• Introduced the term ‘formative’ and ‘summative’
  • Evaluator should not know the educational program’s goals in order not to be influenced by them; less “tunnel vision”
  • Evaluator free to look at processes and procedures, outcomes and unanticipated effects (more comprehensive)
  • The evaluator can look at whatever he wants, but he does have a ‘lethal’ checklist of criteria for judging any aspect of the curriculum

This model addresses the enacted and experienced curriculum.

Collection of data: Key Evaluation Checklist (updated 2007)

  • Introduces difference between formative and summative; previously summative was priority. (Student assessment included)
  • Evaluation is thorough, given the long checklist.

  • Relies on subjective information
  • Lack of knowledge of goals may make the evaluator skip the main purpose of evaluating the curriculum in the first place