Criteria for Evaluation of Curriculum Development Process

Mon, 11/11/2013 - 10:13 -- Umar Farooq

Criteria for Evaluation of Curriculum Development Process

The following questions form a base in evaluating the curriculum development process.

  1. Is the curriculum research-based or opinion-based?
  2. Is the curriculum future-oriented?
  3. Are the objectives of curriculum well defined and clearly stated?
  4. Are the specific objectives spelled out in behavioural terms?
  5. Does the content of the curriculum 'has vertical as well as horizontal continuity?
  6. Whether logical development in the content/topics and sub-divisions is maintained?
  7. Whether the contents of the curriculum are in consonance with the objectives of curriculum.
  8. Do the cognitive domains of the curriculum match with the cognitive level of the children?
  9. Does the curriculum provide sufficient opportunities for the development of desirable attitudes?
  10. Does the curriculum provide for sufficient opportunities for the development of necessary skills required for the practical aspect of the discipline?
  11. Does the curriculum present an integrated or total picture of the discipline and what the scientists are doing?
  12. How far the curriculum serves the interests of the children.
  13. Does the curriculum provide for individual differences of the children?
  14. Does the curriculum meet the requirements of higher education as well as of a terminal stage?
  15. Whether the curriculum is functional under Pakistani situation?
  16. Whether the curriculum takes into account the prevailing and future socio-economic demands?
  17. Whether the curriculum is in consonance with Islamic values?
  18. Whether the curriculum is in consonance with cultural values?
  19. Do the objectives of the curriculum reflect priority in favour of poverty alleviation of rural poor?
  20. Does the curriculum enables children to be aware of their problem?
  21. Does the curriculum provide adequate practical experiences to children?
  22. Are the practical experiences so provided directed towards improvement of quality of life?
  23. Does the curriculum reflect major occupational characteristics of the community?
  24. Does the curriculum reflect the socio economics, cultural and spiritual aspects of the community?
  25. Are the objectives in view of the socio­economic needs of the community, clearly formulated?
  26. Is due weightage given to the learning of basic skills?
  27. Are the learning experiences organized around sound pedagogical and psychological principles?
  28. Does the curriculum reflect concern to improve quality of life relating to health and nutritional aspect of children?
  29. Does the curriculum reflect concern to improve quality of life relating to population welfare.
  30. Does the curriculum reflect concern to improve quality of life relating to conservation of environment?
  31. Does the curriculum reflect concern for taking regard of the rights of children, women and human?
  32. Does the curriculum reflect critical concern Of the poor particularly of rural women and girl child?
  33. Does the curriculum: reflect the learning needs of individual?
  34. Is the content treated as unit problem or problem solving?
  35. Does the curriculum reflect developmental issues i.e. access to and use of basic services provided to community?
  36. Is the curriculum formulated in urban context of children?
  37. Is the curriculum formulated in rural context of children?
  38. To what extent the curriculum and learning experiences ensure the production of creative citizens/persons with intellectual ability to solve problems?
  39. Is curriculum related to the preservation of cultural values, norms, tradition and provides the ability to change the tradition or norms that might be constraining new developments?
  40. Does the curriculum reflect the future trends of the society?