Submitted by: Aliza Arif - 211597

Submitted to: Dr. Sohaib Sultan

Subject: Curriculum Development
Assignment Topic: Curriculum Evaluation in New Zeeland, USA, UK
& Finland

Department of Education
Faculty of Social Sciences
Air University, Islamabad

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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

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ideas. New Zealand welcome a variety of abilities, religious beliefs, ethnic groups,
income levels, and teaching and learning ideas. They have processes in place to provide
our students with a reliable, quality education at all levels. New Zealand education is a
student-centered program that provides continuous learning progress and choice, each
year the same level of learning lays the groundwork for the next step in your chosen path.
Primary education
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).
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

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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.
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).
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:

The National Curriculum Assessment or SAT’s measures the achievement of primary
school students. They are currently filmed at the end of Key Stage 1 (infancy stage) and
Key Stage 2 (beginner/end of childhood stage). In Key Phase 2, the exams are more
formal and school-level results are published on national grade charts for comparison
with other schools. This is often referred to as a league table. The SAT covers basic
academic subjects such as English, math, and science.
As of September 2020, all students will be assessed in reception classes upon entering
primary school. This Criteria Assessment for Admission is conducted during Early
Childhood Education. In accordance with the Education Act 2002, it has overall
responsibility for organizing the evaluation of each subject at each key stage of the
national curriculum. The Standards and Testing Agency (STA), the executive body of the
Department of Education (DfE), is responsible for developing and providing national
assessments for primary school students.

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Qualifications and examination bodies have a special responsibility to continually review
the evaluation mechanisms of national curricula. In accordance with the Apprenticeships,
Skills, Children and Learning Act of 2009, it is also responsible for ensuring that national
curriculum evaluation mechanisms are valid, fit for purpose, fair and manageable; that
the results are being used appropriately; and those standards are properly set and
enforced. The Office of Children's Education, Services and Skills Standards is a non-
departmental government department responsible for school inspection under the
provisions of the Education Act 2005 (as amended). The quality of the curriculum,
teaching and assessment contributes to the adoption of comprehensive survey-based
assessment of the quality of education.
Local government authorities are required to properly conduct national assessments in
schools in their area under the Education Act 2002. They are also responsible for
ensuring that teachers' assessments are accurate and consistent with national standards.
Schools are responsible for planning the entire school curriculum for students and for
evaluating student learning. Informing parents about their child's progress; Compliance
with national assessment requirements. Responsibilities are shared between the
principal/management and the school operating body or academy.
Schools are free to choose their approach to assessment, and DfE has developed a set of
recommended assessment guidelines to help design and implement student assessment
mechanisms. In line with these principles, a school's evaluation system should enable the
school to:
 Make sure students meet their learning and age expectations.
 Clear and concise explanations of student achievement measures to parents and
superintendents.
 Includes formative and comprehensive assessment approaches to support student
achievement and development.
National assessment arrangements
A national evaluation mechanism is mandatory in schools providing services under an
ordinance issued under the Education Act 2002. They are also required by the school's
academy funding agreement.
The arrangements cover:
 The phonics screening check at the end of Year 1 (ages 5-6), to check children’s
progress in early reading.
 Assessment at the end of Key Stage 1 (ages 6-7).
 Assessment at the end of Key Stage 2 (ages 10-11).
 National assessment at the end of Key Stages 1 and 2 has two aims: to provide
standard information to parents and to give a picture of school performance for
accountability purposes.

Curriculum Evaluation of primary level in USA:

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

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institutions, taking into account accreditation requirements, professional requirements,
graduate programs, and employer expectations.
Despite having no legal national curriculum or exams, the American education system
has many similarities. Common standards and tools for assessment and evaluation are the
result of competitive academic market pressures, the expectations and requirements of
employers and government agencies, and standards demanded by accreditation bodies,
professional and research associations.
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.
References
DiFlorio, I., Duncan, P., Martin, B., & Middlemiss, M. A. (1989). Curriculum
evaluation. Nurse education today, 9(6), 402–407. https://doi.org/10.1016/0260-
6917(89)90095-6
Finland, Switzerland and New Zealand lead the way at teaching skills for the future.
(2020, February 8). World Economic Forum. Retrieved December 25, 2021, from
https://www.weforum.org/agenda/2019/03/finland-switzerland-new-zealand-lead-at-
teaching-skills/
The New Zealand Curriculum / Kia ora - NZ Curriculum Online. (n.d.). TKI. Retrieved
December 25, 2021, from https://nzcurriculum.tki.org.nz/The-New-Zealand-
Curriculum#collapsible11
Education in New Zealand. (n.d.). Ministry of Education. Retrieved December 25, 2021,
from https://www.education.govt.nz/our-work/our-role-and-our-people/education-in-nz/
Kujala, T., & Hakala, L. (2020). Curriculum in Primary Education (Finland). Bloomsbury
Education and Childhood Studies.
Roberts, N. (2020). Assessment and testing in primary education (England).
Assessment in Primary Education. (2021, April 28). Eurydice - European Commission.
Retrieved December 25, 2021, from https://eacea.ec.europa.eu/national-
policies/eurydice/content/assessment-primary-education-47_en
Structure of U.S. Education: Evaluation and Assessment. (n.d.). U.S. Department of
Education. Retrieved December 26, 2021, from
https://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html