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Journal articles on the topic 'Assessment syllabus'
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1
Mamun, Md Abdullah Al. "A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments." Journal of Education and Learning 8, no. 6 (2019): 180. http://dx.doi.org/10.5539/jel.v8n6p180.
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Syllabus, as one of the most important tools of teaching-learning, must contain necessary contents. A clearly designed, well-presented syllabus with the contents following the best practices in the field is a prerequisite for effective teaching. To analyze the contents of the syllabi of English language development courses of Bangladeshi university English departments, this study prepared a checklist of an ideal syllabus following the relevant literature and theories. The study has found that the contents in those syllabuses are presented in a haphazard way. They cannot the meet most of the criteria of an ideal syllabus in terms of contents. Most of them have only some learning topics or items as contents; and names of some books as materials. Regarding the other aspects like goals and objectives, assessment, rubric, teaching-learning methodologies, types of useful materials etc., the syllabuses present a very poor scenario. In the presentation and organisation, a linear fashion is found seemingly without any grading.
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Mhd Nuryansyah Nugraha, Putri Rizky, Raya Marcela, Usna Aulia, and Safran Safran. "Upaya Peningkatan Kemampuan Guru Dalam Menyusun Silabus Dan RPP Melalui Supervisi Akademik Di SD 101772." Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa 3, no. 1 (2024): 150–56. http://dx.doi.org/10.58192/insdun.v3i1.1807.
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This research aims to determine efforts to improve teachers' abilities in compiling syllabuses and lesson plans through academic supervision. This research was conducted at SDN 101772 Tanjung Selamat, the subjects of this research were teachers at SDN 101772 Tanjung Selamat. The method used in this research is a descriptive qualitative method, data collection techniques are carried out through observation, interviews and documentation. The results of the research show that the quality of the syllabus and lesson plans made by the teachers at SDN 101772 can be said to be poor. This is because there are still many syllabi and lesson plans that still use the old format and don't seem original. In the assessment of the syllabus and lesson plans that have been implemented, many weaknesses were still found. They are late to the instant culture by copying the syllabus and RPP models developed by the Central Government.
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Richmond, Aaron S., Robin K. Morgan, Jeanne M. Slattery, Nathanael G. Mitchell, and Anna Grace Cooper. "Project Syllabus: An Exploratory Study of Learner-Centered Syllabi." Teaching of Psychology 46, no. 1 (2018): 6–15. http://dx.doi.org/10.1177/0098628318816129.
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Recent research suggests that designing a syllabus using learner-centered principles may increase students’ perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centeredness of 109 syllabi sampled from Project Syllabus. Analyses revealed these syllabi to be disproportionately learner-centered on almost all of the factors assessed. In addition, there were moderate to strong associations among learner-centered factors, syllabus length, and use of images in syllabi. Finally, results indicate that syllabi from Project Syllabus have become increasingly more learner-centered over a 19-year period. Implications for a model of learner-centeredness are discussed, including how learner-centered syllabi impact a student’s perceptions of teacher effectiveness and strategies for assessing learner-centeredness.
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Nuriddinova, Saodat Gaybullayevna. "THE ISSUES IN SYLLABUS DESIGN." Involta Scientific Journal 3, no. 5 (2024): 66–70. https://doi.org/10.5281/zenodo.11237169.
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Syllabus design plays a crucial role in shaping the educational experiences of students and the effectiveness of teaching and learning processes. This scientific article explores the key issues in syllabus design and proposes solutions to enhance the quality and relevance of educational curricula. This study delves into the challenges faced in syllabus design and offers insights for educators, curriculum developers, and policymakers. This study also explores the role of technology in modern syllabus design and its impact on student learning outcomes. By examining the integration of digital tools, online resources, and interactive platforms in syllabi, this research highlights the potential benefits of technology-enhanced learning environments. Furthermore, the article discusses the importance of ongoing assessment and feedback mechanisms in syllabus design to promote continuous improvement and adaptability in educational practices. Overall, this comprehensive analysis aims to provide practical insights and recommendations for educators and curriculum developers to create dynamic and effective syllabi that meet the evolving needs of students in today's educational landscape.
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Navarro, Rodjhun B., Mary Rose A. Bañas, Marylou S. Benueza, and Felix Adrian D. Dalida. "Qualitative Analysis of Instructional Design in Graduate Education: A Document Study of MAEd Syllabi." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 645–52. https://doi.org/10.5281/zenodo.15486670.
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Abstract: This study analyzed the instructional design of syllabi across the Master of Arts in Education program of a private higher education institution in the Philippines. Through qualitative document analysis of 56 syllabi clustered into foundational, specialized, and thesis courses, the study explored how learning outcomes, instructional strategies, assessment methods, technology integration, and 21st-century competencies are articulated across the curriculum. Findings revealed strong alignment with outcomes-based education (OBE), the Philippine Qualifications Framework (PQF) Level 7 descriptors, and institutional graduate attributes. Each cluster demonstrated a clear emphasis on performance-based assessment, research-driven pedagogy, and digital fluency. The analysis also underscored the syllabus as a reflective and strategic academic tool—revealing institutional priorities, faculty pedagogical philosophies, and instructional coherence. The study recommends periodic syllabus audits, interdisciplinary mapping, and participatory design to further enhance the curriculum’s responsiveness to emerging educational and societal needs. <em>Keywords</em>: syllabus analysis, instructional design, outcomes-based education, graduate education, 21st-century skills, curriculum mapping, digital pedagogy
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Khilda Shopia and Ifan Iskandar. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (2019): 56–65. http://dx.doi.org/10.21009/ijlecr.051.06.
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The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, evaluation and revision. Eight existing syllabuses of Practical Key Teaching Competence were analyzed. They are the syllabuses of Lesson Course Planning, Teaching Practicum and Classroom Management from some Universities in Indonesia. The findings showed that most of the existing syllabuses were not completely ICT competences integrated. ICT competences appeared only in learning outcomes, course learning outcomes, indicator, materials, teaching method, media of learning and assessment but not in basic information, course description, policy, grading and reference. The dominant level of ICT competences applied in the existing syllabuses was Technology Literacy. Then, it was found eleven steps of procedure to design syllabuses of Practical Key Teaching Competence integrated ICT competences. The prototype syllabuses integrated ICT competences were designed. The entire components of the designed syllabus infused ICT competences except Time Allocation. The proposed syllabuses implemented types of integrated syllabus for Lesson Course Planning and Classroom Management. Then, task based syllabus was used for Teaching Practicum that integrated by ICT. 
 Keyword : ICT- Competences, Practical key teaching Competence Syllabuses, EPG, UNESCO ICT Competences Framework for Teacher
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Cho, Jinsuk, and Youngmee Jeon. "A Case Study on Competency-based Syllabus Design for College Students." Korea Association of Yeolin Education 31, no. 2 (2023): 1–21. http://dx.doi.org/10.18230/tjye.2023.31.2.1.
