This article describes the "user-focused" evaluation of the new "Life Sciences and Agriculture" curriculum under current development by the Israeli Ministry of Education for rural and agricultural high schools. The four-step process involves: (1) clarifying curriculum objectives; (2) defining three classes of performance; (3)…

The paper shows how various evaluation information, received through a number of feedback sources was used for revisions made in curriculum materials. The value of the results provided by the various evaluation instruments is discussed as well as how each technique validates the outcomes received from the other techniques and illuminates a…

Formative evaluation of a physics curriculum unit (PLON) is reported. Phase one used general ideas and many instruments; phase two focused on specific questions arising from phase one. Findings suggested that relating curriculum content to ability to think about and explain a task was a prerequisite for student satisfaction. (CP)

Unstructured and structured evaluation modes were used to probe teacher perceptions of a socially-oriented chemistry course for non-science majors. Students' assessments reinforced teacher perceptions. This procedure yielded information concerning course content, societal relevance, motivation, interest, laboratory and demonstration exercises,…

During a seven year period science materials, designed to promote discovery learning for children aged five to thirteen, were developed and revised on the basis of a formative evaluation. Student and teacher data were analyzed in order to determine which curriculum materials contributed to cognitive and affective objectives. (BJG)

A formative evaluation model was used to evaluate a physics curriculum for technical vocational high schools. The evaluation focused upon the curriculum materials; the student in the classroom, in small groups, and as an individual; students' conceptual frameworks; and students' ability to cope. (GDC)

Evaluation of an elementary level science curriculum unit (MATAL) illustrates intensive evaluation. This method involves classroom observation by trained observers, formulation of course objectives, student interviews (ability tests), and lesson planning. It stresses the identification of learning difficulties which hinder attainment of course…

Because workloads frequently do not permit teachers to develop curriculum themselves, their participation in its formative evaluation (field testing) is a productive alternative. A seventh-grade biology program was evaluated by 14 teachers. (CP)

The design and reliability testing of two instruments--the Macro Argumentation Structure (MARS) and the Coalition forming and Dominance (CODOM)--to assess the deliberation process (argumentation and interaction) during curriculum conferences/decision making are reported. The study was conducted at the Department of Education of the University of…

Although Israel's educational system is centralized, the syllabi of the Department of Curriculum Planning (part of the Ministry of Education) are not compulsory. Curriculum facilitators are used as the link between the Department of Curriculum Planning and the teachers in the school where the facilitator continues to teach. (RL)

Two feedback forms have been developed to improve communication between curriculum developers and evaluators during a pilot project involving all subject areas in eight Indonesian schools. The first form involves time factors, teacher difficulties, student achievement, and evaluation team comments; the second focuses on diagnosing poorly achieved…

Research and evaluation done in relation to the Israel High School Biology Project (IHBP) are summarized. The IHBP is located at a university and directed by university faculty but maintains direct contact with schools. The IHBP is characterized by its attention to ongoing evaluation. (SLD)