ABSTRACT
This final chapter is of singular significance. In it I shall endeavor to outline the face and purposes of evaluative judgment in curriculum and the unique professional role educational action research can contribute with the teacher, or professor, acting as a researcher. Thus, the chapter shall attempt to show how various strands of evaluation practice together with action research may help with the improvement of practice and to judge the effects of educational interventions. The onus is upon evaluation of the curriculum as a “proposal,” or hypothetical idea, being implemented. This is the research inquiry aspect that accompanies the process model described in Part 2. We must try to detach ourselves from the constrictions of the product-outcomes model of curriculum. Underpinning this remit of the teacher as action researcher is a belief that practice is best improved by educators working on problems they have identified themselves. Action research is a type of selfevaluation done by practitioners on the problems they experience. Actions are taken to solve problems and inquiry is mounted to monitor the process of change.
