Criteria for Evaluation of Curriculum Development Process
The following questions form a base in evaluating the curriculum development process.
- Is the curriculum research-based or opinion-based?
- Is the curriculum future-oriented?
- Are the objectives of curriculum well defined and clearly stated?
- Are the specific objectives spelled out in behavioural terms?
- Does the content of the curriculum ‘has vertical as well as horizontal continuity?
- Whether logical development in the content/topics and sub-divisions is maintained?
- Whether the contents of the curriculum are in consonance with the objectives of curriculum.
- Do the cognitive domains of the curriculum match with the cognitive level of the children?
- Does the curriculum provide sufficient opportunities for the development of desirable attitudes?
- Does the curriculum provide for sufficient opportunities for the development of necessary skills required for the practical aspect of the discipline?
- Does the curriculum present an integrated or total picture of the discipline and what the scientists are doing?
- How far the curriculum serves the interests of the children.
- Does the curriculum provide for individual differences of the children?
- Does the curriculum meet the requirements of higher education as well as of a terminal stage?
- Whether the curriculum is functional under Pakistani situation?
- Whether the curriculum takes into account the prevailing and future socio-economic demands?
- Whether the curriculum is in consonance with Islamic values?
- Whether the curriculum is in consonance with cultural values?
- Do the objectives of the curriculum reflect priority in favour of poverty alleviation of rural poor?
- Does the curriculum enables children to be aware of their problem?
- Does the curriculum provide adequate practical experiences to children?
- Are the practical experiences so provided directed towards improvement of quality of life?
- Does the curriculum reflect major occupational characteristics of the community?
- Does the curriculum reflect the socio economics, cultural and spiritual aspects of the community?
- Are the objectives in view of the socioeconomic needs of the community, clearly formulated?
- Is due weightage given to the learning of basic skills?
- Are the learning experiences organized around sound pedagogical and psychological principles?
- Does the curriculum reflect concern to improve quality of life relating to health and nutritional aspect of children?
- Does the curriculum reflect concern to improve quality of life relating to population welfare.
- Does the curriculum reflect concern to improve quality of life relating to conservation of environment?
- Does the curriculum reflect concern for taking regard of the rights of children, women and human?
- Does the curriculum reflect critical concern Of the poor particularly of rural women and girl child?
- Does the curriculum: reflect the learning needs of individual?
- Is the content treated as unit problem or problem solving?
- Does the curriculum reflect developmental issues i.e. access to and use of basic services provided to community?
- Is the curriculum formulated in urban context of children?
- Is the curriculum formulated in rural context of children?
- To what extent the curriculum and learning experiences ensure the production of creative citizens/persons with intellectual ability to solve problems?
- 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?
- Does the curriculum reflect the future trends of the society?
