There are two main approaches to evaluation. Some evaluators consider only specific aspects of the system, for example, the methods of teaching and learning employed or the achievement of specific objectives, and the knowledge, skills and attitudes which have been acquired by learners. Other evaluators prefer to collect a much greater variety of data, in order to provide a basis for present and future curriculum development. This means that evaluation should not just be about the measurement of success or failure, but about a full understanding of the educational process itself. This type of evaluation may need to be more descriptive, interpretative or judgmental.
It is necessary to monitor and evaluate the entire curriculum development process. This is likely to be done at set intervals, and involve all the relevant stakeholders. Decisions must be taken about the kind of information that should be collected, and how and by whom it should be collected, analysed and interpreted.
In practice, the curriculum developers are likely to have expertise in methods of evaluation, which they can use to advise and, in some cases, to train other stakeholders in the technical skills of evaluation. The capacity of different stakeholders to participate in the evaluation process will then be improved, as will their capacity to make decisions more effectively. The curriculum developer may work as co-ordinator or facilitator of the evaluation process, but should share control and involvement in all phases of the evaluation with other stakeholders.
Participatory approaches to evaluation can help to ensure that any evaluation conducted will lead to concrete results. Participation requires and encourages commitment. If all the stakeholders are to be involved in the design of the curriculum, they should also participate in the design and implementation of the evaluation of that process. Their increased motivation will help to make certain that the outcomes of the evaluation process will be worthwhile.
Effective and participatory evaluation is a key to successful development of the curriculum. It is a mechanism, which can allow all the stakeholders access to the decision-making process, and enables them to have a say in what is being done now, and what will be done in the future. In order for evaluation to be carried out, therefore, the institution in which the curriculum is being developed must be organized in such a way that evaluation becomes part of its everyday life and work. This is a challenge for all institutions and individuals involved in teaching and learning.