Study on College Curriculum Evaluation from the Perspective of Phenomenology

Wenrui Zhu

Education Insights, 2025, vol. 2, issue 9, 350-356

Abstract: This study examines college curriculum evaluation from a phenomenological perspective, which puts the understanding of reality through educational experiences. Instead of just being a tool for accountability, it argues that evaluation should be a crucial, developmental part of education. The study found that, based on an analysis of instructors' experiences during curriculum review, teachers hold positive views of evaluation when it provides constructive feedback and encourages collaborative relationships with evaluators. The results suggest a major shift in assessment paradigms: the focus of the curriculum assessment system should shift away from results and toward process and formative evaluation. This approach, which values practical experience and reflection, is crucial for supporting teacher development, improving curricula, and ultimately helping education return to its essential purpose.

Keywords: curriculum evaluation; phenomenology; formative evaluation (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://soapubs.com/index.php/EI/article/view/769/750 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:axf:eiaaaa:v:2:y:2025:i:9:p:350-356

Access Statistics for this article

More articles in Education Insights from Scientific Open Access Publishing
Bibliographic data for series maintained by Yuchi Liu ().