ABSTRACT
Historical and cultural traditions aside, the issue that confronts curriculum evaluators in schools is one of the most fundamental and universal of moral dilemmas. Issues of time are formidable. Many of the issues have implications for school management and organisation. With respect to issues of time, some need to build research time and meeting schedules into the school's timetable will almost inevitably arise, since this is likely to be the only way to ensure that evaluative tasks are given sufficient priority and much needed status. Equally important, however, are questions concerning ethics and issues of role ambiguity. Most of the preceding discussion has focused on the difficulties of the participant role of insider evaluators. Formal curriculum evaluation is surely a long way from being perceived as crucial to effective practice; indeed it is a marginal activity. Since there are comparatively few accounts of in-school evaluations it is hardly surprising that descriptions of ethical procedures in practice are difficult to find.
