Criteria Used in Curriculum Evaluation

Just as educational curricula are expected to possess certain qualities such as suitability for their purpose in theoretical and practical terms, scientific grounding, cost-effectiveness, functionality, and applicability, certain criteria must also be considered from the perspective of curriculum evaluation. The primary aim of curriculum evaluation in education is to obtain feedback regarding the deficiencies or erroneous aspects of a curriculum that is under development or in use, and to make the necessary revisions in the curriculum based on this feedback. For the evaluation of an educational curriculum, the degree to which the curriculum achieves its objectives must be measured, and the measurement results must be compared with various criteria. The criteria used in evaluation, as well as the priority order of these criteria, may vary depending on variables such as the type and purpose of the curriculum and the instructional level at which it is implemented. In this context, the question “What are the criteria used in the evaluation of an educational curriculum?” comes to the forefront. No study has been found in the literature that addresses as a whole the criteria used in curriculum evaluation and the general characteristics of these criteria. Conducted within the framework of a qualitative research approach through a review of the literature and functioning as a compilation study, the present research aims to identify the criteria used in the evaluation of educational curricula and to explain the general characteristics of these criteria. Within the scope of the study, it was determined that the criteria used in the evaluation of educational curricula include curriculum evaluation approaches, curriculum evaluation models, objectives, competencies, standards, accreditation, learning outcomes, examinations, 21st-century skills, literacy, and development/advancement, and the general characteristics of these criteria were explained. The results obtained are expected to guide stakeholders of the education system, particularly those involved in curriculum development and evaluation studies, and to contribute to the related literature.