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This study is a case study on competency-based syllabus design for college students. Based on a literature review, professional advice, analysis of an existing syllabus, and pilot study results, a competency-based syllabus for college students was designed. And students’ satisfaction with this syllabus was analyzed. For this study, 8 professors and 155 students in the pilot study and 264 students completed a survey questionnaire to analyze the students’ satisfaction with the syllabus design. Results indicate the following. First, the competency-based syllabus components were core competency, major competency, subject outline, learning outcomes, classroom operation methods, assessment methods, class rule, weekly lessons plans (learning outcomes, learning content, classroom operation methods, student learning activities-pre class, during class, after class), and learning materials. Second, students showed very positive perceptions of the suitability of syllabus components, especially of the class operation methods and students’ learning activities in weekly lesson plans. Additionally, students' perceptions of the specificity of the syllabus were also favorable. Third, students were satisfied with the final competency-based syllabus for students and anticipated it would be helpful for their learning. Based on the results, this study proposes that the competency-based syllabus design for students should be central to a university’s mission to provide competency-based education. Furthermore, the university should regularly and consistently conduct workshops or training for professors to write syllabuses with more specifics and to use them actively during their classes.
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Hanifah, Hanifah, Muhammad Candra, Elsa Ernawati Nainggolan, Bianca Naluri Firmansyah, Delita Sartika, and Taufiqurrahman Hasyim. "Designing Project-Based Learning Syllabus for Speaking for Informal Interaction Course Integrating Local Coastal Culture." SHS Web of Conferences 205 (2024): 02016. https://doi.org/10.1051/shsconf/202420502016.
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Syllabus is a dynamic document that outlines the learning outcome, material, method, and assessment conforming to the students’ needs. Due to the absence of the reforming syllabus of the Speaking for Informal Interaction (SII) course at English study program Universitas Maritim Raja Ali Haji, this study purposes to create a project-based learning syllabus for the course. To achieve the objectives, the defining and designing stages of Thiagarajan et al.'s four-D model were employed. Two research instruments were used to gather the data: interview guideline and questionnaires. Three assistant professors and 35 students took part in this study. In addition, curriculum analysis was done to create the syllabus's structure. Considering the data gathered, the syllabus was created by incorporating local coastal culture into its contents and activities or projects. The indicators chosen based on the curriculum analysis show that the students meet the expected graduate profile if they can communicate effectively connected to actual situations. The SII syllabus prototype will be used further in the development and dissemination phase for real-world implementation.
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Mu'man, Sri Sumarni, and Ratna Dewanti. "CHARACTER BUILDING OF ETHICS IN UNDERGRADUATE ENGLISH CURRICULUM DOCUMENTS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 2 (2018): 106–15. http://dx.doi.org/10.21009/ijlecr.042.12.
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This study aimed to describe character building of ethics addressed in the undergraduate English curriculum documents. Curriculum document is a planning, implementation, evaluation, management, and administration of education programs either in written forms, spoken statements, descriptions, or archaeologies. The curriculum document which had been analyzed consisted of semester planning of teaching and learning program (SPTLP)/syllabus, learning material and assessment taken from three universities – one was from Jakarta and the others were from Bandung. This study used qualitative content analysis method. The result of this study showed that ethical values such as trustworthiness, respect, responsibility, fairness, caring, and citizenship were addressed in SPTLP/syllabus, learning materials, and assessments in each university either explicitly or implicitly in the form of words, phrases, and clauses. In SPTLP/syllabus, ethical values were presented in basic competences, learning objectives, and course policies. In learning materials, ethical values were presented in topics and contents while in assessments ethical values were presented in assessment competences, assessment criteria and assessment form, and course policies.
 Keywords: Character Building, Ethics, and Curriculum Document.
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Mokotso, Rasebate. "Assessing the Viability of Religious Education in Shaping Moral Behavior: The Context of Lesotho." Religió Jurnal Studi Agama-agama 14, no. 2 (2024): 207–25. https://doi.org/10.15642/religio.v14i2.2972.
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This research examines whether religious studies as a school subject effectively cultivate virtues and values as mandated by the curriculum, which reflects national educational goals. The study uses qualitative content analysis to explore the key educational documents, such as the syllabus and summative assessment question papers from both national and school-based evaluations. While Kohlberg’s moral development framework emphasizes reasoning and critical thinking, this research found significant challenges in the religious studies syllabus and assessments including misalignment between the syllabus and curriculum, insufficient focus on values in assessments, and poorly structured questions on values and virtues. The study recommends addressing these issues by bridging the educational disconnect, fostering reflective citizenship, and designing more holistic assessments.
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Tabin, Nathalie, Sharon Mitchell, Elaine O’Connell, Daiana Stolz, and Gernot Rohde. "Update of the ERS international Adult Respiratory Medicine syllabus for postgraduate training." Breathe 14, no. 1 (2018): 19–28. http://dx.doi.org/10.1183/20734735.019317.
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First published in 2006, the first European core syllabus in Adult Respiratory Medicine was developed with the intention of harmonising education and training throughout Europe. Internationally recognised by the European Union of Medical Specialists and identified as the first document of its kind in respiratory medicine, it has provided a comprehensive guide for both local and national institutions in the development of adult respiratory training programmes.Like all fields in education, respiratory medicine is an ever-changing area and as such, respective syllabi, curricula and training programmes must adapt and diversify in line with the evolution of core medical concepts. Given the proven importance of the Adult Respiratory Medicine syllabus from both a national and international standpoint, it is of equal importance that said syllabus remains abreast of emerging trends so as to sustain the synchronisation of respiratory medicine in Europe. In order to develop an updated programme, a comprehensive review process of the current syllabus is a necessary endeavour and a step that the European Respiratory Society (ERS) has undertaken through the process of a needs assessment.
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S., Viveka, and Sudha M. J. "Evaluation of pattern and duration of university question papers in anatomy." National Journal of Clinical Anatomy 7, no. 03 (2018): 160–66. http://dx.doi.org/10.1055/s-0040-1701732.
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Abstract: Background and objectives: Assessment drives learning. Theory summative assessment must be aligned to curricular goals. There is wide disparity in the total marks for which the examination is conducted and total duration of time of examination. The main objective of this study is to report differences in summative assessments in anatomy subject conducted by universities with respect to maximum time, maximum marks, syllabus distribution of papers, assessment of diagram drawing abilities and emphasis on clinical anatomy. Methodology: During August 2018, an extensive search for the syllabus/curriculum document will was in the internet. In the respective university websites, the document with names 'MBBS syllabus' or possible documents with syllabus details of medical undergraduate anatomy subject were searched. Results: Information from 25 different universities conducting undergraduate MBBS degree programs were evaluated. Out of these universities, sixteen universities conduct summative exam for 3 hours. Eight universities conduct exams for 2.5 hours. State universities of Punjab, Gujarat, Madhya Pradesh, Kerala and Tamil Nadu conduct anatomy exams for 50 marks with 3 hour duration. Whereas, state universities of Andhra Pradesh, Maharashtra, Assam and Odisha conduct exams for 50 marks in 2 lA hours. JIPMER, Pondicherry has two-hour exam for fifty marks. Only Karnataka universities [including Rajiv Gandhi University of Health Sciences and three other deemed to be universities] and All India Institute of Medical Sciences, Rishikesh conduct exams for 100 marks in 3 hours. Twenty-one universities have above diaphragm syllabus in paper 1 and below diaphragm in paper 2. Conclusion: It is the need of the hour to have a uniform, structured, objective and rationale summative assessments in anatomy.
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Wiseman, P. Eric, Joseph Hoffman, Susan Day, and Terry Clements. "A Syllabus-based Review of Collegiate Arboriculture Course Content in the United States." Arboriculture & Urban Forestry 37, no. 2 (2011): 51–59. http://dx.doi.org/10.48044/jauf.2011.008.
