ABSTRACT
Earlier in chapters 3, 6, 8 and 10, our discussions about school curricula and curriculum evaluation have implied that we are associating these two issues with what we regard to be worthwhile activities designed in such a way that pupils will attain certain desirable ends in a balanced fashion. Immediately anyone suggests in what ways the activities are worthwhile, or what the desirable ends are or what the form of the balanced fashion is, he is beginning to carry out an initial evaluation of the curriculum. Such initial valuing about any new curriculum will need to be done in the light of what it is thought that both teachers and their pupils will regard as desirable and relevant, but with realistic regard to the resources and facilities that are available for implementing such a curriculum. However, the whole issue of curriculum evaluation is made more complex when we attempt to determine to what extent, and by what means, the value judgments of teachers, pupils, ‘curriculum experts’, inspectors, advisers, parents, employers, politicians and others should all be considered in establishing whether a particular curriculum is worthwhile.
