CURRICULAR EVALUATION – CURRICULUM EVALUATION: CONCEPT AND METHODOLOGY
Vladimir GUȚU, Veaceslav BOLIEV, Universitatea de Stat din Moldova
Аннотация
The systemic/holistic approach to the educational curriculum also prefigures directions for its evaluation: conceptual, structural, processual and product one. In this sense, the curriculum focuses on the affirmation of priority role
of educational purposes according to which the other components of the curricular paradigm are structured, which
ensure: the unity of the psychocentric and sociocentric approach, the unity of education and training, the unity of
teaching-learning-evaluation. From here we deduce the object of evaluation - educational curriculum, but also the aspects specific to the curricular construction in part. Therefore, the object of evaluation of the educational curriculum
constitutes its conceptual and methodological paradigm and its specific dimensions: curricular products, the designimplementation-monitoring process, the structure of study subject, the outcomes, etc. For the first time, an attempt is
made to characterize the notions of „curricular evaluation”, „curriculum evaluation”. The emphasis is placed on the
analysis of different criteria for evaluating the curriculum, methods and models for evaluating the curriculum as a
whole and the written curriculum, in particular.
Keywords: curriculum, curricular evaluation, curriculum evaluation, curricular products, evaluated curriculum,
taught curriculum, designed curriculum.