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The professional skills and expertise demanded of practicing arborists are greater than at any time in the past, and many employers and educators believe that higher education plays a role in educating future professionals in this field. Although recent surveys have identified major instructional topics that are critically important for future arborists, no assessment of whether these topics are being taught in college and university programs is available. The following paper is a syllabus-level assessment of 68 arboriculture courses being taught at U.S. institutions of higher education. The most common instructional topics observed in syllabi of arboriculture courses at both two- and four-year institutions were pruning (85%), disorders (81%), physiology/biology (79%), risks/hazards (79%), and soils/nutrition (75%). Tree planting and tree selection, topics identified by educators and public sector employers in previous studies as among the most important instructional areas, were found only in 74% and 62% of course syllabi, respectively. Safety was mentioned in only 53% of syllabi. Syllabus content was similar at two-year and four-year institutions, although tree identification and arborist certification were mentioned more frequently in two-year institution syllabi. Trends in arboriculture education and implications for employers and professionals are discussed.
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Ratna Sari, Muhammad Fadli, and Suawaludin Suawaludin. "Silabus Dalam Kurikulum KMMB." Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam 2, no. 1 (2023): 216–25. http://dx.doi.org/10.59059/al-tarbiyah.v2i1.779.
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This research discusses how the syllabus is used in the KMMB curriculum. The curriculum is designed to prepare students to become active and responsible citizens, with an emphasis on developing critical thinking, problem solving, and social skills. The syllabus in the KMMB curriculum usually includes learning objectives, material to be taught, teaching methods, and assessment. Learning objectives usually include the knowledge, skills, and attitudes that students are expected to achieve. The material taught usually covers topics that are relevant to students’ daily lives and their communities. The teaching method in the KMMB syllabus usually involves an active approach, where students are given the opportunity to participate actively in the learning process. Assessments typically include formative and summative assessments, designed to measure student progress and teaching effectiveness. Overall, the syllabus in the KMMB curriculum is designed to support student-centred learning and the development of skills necessary for life in civil society.
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Yatsura, Mykhailo, Anna Gamarnyk, Olga Tadeush, and Darya Yemelyanova. "Syllabus: structure, content and significance for the educational process in higher education institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (2020): 133–41. http://dx.doi.org/10.24195/2617-6688-2020-3-15.
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The article is devoted to topical issues related to the elaboration of modular educational programs, syllabi being their necessary components. The purpose of the article is to draw the attention of teachers and students in higher education institutions (HEI) to the problem of educational and methodological support of the educational process focusing on the content and meaning of a syllabus as one of the important educational and methodological instructional documents. The phenomenon “syllabus” is defined, its essence and objectives within the system of methodological support for teaching an academic discipline are revealed. A syllabus to the section of General Physics "Optics" intended for the specialty 104 (Physics and Astronomy) has been developed and introduced into the educational process, its most important elements have been singled out. Since, according to the authors’ viewpoints, the development of a separate syllabus for the laboratory workshop is inexpedient, one joint syllabus covering the theoretical part of the course "Optics", involving laboratory workshops within the study of this discipline, has been elaborated. The syllabus of optics consists of 16 sections as follows: title page; the contents of the syllabus; general characteristics of the discipline; prerequisites; post-requisites; discipline abstract; the purpose and objectives of the discipline; the results of the study; the organisation of training; course topics; academic calendar of discipline studies; knowledge assessment system; course policy ("Rules of the game"); policy of academic behaviour and ethics; recommended literature (references) for mastering the course. The syllabus is supplemented with a glossary of terms in the form of an appendix, which will undoubtedly be of service to the syllabus applicants. The results of the study revealed the content and importance of the syllabus for the educational process; its structure for the section of General Physics "Optics" was proposed which, in the authors’ opinion, fully meets the requirements of the credit-modular system of educational process. The authors hope that the designated syllabus will serve as an example for other sections of General Physics and some other disciplines. One of the authors has applied the structure of the developed syllabus with corresponding changes in its content for developing a syllabus of the discipline "Profession-targeted Foreign Language (English)".
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Roy, Arindam. "Air Pollution in High School Syllabus over Most Polluted Country: Assessment and Expert Opinion." European Journal of Education and Pedagogy 3, no. 6 (2022): 152–56. http://dx.doi.org/10.24018/ejedu.2022.3.6.501.
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India is one of the most vulnerable countries due to air pollution and it kills 1.67 million people every year in India. Although the air pollution issue in the country is well known, there is a gap of knowledge between assessment of the syllabus in terms of the topic “Air Pollution” in the school syllabus. In the present work, various topics related to air pollution in school textbooks have been evaluated for class V-XII and air quality experts’ interview was conducted to identify the gap area in the syllabus. It was found that the present school syllabus does not adequately represent the present state of knowledge on air pollution. The syllabus highlighted the air pollution issues in the late 90s where gaseous pollutants and acid rain were the primary concern. Important issues in the last two decades such as Air Quality Index (AQI), Particulate Matter (PM), the inequity in pollution exposures, occupational health hazards, and adaptation procedures are either not included or described very briefly. Overall, the syllabus on air pollution is very much information-oriented and is not concept-oriented. The recommendations from the experts were included in the study which clearly calls for a substantial modification of the syllabus.
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Price, Nigel. "Assessment for an advanced mathematics coursework syllabus." International Journal of Mathematical Education in Science and Technology 23, no. 5 (1992): 657–63. http://dx.doi.org/10.1080/0020739920230503.
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Doka, Zakariyau Musa, Abdulkadir Jibrin, Muhammad Baba Afoto, and Ismaila Salisu. "Assessment of the Implementation of English Language Syllabus in Public Primary Schools in Katsina Local Government Area." International Journal of Recent Advances in Multidisciplinary Topics 5, no. 8 (2024): 18–26. https://doi.org/10.5281/zenodo.13325328.
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This study assessed the implementation of the English language syllabus in public primary schools in Katsina Local Government Area, Nigeria. The study aimed to investigate teachers’ compliance with the syllabus, identify factors influencing its arbitrary implementation, evaluate supervisory practices, and determine the adequacy of allocated periods for English language teaching. A mixed-methods research design was employed, involving questionnaires, observations, and document analysis. Findings revealed low levels of syllabus compliance, with teachers citing factors such as inadequate resources, syllabus content, and limited professional development. While supervisory visits were frequent, their focus on classroom observation limited their effectiveness. Despite challenges, teachers perceived adequate support from the school administration. The study concludes that improving teacher training, syllabus alignment, supervisory practices, and resource allocation are crucial for effective English language syllabus implementation.
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Gujarathi, Amit P., Supriya Dhakne-Palwe, Rakesh N. Patil, et al. "Preparation of Blue Prints for formative Theory Assessment of Undergraduate Medical Students in Community Medicine." MVP Journal of Medical Sciences 2, no. 2 (2015): 100. http://dx.doi.org/10.18311/mvpjms/2015/v2/i2/782.
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The written assessment of medical students is very important in view of assessing the various levels of cognitive domains. The validity of any assessment depends upon the appropriate constriction of assessment tool. Framing an ideal theory assessment tool that covers the whole syllabus with proportionate weightage to various content areas according to their importance is big challenge for the paper setter. Considering the vast nature of Community Medicine syllabus constructing a theory assessment tool as per above said ideals is still more difficult. Blueprinting of syllabus i.e. covering all the content areas with allocating proportionate weightage to various content areas can overcome this issue and helps the paper setter to construct a uniform and valid assessment tool. Department of Community medicine has constructed such two blue prints that can be used for either formative or summative type of theory examination.
