculum evaluation and implementation and examines the role of curriculum implementation in improving the practice of curriculum evaluation. Implications for the advancement of evaluation practice are drawn and discussed.