ABSTRACT
The broadest kind of evaluation looks at all aspects of curriculum design to see if the course is the best possible. Carrying out an evaluation is like carrying out research, and it is thus critically important that the evaluator is clear about what question is being asked. That is, why the course is being evaluated. Good research depends on a good research question. The chapter looks at some of the steps in evaluation in more detail. A formative evaluation has the purpose of forming or shaping the course to improve it. A summative evaluation has the purpose of making a summary or judgement on the quality or adequacy of the course so that it can be compared with other courses, compared with previous summative evaluations, or judged as being up to a certain criterion or not.
