Evolution of Curriculum Standards: A Comprehensive Review of Historical Development

Sereyrath Em; Buratin Khampirat

doi:10.63381/jeilt.v1i1.29

Authors

Sereyrath Em Suranaree University of Technology, Nakhon Ratchasima
Buratin Khampirat Suranaree University of Technology, Nakhon Ratchasima

DOI:

https://doi.org/10.63381/jeilt.v1i1.29

Keywords:

Curriculum standard, Adaptation, Connection, Mutability, Pedagogization, Education

Abstract

This article offers a thorough examination of curriculum standards in higher education, utilizing a theoretical taxonomy to assess significant empirical studies from the last three decades. It rigorously analyzes the progression of curricular standards, delineating their impact on curriculum development, academic standards, quality assurance, and the formulation and regulation of curriculum. The article delineates the historical influences that have shaped curriculum standards, emphasizing the effects of economic, political, and social considerations. It delineates deficiencies and shortcomings in the current literature, especially about the historical evolution of curriculum assessment, and provides a comprehensive evaluation of prior studies. The prevalence of economic and political ideologies, which can overshadow the educational objectives of curriculum standards and lead to a test-centric methodology that undermines broader educational principles, is a critical concern. The article also examines the future of curriculum standards, emphasizing problems including the influence of technology on assessments, the evolving role of educators, and the necessity for innovative curriculum design. Assessment processes view technology as a transformative force that encompasses automated scoring, computer-adaptive testing, and alignment with evolving content standards. The article then advocates for more discussion among researchers, policymakers, and educators to develop effective, evidence-based standards that reconcile local control with the necessity for educational reform. Thus, it emphasizes the necessity of addressing unresolved tensions and existing research deficiencies in the discourse surrounding curriculum standards.

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