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Xega, Edlira. "The Application of English Syllabuses by Teachers of Elementary Education in the Teaching- Learning Process, in Korça Region." European Journal of Social Sciences Education and Research 2, no. 1 (2014): 105. http://dx.doi.org/10.26417/ejser.v2i1.p105-122.
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Growing needs for appropriate English learning in Albanian context, the importance of English syllabuses, objectives reflected in the English textbooks, the conformity of syllabuses and the assessment teachers make, conform Common European Framework of References for languages in Elementary education , in urban and rural area, public and non public schools in elementary schools of Korca region, are some elements that lead toward the question: To what extent do Albanian teachers apply the syllabuses in the Albanian context, and how the syllabuses are a point of reference for them and for Albanian learners, for a better language acquisition? The purpose of this research is to conduct an empirical study on the way how Albanian Elementary school teachers aimed at developing their opinions and their practice in the teaching- learning process. A questionnaire survey was adopted as the methodological approach employed in this research. In total, 60 teachers from different public and nonpublic elementary schools, belonging to urban and rural areas in Korca region, participated in this research. It also explored how Albanian teachers of different Elementary schools in Korca region implement the syllabus in their actual classroom language teaching practices and what effect syllabus has on learning outcomes. The questionnaire was conducted in the continuation of a learners' survey, in order to see and observe the teachers' opinions on the English syllabus, the way of organizing classes, how the syllabus is followed, how they adjust it to the textbooks they use, how satisfied they are with them, how they apply them in the educational process. The expected contribution of this research is to observe how the English syllabuses are implemented from the Albanian teachers in elementary education and if they are conform Common European Framework of References for languages (CEFR). The findings of this study provided valuable implications in developing teachers' new ideas for the actual situation of the teaching and learning process.
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Albaqawi, Hamdan, Farhan Alshammari, Eddieson Pasay-an, Mansour Alyami, Sandro Villareal, and Eliezer Dizon. "Evaluating Course Syllabus: Basis for Reframing into a Learner-Centered Syllabus for Outcome-Based Nursing Education." European Scientific Journal, ESJ 14, no. 10 (2018): 222. http://dx.doi.org/10.19044/esj.2018.v14n10p222.
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The shift from customary content-based pedagogical to learnercentered practice is imperative in the 21st century. This research aims to evaluate the course syllabus developed by the faculty members and if the syllabus meets the criteria for the learner-centered syllabus. The study employed a quantitative –comparative design to properly represent the phenomenon. The study was conducted at the selected universities in the Kingdom of Saudi Arabia. Overall, the respondents of the study consist of 100 faculty members and the 50 students from the participating universities in the Kingdom of Saudi Arabia. The researchers adapted the learning-focused syllabus instrument to gather the data. Results show that the faculty members rated the learning goals and objectives to moderate (1.58), while students rated it low (1.42). Likewise, the learning assessment revealed a moderate result (1.76) for faculty members and low (1.38) for the students; the learning activities have moderate (1.69) result for the faculty and low (1.36) for the students. As regards scheduling, faculty members and students reported moderate results having a 2.06 and 2.09 respectively. The classroom environment revealed moderate results both the faculty members (1.62) and the students (1.52). Statistically, there is no significant difference on the category of syllabi when faculty respondents were grouped according to years of teaching (0.699.05). The findings show that the course syllabus evaluated is in a transitional phase towards learner-centered. As such, the progress of the syllabus is potential to meet the criteria for an outcomebased nursing education. However, the varying results as reported suggest reconciliation of the views of the faculty members and the students.
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Rusmawan, Putu Ngurah. "THE FORMULATION OF INDICATOR IN TEACHER’S SYLLABUS ON SPEAKING SKILL." Jurnal Dimensi Pendidikan dan Pembelajaran 4, no. 2 (2016): 43–51. http://dx.doi.org/10.24269/dpp.v4i2.204.
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KTSP (School Based Curriculum) is still widely applied in some school in Indonesia. Every school has given authority to make a syllabus. However, the teacher still gets difficulty to design syllabus. The teacher cannot identify the indicator from basic competence well. It meant that the teacher can not understand about the formulation of basic competence, so they can not identify indicator well. Finally, the can not developing the syllabus become lesson plan well. Teacher’s syllabus is a scenario when the teacher teaches their students in class. Teacher writes a syllabus for one semester, it is important for guidance of the teacher. In syllabus, teacher should interpret basic competence into systematic indicator. At least, syllabus consists of school identity, basic competence (KD), Sub KD, Sub-sub KD (it is written when basic competence consists more than one competence), indicator of competence, material, teaching and learning procedure, assessment, learning source, and media.This study related to the syllabus developed by the English teacher. The main data was a document made by the teacher. It would describe qualitatively. The researcher used the result of observation guidelines of ideal syllabus and table of operational KD and Indicator.Based on the result of the study, there are some points that can be known. (1) Most of the syllabus is not ideal. (2) Most of the syllabus is not used operational verb in KD and indicator. It means that most of the teachers are still difficult to identify KD and indicator. In conclusion, most of the teacher can not develop lesson plan well, because they can not identify indicator from basic competence well. If the teacher can not identify indicator from KD well, it can not make a systematic indicator. Systematic indicators determine about material, teaching and learning procedure, allocation of time, assessment, source and media. It means that an ideal syllabus, it can determine achievement of teaching learning in the class.
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Cunningham, Bobby, and Olu Omolayole. "An Assessment-Oriented Syllabus Model for Business Courses." Journal of Education for Business 73, no. 4 (1998): 234–40. http://dx.doi.org/10.1080/08832329809601637.
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Wijoyo, Yosef, and Putu Dyana Christasani. "Development of objective structured clinical examination-based assessment methods in drug information services lectures." Pharmacy Education 23, no. 2 (2023): 113–17. http://dx.doi.org/10.46542/pe.2023.232.113117.
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Background: Research has been carried out on the development of objective structured clinical examination OSCE-based assessment methods in Drug Information Services lectures. Objective: This study aims to prepare the assessment, and teaching-learning methods to improve student competence. Method: This research was conducted in three stages, 1) development of the assessment method; 2) development of the syllabus for Drug Information Services lectures; and 3) trial of the assessment method. For the assessment method and syllabus, validation was carried out by experts based on rubric evaluation. As a benchmark for the acceptance of a limited trial, the value is 56.00. The research subjects were 36 undergraduate students of Sanata Dharma University (SDU). Result: The results of the study show that: 1) the assessment method and syllabus have been declared valid by the experts; 2) a limited trial of the assessment method, resulting in an assessment range between 56.39- 75.69. Conclusion: Based on this research, a valid assessment and teaching-learning method has been produced, and in line with the quality of OSCE-based examination as a national standard, so that they can be used in the next lecture in the 2020/2021 term.
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Whitehouse, Hilary L. W., and Sandra G. Taylor. "A Gender Inclusive Curriculum Model for Environmental Studies." Australian Journal of Environmental Education 12 (1996): 77–83. http://dx.doi.org/10.1017/s0814062600001609.
