Curriculum Intended, Implemented and Attained Islamic Ethics Course, Assessment Matches and Dissonances

Purpose of this study is to evaluate the three fold levels of intended, implemented and Attained Islamic ethics course.    The Research method of the research is a combination method (quantitative and qualitative). Statistical population consisted of 37 professors and 273 students and the sample full of teachers (n = 37) and 157 students were selected at Stratified random way. For data collection two following methods were used: The teachers' questionnaire with the reliability of 0.955 and student questionnaire with the reliability of0.972. 52 and 48 questions, Teaching observation form with 47 questions the reliability of the 940/0, Test with 40 question to evaluate the learned with reliability of 652/0, Analyzing the curriculum and the selected content to teach and interview were used.   Data analysis is based on one group T test at SPSS software and quantitative analysis showed: Basic needs were partly for private purposes in developing personal and social needs of students in an Islamic society was Suitable. The relatively favorable attunement between curriculums with course objectives between the selected content teachers and with headlines lesson is not favorable. Achieving the goals of Islamic ethics in levels of cognitive, emotional and behavioral is undesirable. The amount of consistency and coordination among the intended curriculum, implemented and attained Islamic ethics coarse with regard to elements of the curriculum is not desirable.