The system for evaluating the curriculums is used as a measure of success and achievement, and an effective tool for improving the quality of education. Assessment of the curriculum in the modern world is becoming more complex due to a dynamic and changing system. Assessment of the quality of education implies an assessment of the educational achievements of students, the quality of educational programs, teachers, instructional competence, and the conditions for the implementation of the educational process.
To improve the performance of teachers, a system of financial bonuses is often used, which is an extremely controversial aspect. Participation in the education system implies the presence of other instruments, since only financial motivation can lead to incorrect goal setting. Moreover, the correct relationship is not built between the assessment of the teacher’s effectiveness and the effectiveness of learning for the student. It is not always possible to assess the effectiveness at a given moment and give a bonus to the teacher, since it is possible that the student will start to apply the knowledge gained in the future, after graduation (Ornstein & Hunkins, 2018, p. 290). An important factor in this is intrinsic motivation as a sense of satisfaction and honor as mentioned by various speakers and scholarly sources (Yasmeen & Murad, 2019). Such motivation can perform a role of an alternative to the financial motivation.
During the development and change of the evaluation system, a variety of approaches have arisen, such as scientific, modernist and humanistic, postmodernist. At the same time, some researchers oppose these methods (Ornstein & Hunkins, 2018, p. 298). However, they are not contradictory, but complementary to each other when they are correctly combined. At each curriculum, it is possible to test each of the methods as a hypothesis, and freedom of interpretation can follow the fixed estimation methods.
There is also action-research evaluation, which is more suited to a dynamic educational environment. Realities in the action-research evaluation are perceived as holistic and multiple (Ornstein & Hunkins, 2018, p. 313). This method begins with identifying goals, choosing means of observation, reflection of interpretation, and after that start the most uninterrupted process of participation and evaluation (Ornstein & Hunkins, 2018, p. 312). This method involves direct involvement and adaptation to the processes. Thus, it is a mix of all the methods described in chapter 9.
For research and evaluation, it is important to have testing tools that allow to determine the results. Tests, like assessment methods, are different in content and purpose. Norm-referenced tests are the most commonly used (Ornstein & Hunkins, 2018, p. 316). The norm in such studies is determined through group testing, while the result of each individual student is compared with the inferred norm. However, such tests are also contradictory. Chapter 9 outlines both advantages, such as easy-to-use guidelines for building student ratings, and disadvantages, such as standardization and lack of correct scores for comparison. It is questioned whether they really reveal the effectiveness of training, or the assessment is biased and does not give a full-fledged result.
Further, chapter 9 mentions a performance assessment, which can possibly be the most effective. Its effectiveness is due to the fact that it can be used in different variations, such as a written exercise (Ornstein & Hunkins, 2018, p. 319). This suggests that the performance assessment is tailored to the needs and goals of a particular group, and it will be the steps to achieve this goal that it will evaluate. This method of assessment is most applicable to the practical component, as it evaluates the fact that students can apply the knowledge and experience gained.
In conclusion, the modern education system is developing and evolving quickly. In this regard, new assessment methods are needed to correctly identify the relationship between curricula and student results. In the educational and similar environments, it is not reasonable to stick to the outdated methods and resist the change if they are ineffective. It is important to use new methods, assessment models, and testing to achieve the best results.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues, eBook. Pearson Higher Ed.
Yasmeen, Z., Mushtaq, I., & Murad, M. (2019). Intrinsic and extrinsic motivation of teachers in special education secondary school: A qualitative study. Journal of Educational Research, 22(2), 15-30. Web.