Relevant bibliographies by topics / Curriculum evaluation Educational evaluation Education, Secondary

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Curriculum evaluation Educational evaluation Education, Secondary'

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Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Curriculum evaluation Educational evaluation Education, Secondary"

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Al-Rasheed, Noora Abdullah Hamad, and Ahmad Mohammed Saad ALHussein. "DESIGN OF CURRICULUM FOR EDUCATIONAL EVALUATION IN THE LIGHT OF (QUALITY MATTERS) STANDARDS AND IT'S EFFICIENCY IN DEVELOP ELECTRONIC EVALUATION SKILLS FOR STUDENTS FEMALES AT EDUCATION IN KING SAUD UNIVERSITY DESIGN OF CURRICULUM FOR EDUCATIONAL EVALUATION." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 285–374. http://dx.doi.org/10.29009/ijres.4.1.9.

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This study aimed to design of electronic curriculum for educational evaluation in the light of Quality Matters standards and measuring effectiveness in develop electronic evaluation skills for (42) students female from students of education college in King Saud University and it's an experimental study group apply to them :(Cognitive test for electronic evaluation skills for educational evaluation curriculum and three card for notice skills sides for electronic evaluation skills). After proceed the statistical treatments, the study results showed the following: There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for the collective test for cognitive side foe electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for all main skills and total score for performance side notice cards (Electronic tests, Electronic questionnaire, Electronic achievement file) for electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. Suggested design efficiency for educational evaluation curriculum in the light of Quality Matters standards for education college students in King Saud University in electronic evaluation skills development. Recommendations: Design education college curriculum in the light of Quality Matters standards. Training faculty members on design electronic curriculums in the light of Quality Matters standards. Interesting in electronic evaluation skills development for students' teachers in all education colleges. Benefit from the curriculum to training teachers during the service on electronic evaluation skills. Suggestions: Study the attitudes of faculty members and students about the suggested curriculum and barrier of it's application. Design an educational environment in the light of Quality Matters standards to develop electronic evaluation skills for secondary school level teachers.
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Raycroft, Mark A. R., and Alison B. Flynn. "What works? What's missing? An evaluation model for science curricula that analyses learning outcomes through five lenses." Chemistry Education Research and Practice 21, no. 4 (2020): 1110–31. http://dx.doi.org/10.1039/c9rp00157c.

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Science is rapidly changing with vast amounts of new information and technologies available. However, traditional instructional formats do not adequately prepare a diverse population of learners who need to evaluate and use knowledge, not simply memorize facts. Moreover, curricular change has been glacially slow. One starting goal for curricular change can be identifying the features of a current curriculum, including potential areas for improvement, but a model is needed to accomplish that goal. The vast majority of studies related to curricular change have been conducted in K-12 environments, with an increasing number in post-secondary environments. Herein, we describe a model for science curriculum evaluation that we designed by integrating a number of different approaches. That model evaluates the intended, enacted, and achieved components of the curriculum, anchored by analyzing learning outcomes through five lenses: (i) a scientific Framework reported by the US National Research Council, (ii) systems thinking, (iii) equity, diversity, and inclusion, (iv) professional skills, and (v) learning skills. No curriculum evaluation models to date have used the five learning outcomes lenses that we describe herein. As a proof of principle, we applied the evaluation model to one organic chemistry course, which revealed areas of strength and possible deficiencies. This model could be used to evaluate other science courses or programs. Possible deficiencies may be addressed in other courses, in the course at hand, or may not be deemed necessary or important to address, demonstrating the potential for this evaluation to generate areas for discussion and ultimately, improvements to post-secondary science education.
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Touli, El Hassan, Mohammed Talbi, and Mohamed Radid. "The evaluation in the physical sciences in the Moroccan secondary school curriculum: the case of experimental skills." Contemporary Educational Researches Journal 8, no. 2 (May 29, 2018): 66–71. http://dx.doi.org/10.18844/cerj.v8i2.846.

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Evaluation is a task of great importance in the service of the teaching/learning that allows us to check whether or not specific educational objectives have been achieved.Currently, with the emergence of active pedagogies, according to several points of view, new challenges have emerged other than simply assessment. As far as Moroccan education is concerned, assessment focuses on the level of mastery of specific skills on the part of learners at the beginning, during and at the end of the year, as well as at the end of each period of learning.Our present research is interested in the taking into consideration the evaluation of experimental skills in the physical sciences as part of the Moroccan educational system.To be able to check the hypotheses that have been advanced in our study, we developed a questionnaire that was distributed to a sample of physics-chemistry secondary school teachers in Morocco.The majority of the teachers in our sample have reported several constraints, including a lack of material necessary to plan and implement the work practices needed to provide an adequate education in terms of experimental activity in the field of physics-chemistry. Keywords: Evaluation, teaching–learning, skills, physics and chemistry
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Khantawong, Kampon, Saowanee Sirisooksilp, and Dawruwan Thawinkarn. "Needs Assessment of Internal Supervision in Secondary Schools under the Office of Basic Education Commission." International Educational Research 4, no. 1 (June 22, 2021): p71. http://dx.doi.org/10.30560/ier.v4n1p71.

