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)

Use of the photograph as a technical resource for recording and maintaining data for formative evaluation is discussed. Some advantages and limitations of its use in the classroom are outlined, and types of data appropriate to the medium are suggested. (RAO)

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

Article focuses attention on some of the more important factors to be considered in evaluating educational products and programs within the domain-referenced framework. (Author)

This article provides for the teacher a global perspective of social studies objectives with respect to the behaviors needed by the citizen to live in his social world." (Author)

Suggests a common format for analyzing and evaluating learning systems which takes into account costs, skill requirements and sequence, instructional techniques and requirements, motivational factors, and evaluation. (RAO)

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)

An instrument for analyzing curriculum materials based on the constructs of opportunity, motivation, structure, and instructional events, is presented. A series of questions designed to guide the evaluator through the process are offered and a selection chart for instructional products is included. (RAO)

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)

Article discusses curriculum evaluation, specifically, how the availability of a time-sharing computer has aided in the analysis of student responses to lectures, seminars and assigned readings. (Author)