Curriculum evaluation mode

1. Goal Evaluation Mode

(1)Representative figure: Taylor;

(2)Representative title: the father of curriculum evaluation

(3)Representative viewpoints: centered on the desired goals, focusing only on the desired goals.

(4) Basic viewpoints: ① Determine the objectives of the course; ② Select the course content according to the objectives; ③ Organize the course content according to the objectives; ④ Evaluate the course according to the objectives.

(5) Representative status: people called "traditional evaluation model", dominant in the field of curriculum, but also the reality of the "universal model".

2. Purpose of the evaluation model

(1) Representative: Scriven

(2) the basic point of view: ① evaluation of the focus from the "expected results of the curriculum program" to "the actual results of the curriculum program"; ② in addition to focusing on the expected results of the curriculum program. In addition to the expected results, attention should also be paid to the unintended results; ③ more consideration of the extent to which the curriculum program meets the actual needs.

(3) Representative status: not a perfect model of course evaluation.

3. Background, Input, Process, and Outcome (CIPP) Evaluation Model

(1)Representative: Stafelbeim

(2)Steps of the Model: ① Background Evaluation; ② Input Evaluation; ③ Process Evaluation; ④ Outcome Evaluation.

(3) Representative status: a more comprehensive evaluation model.

4. CSE evaluation model

(1)Representative figure: Stake

(2)Model steps: first, needs assessment; second, program planning; third, formative evaluation; fourth, summative evaluation.

(3) Representative status: the summative evaluation of CSE is a comprehensive investigation and judgment of the quality of education.