CURRICULUM EVALUATION.

This article discusses the results of a definitive empirical research dealing with curriculum. An elaborate conceptual system for dealing with problems of curriculum and instruction is developed. The researchers lamented that there is no carefully engineered framework for identifying relationships among complex and interacting phenomena. Although curriculum was define as a set of intended learning, the conceptual system includes levels of decision making in terms of remoteness from the learner, substantive curriculum decisions, type of appropriate data sources to be consulted, and between levels, identification of authority and responsibility for decisions.