The document outlines several key characteristics of a good curriculum: it is continuously evolving, based on community needs, developed through a long-term collaborative effort, logically sequences subject matter, complements other community programs, and has educational quality and administrative flexibility. A good curriculum is also systematically planned and evaluated, reflects school aims, maintains curricular balance, promotes continuous learning experiences, and utilizes effective teaching methods to maximize student development. Curriculum evaluation determines if objectives and content are being addressed as planned in the classroom, and gathers student feedback. Formative evaluation informs ongoing instruction, while summative evaluation assesses learning outcomes at the end.

1. Characteristics of a Good
Curriculum

2. Characteristics of a Good
Curriculum
1.The curriculum is continuously evolving
2. The curriculum is based on the needs of the people.
3. The curriculum is democratically
4. The curriculum is the result of a long-term effort

3. 5.The curriculum is a complex of details
6. The curriculum provides for the logical sequence of the
subject matter.
7. The curriculum complements and cooperates with other
program of the community.
8. The curriculum has educational quality.
9. The curriculum has administrative flexibility.

4. Marks of a Good Curriculum
( J. Galen Saylor)
1. A good curriculum is systemically planned and evaluated.
2. A good curriculum reflects adequately the aims of the school
3. A good curriculum maintains balance among all aims of the school.
4. A good curriculum promotes continuity of experience.
5. A good curriculum arranges learning opportunities flexible for adaptation to particular situation and
individuals.
6. A good curriculum utilizes the most effective learning experiences and resources available
7. A good curriculum makes maximum provision for the development of each learner

5. What is Evaluation?
- It is the process of determining the value of something or the extent to which goals are
being achieved. It is the process of making a decision or reading a conclusion. It involved
decision making about students performance based on the information obtained from an
assessment process of collecting information by reviewing the products of student work,
interviewing, observing or testing.
- is the process of using information that is collected through assessment process. The
ultimate purpose of any evaluation process that takes place in schools is to improve
student learning.
- Evaluation entails a reasoning process that is based on influence.

6. - Evaluation is a thoughtful process.
- Evaluation is the judgment we make about the assessments of student learning
based on established criteria.
Evaluation provides information:
a. directly to the learner for guidance
b. directly to the teacher for orientation of the next instruction of the activities
c. directly to external agencies for their assessment of schools functioning in the light of
national purpose.

7. What is Curriculum Evaluation?
- Curriculum evaluation is the process of obtaining information for judging
the worth of an educational program, product, procedure, educational
objectives or the potential utility of alternative approaches designed to
attain specified objectives (Glass and Worthem, 1997)
- Curriculum evaluation focuses on determining whether the curriculum as
recorded in the master plan has been carried out in the classroom. In
evaluating a curriculum, the following key questions are usually asked:
1. Are the objectives being addressed?
2. Are the contents presented in the recommendation sequence?
3. Are students being involved in the suggested instructional experiences?
4. Are the students reacting to the contents?

8. Formative & Summative Evaluation
Summative evaluation that takes place at the end of a unit or
section of instruction.
Summative and formative evaluation can be contracted like this:
summative evaluation takes place at the end of a lesson or project and
tells the evaluator what has happened. Formative evaluation takes place
during the lesson or project and tells the evaluator what is happening.
Summative evaluation “sums up” the learning. It is after-the-fact, like
end-of-the-year testing. Formative evaluation is ongoing and yields
information that can be used to modify the program prior to termination.
(Howell & Nolet, 2000).