Universities are expected to perform their missions, namely education, research, and community service in accordance with the developments in scientific, technological, economic and social fields. In order to increase the quality of the associate degree / bachelor / graduate education of universities, curricula/teaching programs that are being/ will be applied should be developed based on the theories and principles of curriculum development. Curriculum development studies should start with the needs analysis for the curricula/ teaching programs that will be developed or the evaluation of the ones that are being/ will be applied. During curriculum evaluation studies, general principles / rules should be taken into account, and each of these studies should be carried on in accordance with one or more evaluation models. These models should be determined based on the evaluation purpose and conditions of the curricula. The aim of this study is to explain the processes that can be performed in the evaluation of curricula in higher education and to develop designs based on curriculum evaluation models that can be used in this process. This study is a review study. In the study, the proposed actions to be performed in the evaluation of the teaching program in higher education are explained, and two different designs are presented based on Kirkpatrick’s fourstage evaluation and Provus’ discrepancy models in the evaluation process. The designs can be used when evaluating curricula/ teaching programs by experts / units / commissions / centres that work to improve the quality of higher education’s education mission.