What is a Curriculum Specialist?

Curriculum evaluation refers to a scientific method to check whether the objectives, preparation and implementation of the curriculum have achieved the educational purpose, and the extent to which it has been achieved according to certain standards and curriculum system information, to determine the effect of curriculum design, and to make decisions to improve the curriculum accordingly .

Course evaluation

1. Course evaluation is a process of value judgment. Value judgment requires that the appraiser's values and subjective wishes be reflected on the basis of factual description. Different evaluation subjects will have different judgments on the same thing or activity due to their own needs and different ideas.

2. There are various ways of course evaluation. It can be either a quantitative method or a qualitative method. Educational testing or measurement is just one of them, and it does not represent the whole course evaluation.

3. The objects of course evaluation include courses of "planning, implementation, results, etc."

1. According to different evaluation objects, the broad curriculum evaluation can be divided into student evaluation,

1.British Curriculum Expert

1. Goal-oriented curriculum evaluation. The main representative of this view is Taylor and his students known as "the father of modern evaluation theory"

1. Pay attention to students' individualized responses in evaluation, and advocate that students learn to cooperate in evaluation.

2. Integrate and replace quantitative evaluation with qualitative evaluation.

3. Emphasize the authenticity and context of the evaluation question.

4. Evaluation not only pays attention to the conclusions of students in solving problems, but also the process of drawing conclusions.

5. Continuously improve the evaluation method, and attach importance to the flexible and diverse, open and qualitative evaluation method.

I. In the guiding ideology: we must highlight the developmental and stimulating functions of evaluation, attach importance to the evaluation of students' learning potential, and build on the promotion of student learning and full development, and create a favorable supporting environment for "education suitable for students".

2. On the subject of evaluation: mobilize the enthusiasm of students to actively participate in the evaluation, change the unity of the evaluation subject, and realize the diversity of the evaluation subject; establish an evaluation mechanism involving the participation of students, parents, society, schools, and teachers.

3. In the evaluation method: (1) the development from summative evaluation to formative evaluation, the implementation of multiple evaluations and ad hoc evaluation, "file-bag" evaluation and other methods, highlighting the process; (2) the development of quantitative evaluation To the combination of quantitative and qualitative evaluation, not only pay attention to the student's score, but also the student's learning motivation, behavior habits, will quality, etc .; (3) from the relative evaluation to the evaluation of individual differences. Relative evaluation is to compare the individual's performance with the average performance of the same group to determine the appropriate level of their performance. It is also referred to as "normal reference evaluation", which is our most commonly used evaluation method. This kind of evaluation lacks a proper evaluation of individual efforts and progress, which is not conducive to affirming individual student performance. The intra-individual difference evaluation is the horizontal comparison and evaluation of the individual student's performance in different aspects within the same discipline or between different disciplines, as well as the vertical evaluation of the individual's achievements in two or more moments. Evaluation can provide teachers with an accurate and dynamic basis for a comprehensive understanding of students, and also enable students to have a clearer grasp of their actual situation, which is conducive to motivating their learning motivation, tapping learning potential, and improving learning strategies; (4) Absolute evaluation Develop to differential evaluation. Absolute evaluation is an evaluation of whether a student has met the requirements of a goal or the degree of "compliance", and is also referred to as "standard reference evaluation". This evaluation places too much emphasis on unity and ignores the differences and levels of evaluation. We advocate different evaluation standards and methods for different students to promote the full development of all students in the "recent development zone".