Study on College Curriculum Evaluation from the Perspective of Phenomenology

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.