ABSTRACT
Curriculum evaluation has been mentioned throughout Chapters 1–6 as an aspect of curriculum control. At present there is less danger in the United Kingdom than in the USA from models of evaluation and accountability which are positively damaging to the quality of education, but the danger is not completely absent. The theory behind the APU, for example, could easily take schools into a world of prespecified checklists of items to be learned, thus trivialising education. Some would also say that the work of NFER is over-committed to this narrow view of testing, and that they spend too much time and money on producing tests which could be seriously misused by uncritical LEAs and schools.
