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Educational evaluation: Evaluation is a powerful device for clarifying educational objectives. It is a process for finding out how far the learning experiences as developed and organized are actually producing the desired results and the process of evaluation will involve identifying the strengths and weaknesses of the plan.26 "Evaluation is the process for determining the degree to which changes in behavior are actually taking place."27 Therefore it is important to dispel the notion that evaluation is synonymous with giving the "paper and pencil" test. Evaluation is also a powerful motivating force for learning. Students are influenced in their learning, and teachers are influenced in their teaching by the kind of evaluation expected. Consequently, unless the evaluation procedure closely parallels the educational objectives of the curriculum, the evaluation procedure may become the focus of the students' attention and even of the teachers' attention rather than the curriculum objectives set up.28 This is true, especially with respect to moral and spiritual objectives. We should expect some changes in students' behavior since these are the objectives but, unfortunately, students will often score highly on paper and pencil tests but not exhibit the expected moral behavior. Thus the curriculum ought to be revised with respect to the learning experiences offered to them, the instructional method, and the kind of evaluation administered. Conclusion: In this article, I have attempted to highlight the problems within the existing curricula in our educational system. Our educational planners ought to be sensitive to these issues and have the vision and courage to suggest curricular changes. This is crucial for the strengthening of the Ummah. I have also proposed some ways to Islamize these curricula beginning with the educational philosophy, the learning experiences, and the procedure of evaluation. But these are still not sufficient. If our educational planners and educators are entrusted with this task, our scholars have an equally important task to ensure the success of our efforts in the Islamization of education. This task, which should be shouldered by our scholars of all disciplines, especially in the acquired sciences, is the Islamization of contemporary knowledge. Our hopes lie in the Islamization of contemporary knowledge, the curriculum, and ultimately education, which will eventually lead to the rise of the Islamic personality (the good man) who will continue the cycle of Islamization. 
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