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Theory and methodology assessment of the projected school curriculum

Author: Neagu Mihaela
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Ion Achirii
doctor, associate professor (docent)
Scientific council:


The thesis was presented on the 22 January, 2009
Approved by NCAA on the 18 June, 2009


Adobe PDF document0.43 Mb / in romanian


CZU 37.01 (043.2)

Adobe PDF document 1.22 Mb / in romanian
174 pages


Intended curriculum, components of curriculum, principles, criteria, indicators, model of evaluation, pedagogical model, the quality evaluation of intended curriculum, methodology, method of evaluation, association matrix, the operational concept development map


This research deals with the question of evaluating an educational curriculum. It uses different theoretical perspectives as fundamentals in order to build a conceptual model of quality evaluation of a intended curriculum.

The theoretical value of this research resides first in the synthesis of the pedagogical fundamentals of the curricular evaluation and secondly in the build-up of a model for evaluating the qualities of a educational curriculum. The research analyses the relationship between the elaboration of the curriculum and its evaluation while underlining the frame of reference of the evaluation.

The systemic-holistic approach of the evaluation and the critical, comparative presentation of different models of evaluation have put forward the theoretical issues that contribute to a evaluation model based on several principles, criteria and indicators – and that’s where the theoretical interest of this research lies. The practical interest of our investigation lies in the method of evaluation and tools that are devised for assessing the curriculum in a practical context, in relation with a set of indicators.

The experimental part of the research has yielded methods and original tools - the association matrix, the operational concept development map – experimented by teachers and experts. The evaluation of the intended curriculum has proven the functionality of the model. By using the model and the methodology, certain judgments are issued regarding the quality of the curriculum and some revisions are suggested.