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AbstractThis paper presents a gender inclusive curriculum model for environmental studies at the senior secondary level. The curriculum model is based on three sources of information about gender and environmental studies: ecofeminist theory concerning Western constructions of the humanity–nature relation, socialist feminist critique of academic and professional practice in the environmental disciplines, and an analysis of syllabus documents produced for senior secondary environmental studies courses in South Australia and Victoria. The model induces recommendations concerning the representation of the concept ‘environment’ in the syllabus, the portrayal of women in the syllabus, and the pedagogic and assessment strategies promoted in the syllabus.
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Waree, Chaiwat. "Education Course Syllabus Development, Thai Language Major according to Buddhism Way of Thailand." International Education Studies 9, no. 1 (2015): 123. http://dx.doi.org/10.5539/ies.v9n1p123.
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<p class="apa">This research aims to develop Education Course Syllabus, Thai language major, according to Buddhism way of Thailand by using Taba’s Approach and to evaluate the efficiency of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand. This research was conducted according to research and development format and its operation was divided into 2 phases including: Phase 1: Education Course Syllabus Development, Thai language major, according to Buddhism way of Thailand; Phase 2: Evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert. The results showed that the elements of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand were as follows: syllabus principles and objectives, syllabus structure, educational management plan, course description, criteria, assessment, and Curriculum Quality Assurance. The result of the evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert showed that the quality of this syllabus was, in overall, in the highest level at mean = 4.62 and S.D. = 0.42.</p>
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Dalton, Bruce. "Using Goal Attainment Scaling (GAS) for Student Self-Assessment." Journal of Baccalaureate Social Work 8, no. 2 (2003): 127–46. http://dx.doi.org/10.18084/1084-7219.8.2.127.
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This article describes the development and testing of a multipurpose educational exercise. The in-class exercise teaches the students Goal Attainment Scaling (GAS) and social constructivism while practicing necessary social work skills. Students use the exercise to focus on course-learning objectives as stated in the syllabus, thus increasing their understanding of them. Students rated the exercise as being effective, and most of them recommended it be kept as part of the course. Instructors also benefit from learning about student perceptions regarding the course objectives, which is helpful when revising the course syllabus.
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Munawaroh, Siti Badriatul, Yohanes Leonardus Sukestiyarno, and Masrukan Masrukan. "High School Mathematics Curriculum Development Integrated with Character Education Within Project Assessment as Spiral System Leveled." Unnes Journal of Mathematics Education 6, no. 2 (2017): 163–73. http://dx.doi.org/10.15294/ujme.v6i2.12969.
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The purpose of this research are: (1) description of characteristics and (2) validate thesenior hight school of mathematics syllabus integrated character education with the project assessment, (3) test the effectiveness of the learning material of function in class X. Testing procedure of syllabus and learning used research development of Borg & Gall (1987). The data were processed with descriptive analysis, statistical test t test and regression. The results obtained by the integration of the 10 characters on the senior hight school of mathematics syllabus show a valid syllabus by experts with an average score of 4 (both categories), the maximum score of 5. Test implementation on learning reach effective: (1) the percentage of learners achieve mastery learning by 89, 5%; (2) an increase of characters curiosity of learners of meeting 1 to 2, up to 3, up to 4 each score gain of 0.17; 0.30; 0.31; (3) the influence of the curiosity of students to the learning outcomes of 48.9%, (4) the average learning outcomes of students experimental class (77.2) is better than the control class (76.2). Thus, each character can bring a change in behavior according to the character programmed and observed in the learning process in focus. Coordination learning at every level stated in the syllabus.
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Trisnanto, Yoni Dian. "THE ASSESSMENT ANALYSIS OF GRADE 5 ENGLISH TEXTBOOK BASED ON K13." Journal of Research on Applied Linguistics, Language, and Language Teaching 6, no. 2 (2023): 59–62. http://dx.doi.org/10.31002/jrlt.v6i2.1744.
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The difference between the K13 and the previous curriculum lies in the assessment process. In K13, three domains determine the value of teachers for their students, namely knowledge, attitudes, and skills. This study will focus on the assessment process, which relates to the three domains. It is a qualitative study that is explained descriptively. The result shows that this book was not fulfilled the syllabus points of the 2013 curriculum because some topics are not suitable with a syllabus of the 2013 curriculum.
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Sarinauli, Barep, and Isnawi Gayo. "A Case Study: An Analysis Of Bilingual Syllabus Design In Yamuda Bilingual Boarding School In Takengon)." Ta'dib 11, no. 1 (2022): 1–13. http://dx.doi.org/10.54604/tdb.v11i1.11.
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This paper analyzed syllabus designed by second grade teacher of elementary level in Yamuda Bilingual Boarding School Takengon. The data employed were a document which was the syllabus and interview result of the English teacher and principal. This is a qualitative case study which analyzed the data by using coding system. The result shows that the English teacher as the designer of the syllabus perceived her collective-planned syllabus positively because it had met the need of her pupils to master the target language and face globalization. Individually, she has a shallow understanding in constructing an ideal syllabus. She might understand the format but not the crucial aspect of syllabus design. Out of six aspects to be reviewed, there are only five aspects fulfilled by her in the syllabus. Yet she did not insert the local content to the syllabus design. Moreover, the syllabus designer neither gave her students a balance diet of language skills nor language aspects. She missed to describe the method used in teaching and learning process and employed a small number of games. On the other hands, this syllabus is a theme-based syllabus design which do favor for young language learners to pick up foreign language; the teacher had a good time table of assessment in order to see her students’ progress during and after the course. Finally, she also mentioned the teaching objectives which directed her to expand her teaching material.
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Vlasenko, K., O. Rovenska, I. Lovianova, N. Tarasenkova, and V. Achkan. "A Learner-Centered Syllabus-Based Approach to engaging master students into research activity." Journal of Physics: Conference Series 2288, no. 1 (2022): 012019. http://dx.doi.org/10.1088/1742-6596/2288/1/012019.
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Abstract This paper presents a vision of a team of researchers on solving a problem of engaging future Mathematics teachers into a research activity through implementing person-centred approach to learning and teaching. The authors of the given article present a designed Learner-Centered Syllabus of a training research workshop in Mathematical Analysis for Master students, majoring in Mathematics at teacher training universities. This study presents the structure, the components and the content of a Learner-Centered Syllabus. When giving content to the sections of the syllabus, the developers take into consideration the conditions for person-centredness; creating the atmosphere of acceptance and congruence; shaping in students the personal qualities, which contribute to their research activity; arranging collaboration; engaging students into the assessment process. The researchers in the present study identify orientation at self-development as a key concept of the course policy and make each section of the syllabus personal. The following sets of attributes were used to evaluate the designed Learner-Centered Syllabus: Community, Power and Control, Assessment and Evaluation. The experimental study was done over four years, two groups of Master students majoring in Mathematics became its participants. One group was given a conventional Content-Focused Syllabus of a training research workshop in Mathematical Analysis, while the second group received a Learner-Centered Syllabus, designed in accordance with the Person-Centered Approach to Teaching and Learning. The analysis of the findings of this experiment justified the effciency of creating a learning environment, which is determined by the emotional components, such as Congruence, Acceptance and Empathic understanding. The present paper also shows a positive impact of the syllabus on the degree of students’ motivation to choose the training research workshop in Mathematical Analysis.
