CURRICULUM

EVALUATION IN NEW
ZEELAND, USA, UK
& FINLAND
Submitted by: Aliza Arif - 211597
Submitted to: Dr. Sohaib Sultan
CURRICULUM EVALUATION
 Curriculum evaluation is an important step in curriculum design. Once the parameters are
chosen, the developer decides whether the program is fit for purpose and whether the students
are actually learning.
The Economist Intelligence
Unit's World Education Index
for the Future (WEFFI) report
examines policy initiatives,
pedagogies, and the
socioeconomic environment in
50 countries.
The five worst countries are
Egypt, Nigeria, Algeria, Iran and
Pakistan.
Curriculum is linked to
teaching. When teachers use
proactive and modern methods
to deliver instruction, student
outcomes are improved and
curriculum requirements are
met.
CURRICULUM EVALUATION OF PRIMARY
LEVEL IN NEW ZEALAND:

 New Zealand's education system reflects a unique and diverse society that welcomes diverse
abilities, religious beliefs, ethnic groups, income levels, and teaching and learning ideas.
 Primary school is the second stage of education. New Zealand citizens or resident children
between the ages of 5 and 19 receive free education in public schools.
 Students (no need to wait for the new semester to start) however, some schools have a policy
of starting school together in groups (cohort enrollment) at the beginning of each semester.
Most children remain in school until they turn 17.
 The school's educational system consists of 13-year levels. Your child's primary education
begins in grades 1-8 (approximately 5-12 years of age).
CONT..
 Many children attend schools close to where they live. Many schools have a registration
system called zoning.
 If you live in an area close to a school (school zone), your child will be placed in that school.
If your child wants to attend a school outside of where you live, you may need to apply and
location is not guaranteed.
 Depending on the school in your area, you may be able to send your child to a same-gender or
coeducational school. Most schools in New Zealand are owned and funded by the government
(public schools). They teach a national curriculum and are secular (non-religious).
 A public integrated school is a school with a special character. They are government-funded
and taught according to a national curriculum.
 They will have their own goals and objectives that reflect their values ​and are established
within the framework of a particular philosophy or religion. You will pay a mandatory
attendance fee. Private schools receive some government funding, but most are financed by
their parents' tuition. They develop their own curriculum and do not have to follow a national
curriculum.
NATIONAL CURRICULUM
 The National Curriculum covers the subjects taught in primary and secondary
schools and the standards that students must achieve in each subject. Primary
education for children focuses on basic education in a variety of subjects and
abilities, especially in the areas of literacy and numeracy. English high schools
use the New Zealand curriculum. The Māori school (Kura Kaupapa Māori)
uses Te Marautanga o Aotearoa (a curriculum based on Māori philosophy).
 Reading, writing and math are much emphasized in the early years as these are
really important basic skills everyone needs to be successful in life. Children
need strong reading, writing, and math skills to progress through the national
curriculum and reach NCEA Level 2 or higher in high school.
CURRICULUM EVALUATION OF PRIMARY
LEVEL IN FINLAND:
 The Finnish curriculum is a blend of two mainstays of Western curriculum thought:
Bildung/Didaktik and Curriculum.
 In Finland a major structural reform of education was carried out in the 1970s, namely the
reform of general education schools.
 The existing dual, separate and thus unequal education system has been replaced by an
integrated general education system (grades 1-9) and its curricula (Ahonen, 2003). Since then,
the curriculum of basic education has been revised about every 10 years.
 Regarding the impact of the primary school curriculum, the Finnish Education Assessment
Center (FINECC) conducts thematic and systematic assessments.
 The evaluation of the implementation of the national core curriculum for pre-primary and
primary education is one of the subject research questions.
CONT..
 FNCC 2014 is divided into two parts. The general part covers the meaning of the local
curriculum and the local learning process, the mission and general goals of the basic
education, evaluation, etc.
 The content part is divided into classes (1, 2 and 3-6). According to the 2014 FNCC, students
acquire competencies in specific areas of specialization and competencies that transcend
subject boundaries.
 Student evaluation of elementary education is conducted through continuous evaluation, not
national examination. There is no school supervisor or school evaluation based on student
performance, leaving a lot of room for teachers to plan instruction and evaluate student
performance. (Salokangas & Kauko 2015.)
 Finnish education policies and practices are in many ways contrary to the dominant tenets of
the global education reform movement, and above all emphasize accountability or quality
assurance (Varjo, Simola & Rinne 2013: 53).
CONT..
 Assessment of academic achievement in Finland can be divided into three types. Homeroom
teacher assessments include diagnostic, formative, and comprehensive student assessments as
part of teaching and learning.
 Teachers should develop a variety of assessment methods. At the end of each semester, a
comprehensive student assessment is conducted with transcripts indicating academic and non-
academic performance, behavior and participation (Sahlberg 2015: 9394).
 Grades 1-7 use oral and/or numeric grades. Years 2 and 6 are more formal and more
informative for students and their families. There is also an external evaluation. Regular
national assessments are performed by FINECC using a sample methodology that covers
approximately 10% of the age cohort.
CURRICULUM EVALUATION OF PRIMARY
LEVEL IN UK:

 SATs, or national curriculum assessments, are assessments of primary pupils’ progress and
attainment.
 They are currently taken at the end of key stage 1 (infant phase) and key stage 2 (end of
primary/ junior phase).
 At key stage 2, the tests are more formal and school-level results are published in national
performance tables allowing for comparison with other schools. These are often known as
league tables.
 SATs cover core academic subjects – English, maths and science.
NATIONAL ASSESSMENT ARRANGEMENTS

 A national evaluation mechanism is mandatory in schools providing services under an

 The United States does not use written or oral national exams to determine graduation or
access to further education, and there is no national curriculum on which such exams are
based.
 The school curriculum is set by local school districts, private schools, and homeschooling
parents with reference to government standards and requirements for secondary education.
 Curriculum for higher education is determined by individual institutions, taking into account
accreditation requirements, professional requirements, graduate programs, and employer
expectations.
CONT..
 Educators in the United States have developed a wide range of theories and a variety of
assessments and assessments to help identify student learning styles and needs, diagnose
learning disabilities and related developmental problems, classify interests and abilities, and
evaluate the quality and effectiveness of education.
 Methods and techniques have been developed.
 Programs, student achievement and achievement measurement.
 Detailed and continuous assessment and assessment are part of any curriculum and are
required in systems that do not rely on framework laws or uniform national exams as
templates for defining academic content or tracking student progress.