| Abstract: | In recent years, compulsory education has been experiencing successive reforms, and there are two very different views, in spite of inside or outside of school. Also, because education policies change too frequently, parents don’t know what course to take and therefore highly expect teachers to bring order out of chaos, in order to let our compulsory education follow the correct direction leading our children to head into the future. Facing parents’ requirements, teachers’ professional abilities should be tested for promoting teaching quality. And, how to carry out Curriculum Evaluation should be of great urgency, which challenges the intelligence of the administrative staff and teachers.
After the Grade 1-9 Curriculum Temporary Outline announces, the Curriculum Evaluation becomes the formal document of the Outline, but it is also the very weak part of the processes of the curriculum development in the school. The reason is that most schools are directly adopting other schools’ curriculum evaluation experiences and methods, consequently, producing many incompatibilities and difficulties.
According to the above mentioned, this study builds up a set of process of the Curriculum Evaluation that suits an individual case school by conducting the Capability Maturity Model Integration (CMMI). Therefore, the Curriculum Evaluation process will not be unsettled, even if the administrative staff and teachers change frequently. Also, in the meantime, the Curriculum Evaluation process will encourage more participation from teachers, and will improve the teaching quality and the competitiveness of the school. |