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Herlambang, Dyone Septianis, R. Eka Murtinugraha, and Gina Bachtiar. "Kesesuaian Kurikulum Program Studi Pendidikan Teknik Bangunan Universitas Negeri Jakarta Dilihat dari Kompetensi Kerja Berdasarkan Standar Kompetensi Kerja Nasional Indonesia (SKKNI) Sektor Jasa Konstruksi." Jurnal PenSil 2, no. 2 (2013): 73–77. http://dx.doi.org/10.21009/jpensil.v2i2.9862.
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The Objectives of this study to determine the suitability of the curriculumpercentage Building Technical Education Program Studies, State University ofJakarta seen from the competence requirements of construction work in theworld of work. Where the research conducted in the Department of CivilEngineering, State University of Jakarta. The method used is the method ofobservation.The data used in this study is SKKNI of position Young ExpertsImplementing Structure, Young Experts Construction Management, SkilledConstruction Supervisors, and young Experts Quantity Surveyor. Data used forthe course syllabus related to the job, the Construction Management, Scienceof Building Materials, Health and Safety, Practice of Soil Mechanics, BudgetPlan, Environmental Impact Assessment, and Practice Test Materials. Dataprocessing is done by creating a checklist tables and calculation of thepercentage.Results of this study are subject Construction Management 50%according, Science of Buiding Materials 92,85% according, Health and Safety28,57% according, Practice of Soil Mechanics 92,85% according, Budget Plan85,71% according, Environmental Impact Assessment 14,28% according, andPractice Test Materials 85,71% according. There is congruence between theEducation Program Building Engineering curriculum, State University of Jakartawith SKKNI. Of 7 subjects who reviewed syllabus, 4 course syllabus is inaccordance with SKKNI, 2 course syllabus is quite in accordance with SKKNI,and 1 course syllabus is not in accordance with SKKNI
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Maryani, Maryani, and Risa Arroyyani. "Situational Syllabus in Vocabulary English for Nursing Book: Occupational Purposes." Acitya: Journal of Teaching and Education 6, no. 1 (2024): 34–52. http://dx.doi.org/10.30650/ajte.v6i1.3828.
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This aims to design a syllabus for "Vocabulary English for Nursing" book for occupational purposes with a specific focus on enhancing vocabulary acquisition, speaking proficiency, and pronunciation skills. This study utilizes ADDIE primarily focusing on the Analysis and Design stages. The syllabus results in ten units, each unit was designed to foster dialogue practices, simple expressions, and vocabulary enrichment. The learning competencies integrated into this syllabus align with the Independent User B1 of CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment. The outcome of this study includes a designed syllabus for "Vocabulary English for Nursing" book and the organization of the book. Future research will cover the further stages.
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Nic Eoin, Máirín. "Re-Imagining Academic and Professional Irish Language Programmes in Initial Teacher Education: Implications of a New Third Level Irish Language Syllabus." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 20–33. http://dx.doi.org/10.35903/teanga.v24i0.40.
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In 2008, a national working group was established in Ireland with the objective of producing a new third level Irish-language syllabus based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001). The need for such a syllabus was widely acknowledged by third level teachers of Irish, in particular by those working in Irish Departments in the Colleges of Education. This article documents the progress of the Syllabus Project initiated by the national working group, and addresses in particular the question of linguisticdiversity among student teachers preparing for a career in the primary school sector. The author considers language teaching in the debate about initial teacher education models, the policy background to the Syllabus Project, pedagogy and practice in piloting the new syllabus, and future perspectives on third level Irish-language course provision.
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Murtiningsih, Tenny, and Rizky Amelia. "Designing an English Syllabus for Architecture Students: Matching Students’ English Skills and Future Jobs." SALEE: Study of Applied Linguistics and English Education 4, no. 1 (2023): 129–47. http://dx.doi.org/10.35961/salee.v4i1.617.
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Designing an English Syllabus for architecture students is important to match what they are studying at the university and their future job later. Through the syllabus, lecturers are aware of the mapping between learning outcomes, materials, teaching methods, and assessment and most importantly what students need in the future. English instruction for architecture students is included as English for Specific Purposes. In this circumstance, the lecturers must provide students with the students needs in their field, as outlined in the syllabus. To meet these requirements, the researchers conducted a Research and Development to develop an English Syllabus for Architecture students adapted from Borg and Gall (2003) including (1) needs analysis, (2) writing the product, (3) validating the product, (4) revising the product and (5) final product. Meanwhile, Language Program Development (LPD) by Yalden (1987) is chosen as the model of syllabus development. Thirty three architecture students, three architecture lecturers, and three architecture professional workers as alumni and stakeholder were involved. They were given a questionnaire, an interview, and a validation sheet to collect and triangulate the data. Then, the syllabus was developed, validated, and revised. The results showed that the syllabus of English for Architecture Students has been developed as an integrated syllabus, and it is feasible to use.
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Yang, Shanglin, Yanqiang Huang, Guiyuan Wei, Rizhu Li, and Longjian Huang. "Research and Exploration on the Innovation and Reconstruction of Medical Basic Course Model of Nursing Major." International Journal of Education and Humanities 10, no. 1 (2023): 24–26. http://dx.doi.org/10.54097/ijeh.v10i1.10913.
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Optimize the course syllabus with the OBE concept, select the teaching content of the course teaching, iteratively update the teaching methods and methods, strengthen the education of medical humanities education and innovation ability, reform the course assessment and evaluation system, continuously improve the teaching quality of basic medical courses, and establish a new model of medical basic course system for talent training that meets the requirements of nursing professional certification Achieve the "double high" requirements of high achievement of course syllabus and talent training goals, and high degree of achievement of course content and syllabus.
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Aquino, Ella Tricia M. "Analysis of the Alignment of Curriculum, Instruction, and Assessment in Higher Education Mathematic." American Journal of Multidisciplinary Research and Innovation 3, no. 5 (2024): 8–23. http://dx.doi.org/10.54536/ajmri.v3i5.3376.
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Using qualitative document analysis, this study determined the level of student performance in implementing the curriculum of Mathematics in the Modern World (MMW), the alignment of the syllabus, teaching-learning activities, and assessment, and proposed recommendations for alignment. Twenty-six (26) documents of two instructors from Kalinga State University during the School Year 2022-2023 and 2023-2024, and adapted alignment forms were utilized. The results revealed that the students had a satisfactory academic performance in MMW. All the intended learning objectives (ILOs) in the syllabus are aligned with the higher education general education objectives. All the teaching-learning activities and assessment tasks/materials employed and administered by the instructors aligned with the ILOs. Furthermore, findings proposed the following recommendations – develop a constructive alignment matrix, review and revise the syllabus, invest in high-quality aligned instructional materials, design professional development programs, and construct a mathematics college readiness test.
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Roberts, Marilyn. "Creating a Dynamic Syllabus: A Strategy for Course Assessment." College Teaching 61, no. 3 (2013): 109. http://dx.doi.org/10.1080/87567555.2012.741081.
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Mohamad Uri, Nurul Farehah, and Mohd Sallehhudin Abd Aziz. "Ascertaining the Suitability of Writing Syllabus Specifications to the CEFR: Subject Matter Experts’ Perspectives." Issues in Language Studies 9, no. 1 (2020): 1–14. http://dx.doi.org/10.33736/ils.2347.2020.
