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Abstract
Three paradigms of curriculum evaluation are identified and described as functional (technical), transactional (naturalistic) and critical (emancipatory). Any model or tool for curriculum evaluation (or evaluation of a programme, course or module) that is developed by an institute or by a group of staff has an underlying philosophy (not always consciously recognised by the group) that can be matched to one or more of these paradigms. Quality in educational programmes has been variously conceptualised as meeting specified standards, being fit for purpose or as transformative. A link is made between different concepts of quality and the paradigms of curriculum evaluation that influence the evaluative operations of academics. Readers are enabled to critically review their own evaluative practice against these descriptions and interpretations.
