12-year Basic Education has been implemented since the academic year of 2014. Its new curriculum guideline, which has been put into practice since the academic year of 2019, is the most important medium for curriculum and instruction. Ideally, educational evaluation should be a component of the educational change process for providing timely feedback and facilitating reflection and conversations in order to enhance change. In the change context, the issues of how schools increase readiness for curriculum change through evaluation, as well as how school practitioners’ identity and practices related to curriculum evaluation would affect the effectiveness of 12-year Basic Education. Therefore, this two-year study is to explore the school practitioners’ identity and practices related to curriculum evaluation through a cultural perspective. The first year of the study was to analyze the curriculum reform context and the discourse and policy of educational evaluation. Moreover, a case study and survey were used to analyze school practitioners’ receptivity to educational evaluation and readiness for curriculum innovation and evaluation. In the second year, this study used multiple cases of study to inquire into the school practitioners’ understanding, concern, and practices related to curriculum evaluation. Finally, conclusion and suggestions will be proposed based on the qualitative and quantitative research findings.
|Effective start/end date||2018/08/01 → 2021/01/31|
- 12-year Basic Education
- educational evaluation
- curriculum evaluation
- policy implementation
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.