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The Implementation of CEFR in Malaysia is currently at the second stage whereby the classroom usage of the new CEFR-aligned syllabus and assessment has taken place since 2017 at all stages except for Form 5. Previous studies on CEFR in Malaysia have focused more on teachers’ views and their readiness in accepting the new changes. However, this study focusses more on ascertaining the suitability of the writing syllabus specifications against the CEFR writing scale to find out if the CEFR levels of writing syllabus specifications recommended by the teachers match the CEFR level set by the Ministry of Education, Malaysia. A total of 331 secondary school teachers were asked to respond to the writing syllabus checklist and the Winstep SPSS was used for data analysis. Findings have shown that productive skills of the writing syllabus specifications were found not to be aligned to the target CEFR level set by the Ministry. In conclusion, adjustment and alignment processes should be made accordingly to align and match the non-CEFR aligned English syllabus to the CEFR global scale instead of eradicating it.
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Jamaan, Abd Rahman bin. "Student’s Satisfaction About the Arabic Language Learning Syllabus at Uitm Johor." International Journal of Research and Innovation in Social Science VIII, no. XII (2025): 1925–36. https://doi.org/10.47772/ijriss.2024.8120164.
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This research aims to establish the level of satisfaction among the students in the UiTM Johor towards the syllabus of Arabic language learning with regards to syllabus content, teaching strategies and assessment tools. The research will focus on determining the factors that influence students’ perceptions and possible suggestions on how the syllabus can be improved. In the quantitative data collection, we administered structured questionnaires to 300 students, and 20 were selected for further qualitative interviews. Studying the current syllabus, the findings indicate that most of the students are content with the syllabus design as they embrace the fact that it is well structured and in tune with the set academic goals. Nonetheless, various issues pertain to the realism of languages and the absence of real-life interaction within the course structure. More specifically, many students mentioned their need for practicing real life conversation and cultural immersion, as well as for using additional facilities
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McNamara, Scott, Kylie Wilson, and Lauren Lieberman. "The Syllabus Is a Living Document: An Examination of Introductory Adapted Physical Education Syllabi." Physical Educator 79, no. 2 (2022): 117–41. http://dx.doi.org/10.18666/tpe-2022-v79-i2-10607.
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Physical education college preparation programs continue to require only one adapted physical education (APE) course. Due to the importance of the one APE course often provided to preservice physical education, this study investigated the status of introductory APE courses across the United States. A content analysis of the course descriptions and objectives was completed on 30 syllabi from introductory APE courses, and descriptive information from the syllabi was collected. The most common topics covered included intellectual disability (n = 21), physical disability (n = 21), and assessment (n = 20). The content analysis revealed four area of emphasis: (1) disability characteristics, (2) teaching strategies, (3) advocating for individuals with disabilities, and (4) history and legislation. Further research needs to determine faculty’s rationale behind the content they choose to cover and the effectiveness of physical education teacher training programs in preparing future physical educators to teach students with disabilities.
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Iqbal, Adil, Zhi Zhao, William van Klaveren, et al. "Creating a postgraduate syllabus for a team care diploma examination: a Delphi study." BMJ Open Sport & Exercise Medicine 10, no. 3 (2024): e002008. http://dx.doi.org/10.1136/bmjsem-2024-002008.
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ObjectivesThere is no agreed standard assessment of the minimum knowledge and skills that are required to provide healthcare to participants in individual or team sports. This study aims to develop a syllabus for the Faculty of Sport and Exercise Medicine (FSEM) Team Care Diploma examination. This will provide a recognised assessment of the minimum required skills and knowledge for healthcare professionals providing care in an individual and team sport environment.MethodsA modified Delphi approach was used. A syllabus was developed by a purposeful selection of members of the FSEM, all of whom have significant team care experience. This was then reviewed by the Delphi expert panel who were team care practitioners with at least 5 years of experience. A two-round Delphi approach was used to develop a consensus.ResultsThe expert panel consisted of 50 individuals, with 46 (92%) completing both rounds. Of the 447 learning objectives (LOs) proposed; 430 (96%) were accepted outright, 17 (4%) were rejected and four new LOs were introduced based on expert panel feedback. The final syllabus contained 434 LOs across 6 modules (clinical governance, safe and effective practice, interdisciplinary teamwork, specific athlete groups, specific health conditions and duties of the medical team).ConclusionThis standardised syllabus will be used as the basis for the new FSEM Team Care Diploma examination which will aim to provide world-leading standardised assessment of the minimum skills and knowledge required for healthcare professionals across the multidisciplinary team providing care in individual and team sport.
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Amin, Najat Muhammed. "An An Assessment of Teaching Idioms at College Level." Journal of University of Human Development 5, no. 3 (2019): 79. http://dx.doi.org/10.21928/juhd.v5n3y2019.pp79-86.
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The present study aims at investigating the presence of teaching idioms at English Department - College of Basic Education syllabi and the methods used in teaching idioms. A test, containing 45 idioms, was given to 40 fourth grade students to investigate their knowledge about idioms acquired through their learning at college. The researcher modified a test based on Vanderniet (2015) and Tran (2003), in which they have focused only on the most frequent idioms. The results of the syllabi analysis showed an unexpected result that only four hours are devoted to the teaching of idioms or any other figurative expressions throughout the whole four academic years at college. Teaching idioms is embedded within the syllabus of four coursebooks, which are: Communication (first grade), Communication (second grade), Culture (third grade) and Translation (third grade). The results of the test coincides with the lack of teaching idioms since, unfortunately, 21% of the students passed the test successfully. The neglect is due partly to the program designers who didn't pay attention to the teaching of the figurative language. Teachers also have a negative role in this avoidance and focusing on the other aspects of languages like grammar in teaching English language.
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Bahtiar, Ihwan Rahman, Chakam Failasuf, and Siti Jubaidah. "Arabic Computer Syllabus Model Based On 21-st Century Skills." Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab 5, no. 2 (2021): 127–51. http://dx.doi.org/10.32699/liar.v5i2.2202.
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Globalization and the acceleration of technology in the 21st century create a new paradigm in education. Teachers are not only required to transfer knowledge but also to equip their students with various 21st-century skills. This study aims to produce a syllabus for Arabic Computer courses based on 21st-century skills at the Arabic Language Education Study Program, Faculty of Language and Arts, State University of Jakarta. This development research uses the Successive Approximation Models 1 (SAM1) model, combined with the Merdeka Belajar Kampus Merdeka syllabus model. This study used data collection methods through questionnaires for expert team assessment and interviews for one-on-one trials. Data analysis used the Guttman scale, namely a score of 1 for the answer "Yes" and 0 for "No." Based on the assessment results of a team of experts and supporting lecturers, the syllabus developed was considered very good and following the principles of developing 21st-century skills.
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Beard, Jonathan D. "Assessment of Surgical Skills of Trainees in the UK." Annals of The Royal College of Surgeons of England 90, no. 4 (2008): 282–85. http://dx.doi.org/10.1308/003588408x286017.
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Surgical training and assessment in the UK has been criticised in the past for lacking transparency, reliability and validity. The new Intercollegiate Surgical Curriculum Programme (ISCP) has a well-defined, competence-based syllabus and a system of workplace-based assessments and examinations that map to the syllabus. The main aims of workplace-based assessment are to aid learning through objective feedback and to provide evidence that the competencies required to progress to the next level of training have been achieved. Reduction in surgical experience means that more training will need to be undertaken on simulations, although experience and assessment in the operating room must remains the ‘gold-standard’. Simulation training will require the provision of properly resourced surgical skills facilities in every hospital. The key to reliable assessment and constructive feedback is well-trained trainers. Training is a skill that must be learned, and assessment and feedback techniques form part of this. In surgery, it has been assumed that all consultants are trainers but this is clearly not the case. Surgeons will need to follow the example of primary care, where trainers are selected from experienced general practitioners who demonstrate enthusiasm and ability. The reward for the trainer should be protected time for training. The reward for the National Health Service will be better trained surgeons.
