Perspectives on evaluation from curricular contexts


  • William Schubert University of Illinois - Chicago (Emeritus)



evaluation, curriculum, intellectual traditionalists, social behaviorists, experientialists, critical reconstructionists, postmodernists, anti-imperialists


Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation.


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Author Biography

William Schubert, University of Illinois - Chicago (Emeritus)

Dr. Schubert is Professor Emeritus of Curriculum and Instruction, University Scholar, former Coordinator of the Ph.D. Program in Curriculum Studies and the M. Ed. Program in Educational Studies, and Director of Graduate Studies in the Department of Curriculum and Instruction at the University of Illinois at Chicago (UIC), where he worked from 1975 to 2012. He served as Chair of Curriculum and Instruction (1990-1994; 2003-2006). The Ph.D. Program in Curriculum Studies (1982-present), which he founded and has coordinated, has ranked fifth, first, and third in the U.S. by Academic Analytics based on faculty productivity.




How to Cite

Schubert, W. (2018). Perspectives on evaluation from curricular contexts. Education Policy Analysis Archives, 26, 47.



Historical and Contemporary Perspectives on Educational Evaluation