Evaluation in curriculum must be of two types formative and simulative, if it is to be meaningful for programme development. Formative procedures are interpretation, and recycling of evaluation data whiles the programme continuous operations.
The emphasis suggests continuous evaluation procedures that will yield information about programme effectiveness at any given point in time. It further suggests that if the programme is not meeting desired objectives, there should be preplanned vehicle for adjustment that will not alter the original programme, intentions but will assist in how it functions. In addition, the students’ personal welfare must be kept foremost in mind when curriculum programmes are implemented and evaluated.