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Astri, Zul. "BOOK REVIEW: ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (2022): 758–61. http://dx.doi.org/10.24071/llt.v25i2.5160.
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This textbook, entitled "English Curriculum and Material Development," covers a variety of subjects in 11 Chapters. It is good for educational practitioners who are always in touch with the curriculum and syllabus. This book was written by a lecturer at the Ponorogo State Islamic Institute named Pryla Rochmawati. It consists of 4 main parts, namely Curriculum and Syllabus, Component of Curriculum, Curriculum in Indonesian Context, and Material Development. However, here I will briefly explain one by one the chapters contained in this book. Chapter 1 discusses the concept of curriculum and syllabus, including its definitions, the difference, kinds of the syllabus, and its importance in language teaching. Chapter 2 examines a component of the curriculum called Need Analysis. It discusses the definition, purpose, and targets, as well as the steps and techniques for doing a need analysis. Chapter 3 is concerned with the conceptualization of aims, goals, and objectives. Chapter 4 discusses Assessment and Testing, emphasizing the how and why of assessment and testing. Chapter 5 covers materials as a component of the curriculum. This section discusses the basis for material design, the material blueprint, and the origins of materials. Chapter 6 focuses on the teaching concept, which encompasses the roles of institutions, teachers, the teaching and learning process, and the application of curriculum through lesson plans. Chapter 7 examined the concept of evaluation. It discusses the approaches, purpose, and procedures used in conducting curriculum evaluation. Chapter 8 discusses the curriculum and syllabus in the Indonesian context. Chapter 9 discusses the SMA/MA English curriculum, including the syllabus and lesson plans for this grade. Chapter 10 focuses on the SMP/MTs level curriculum, including the syllabus and lesson plans for this grade. Finally, Chapter 11 examines the concept of material development in English language teaching. This textbook is intended to augment the teaching and learning processes in the English Curriculum and Material Development course, as well as to encourage students to be active and motivated learners.
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Norma, Annisa Luthfiani, Andayani, and Suyitno. "Case Study of Senior High School Students' (SMA) Learning Explanatory Text During Pandemic Era." International Journal of Multidisciplinary Research and Analysis 05, no. 12 (2022): 3398–404. https://doi.org/10.5281/zenodo.7421612.
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This case study focuses on learning to write explanatory texts for Eleventh Grade students of SMA Negeri 1 Pecangaan during the pandemic era. This research uses descriptive qualitative method, with a case study strategy. Data collection techniques used in this study are observation, document analysis, and in-depth interviews. The results showed that at the Lesson Plan stage, writing explanatory texts, the teacher carried out an assessment of the syllabus. Based on the syllabus, the teacher prepares a Lesson Plan. The Indonesian teacher at SMA Negeri 1 Pecangaan already has a complete set of learning tools. The learning tools are: (1) syllabus; (2) Writing a Lesson Plan explanatory text with components in accordance with Regulation of the Minister of Education and Culture (Permendikbud) Number 22 of 2016; and (3) Graduate Competency Standards, Core competency, and Baic Competency analysis. At the implementation stage of the learning process, explanatory text learning applies the Problem-Based Learning model with a text-based scientific approach. Meanwhile, at the learning assessment stage, it refers to Regulation of the Minister of Education and Culture (Permendikbud) Number 23 of 2013 which emphasizes the assessment of the learning process and learning outcomes in writing explanatory texts.
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Mohd Suhaimi, Asnida, and Nur Farzana Mohd Zulkifli. "Street Law Based CLE: A Student-Impact-Assessment." International Journal of Clinical Legal Education 18 (July 8, 2014): 128. http://dx.doi.org/10.19164/ijcle.v18i0.7.
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<p>The term ‘Street Law’ authentically refers to the specially-created, experimental teaching syllabus developed by a group of students of the Georgetown University Law Center, Washington D.C., United States of America in 1972. The syllabus merged legal content together with unconventional teaching methods, taking the ‘law’ out of the typical lecture-classroom setting directly to its intended target audience: non-laywer members of society; aiming to educate them in basic legal principles in simple and practical ways so that it would be easier for the audience to comprehend. The defining character of the course, i.e. its straight-forward connection to its ‘on-the-streetlearners’ became its own name. In fact, it took on an identity of its own becoming a recognized part of the legal curriculum and the founding brand-name of a non-profit, non-governmental organisation known as Street Law Inc, based in the state of Maryland, USA as early as 1986.</p>
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Utami, Wulan Tri Puji. "Developing Thematic Subject Specific Pedagogy (SSP) to Improve Affective Domain of The Students in Grade 4 State Elementary School 1 Potrobangsan Magelang." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (2019): 440. http://dx.doi.org/10.20961/shes.v2i1.38444.
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<em>This study aims to produce a thematic Subject Specific Pedagogy (SSP) and test the effectiveness of the thematic SSP to improve the affective domain in grade IV elementary school students in Potrobangsan 1 Elementary School Magelang. This research is a Research and Development, which stages consist of: research and data collection; planning; development of product drafts; initial field trials; revision of trial results; field trials; improvement of field trial product products; field implementation test, improvement of the final product. Data collection instruments consisted of interview guidelines, product assessment sheets, SSP assessments by teachers, student observation sheets, response questionnaires and students.</em><em> The results of this study are in the form of SSP which includes: syllabus, lesson plans, LKPD and evaluation sheets. The results of the SSP assessment are in the form of syllabus, lesson plans, LKPD and assessment sheets developed in good category. Thus it can be stated that the developed SSP was feasible and effective to improve the affective domain of grade IV primary</em> <em>school students.</em>
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Agbene, Samuel, Usman Baidoo, and Stephen Atepor. "An Investigation of Students’ Perception of Assessment for Learning in Integrated Science: A Case Study of Potsin T. I. Ahmadiyya Senior High School." Journal of Mathematics Instruction, Social Research and Opinion 2, no. 3 (2023): 193–204. http://dx.doi.org/10.58421/misro.v2i3.104.
Full textAbstract:
This study sought to investigate students’ perceptions of assessment for learning and the teaching strategies teachers employ in teaching integrated science. The students were sampled using stratified sampling techniques The sample for this study consisted of 215 senior high school third-year students. Students’ perceptions about assessment for learning were checked using Assessments Experience Questionnaires. The questionnaires were analyzed using descriptive statistics. The study found that students have a positive perception of assessment for learning. However, it emerged from the study that students are not assessed adequately in integrated science as prescribed in the science syllabus. Per the responses from the students, the teacher-centered approach seemed to dominate the teaching of integrated science instead of the student-centered approach as prescribed in the science syllabus. It is recommended that there should be proper supervision to ensure that students are well-assessed during the teaching and learning of integrated science. Again, this study for teaching integrated science implies that a specific teaching method (student-centered) or approach should be prescribed in the integrated science curriculum for teachers to use to improve students’ academic success in integrated science.