ABSTRACT
This chapter describes views held about curriculum evaluation and seeks to put these to work in providing a map of the evaluation field. The notion of 'education as a science' is relatively new. It stems from mid-nineteenth century sources and developed when psychology as an independent scientific discipline set itself apart from philosophy. The specification of educational objectives remained the hinge on which the scientific model of curriculum evaluation turned. A good deal was written about objectives held to be valid in many areas of the curriculum and for various stages in education, and also about the relationship between educational aims and educational objectives. The development of the scientific approach to curriculum evaluation was in time to lead to a decision-making model. Cronbach L. J. et al., wrote of the need for 'intelligence' in making improvements in educational programmes, and meant by this the collection and evaluation of objective empirical data for curriculum decision-making.
