Discusses curriculum development efforts aimed at defining what curriculum is actually taught vs an intended curriculum. Curriculum mapping--used to record content, and curriculum variance--actual differences in content, are explained. (RAO)

Broad evaluative criteria outlining informed judgment of several groups. (DAG)

A discussion of how to examine curriculum and determine whether it achieves what it portends, is properly sequenced, has neither holes nor overlaps, and can provide successful educational experiences for the learner. (Author/HB)

Guidelines are provided for evaluation during four stages of curriculum development: evaluating the feasibility of a project, evaluation during formative design and development, summative evaluation during curriculum transitions, and maintenance evaluation of curriculum change. (RAO)

Describes a methodology for determining the extent of implementation of instructional innovations. The structural equations model used to measure the interaction among teacher, curriculum, and student, is given. (RAO)

Explains Total Quality Management (TQM), a participative management style, and examines its relationship to Instructional Systems Development (ISD) as it is used for curriculum development. Application of TQM principles to the ISD processes of analysis, design, development, implementation, and evaluation is suggested. (eight references) (LRW)