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The purpose of this research was to study the need assessment of internal supervision in secondary schools under the jurisdiction of the Office of Basic Education Commission, Thailand. A total of 944 teachers participated in the survey using multistage random sampling. The five scopes of internal supervision were investigated, namely, academic in curriculum development, development of learning process, evaluation and comparison of grades transfer, development of innovative media and digital technology, and educational supervision using a 43-items questionnaire. The need assessment results showed that the development of innovative media and digital technology (PNImodified=0.373) is the most essential scope of internal supervision according to respondents’ perceptions. This is followed by the development of the learning process (PNImodified=0.267), educational supervision (PNImodified=0.262), and evaluation and comparison of grades transfer (PNImodified=0.257). The least capacity scope is academic in curriculum development (PNImodified=0.246). The overall results imply that supervisors or school principals should attempt to ensure that internal supervisions are regularly operated to improve the teaching and learning process by paying more attention to the scope of development of innovative media and digital technology without ignoring the other four scopes.
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Perehinets, Mykhailo, and Liudmyla Dolzhenko. "Expert Evaluation of the Organization of Physical Education in Educational Institutions with in the General Secondary Education System." Physical education, sports and health culture in modern society, no. 1(37) (March 31, 2017): 30–34. http://dx.doi.org/10.29038/2220-7481-2017-01-30-34.

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The current relevance of the research is due to a decrease and sometimes lack of motivation in students, especially high school age, to exercise so as the time limit for extracurricular forms of organization of physical education. The goal of the study was to determine the opinions of teachers of physical culture, on the organization of physical education in educational institutions of secondary education. The results of the research paper present data obtained from the survey author Physical Education teachers working in various schools of secondary education in Ivano–Frankivsk, on the organization of physical education in school. The research found that 21,2 % of teachers still do not take into account the views of students in choosing the variant modules. Identified guidance to teachers introduced new variant modules of the program of physical education. Described list of diseases that are ill students and other features of the educational process with physical training. The findings obtained in the study provide an opportunity to «look through the eyes of teachers» in the process of physical education in schools of general secondary education, recommendations for improving curriculum. The material can serve as methodical teacher to develop planning documents for schoolboy of all ages. The actual survey allows luggage improve teacher of physical culture in school.
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Breganha, Maria da Graça, Betina da Silva Lopes, and Nilza Costa. "USING STUDENTS’ VOICE TOWARDS QUALITY IMPROVEMENT OF ANGOLAN SECONDARY PHYSIC CLASSES." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 289–98. http://dx.doi.org/10.33225/pec/18.76.289.

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Educational research points to similar learning experiences across different countries, in particular that physical science tends to be an unpopular discipline among students from secondary school. The use of students’ voice to adapt curriculum and implement innovative teaching practice has been gaining relevance towards the effort of potentiating positive and meaningful learning experiences. The present research discusses the voice of 1139 Angolan students from one public school attending the first cycle of secondary education (7th to 9th grade) considering their physics classes. Students’ voice was accessed through the application of a questionnaire which included open and closed questions, some in the format of statements requiring students to indicate their individual opinion. Descriptive statistics to ten specific aspects of their physics classes points to a global scenario of transmissive teaching and a lack of laboratorial and technological resources. Moreover, laboratorial work, suggested in national curriculum to cover topics in Physics, and students’ involvement in assessment seems to decrease from 7th to 9th grade. Identified patterns revealed to be statistically significant. Based on these results three specific recommendations for educational stakeholders are presented. The consideration of students’ voice in curriculum and school management is particularly innovative, not only but also for Angolan contexts and particularly relevant considering that the Angolan curriculum reform is presently under evaluation. Finally, educational researchers around the world may find relevant insights for their own educational challenges taking into account the milestones associated to the fourth goal of the Sustainable Development Goals, which is focused in assuring a quality education for all. Keywords: Angola, physics classes, secondary education, students’ voice, quality education.
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Gorostiaga, Jorge M., Clementina Acedo, and Susana E. Xifra. "Secondary Education in Argentina during the 1990s." education policy analysis archives 11 (May 29, 2003): 17. http://dx.doi.org/10.14507/epaa.v11n17.2003.

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The reform of secondary education has been a fundamental part of national educational policy in Argentina since the beginning of the 1990s. Along with the decentralization of responsibilities to provinces and a new structure of primary and secondary education, changes have affected the areas of curriculum design, teaching methods, teacher training, school management, and information and evaluation systems. This study describes the main policies on secondary education implemented during the last decade, including their objectives and rationales. Focusing on how the reform can be seen to relate to issues of access, quality and equity, the study presents an analysis of its implementation, and discusses some of its effects. We argue that political, economic and technical factors as well as the strategies chosen by the national government resulted in a limited implementation, and we highlight the need for considering more focused reform strategies, alternative models of teacher training, and a more active involvement of teachers.
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Cook, Clayton R., Faith G. Miller, Aria Fiat, Tyler Renshaw, Megan Frye, Gail Joseph, and Polocarpio Decano. "PROMOTING SECONDARY TEACHERS’ WELL-BEING AND INTENTIONS TO IMPLEMENT EVIDENCE-BASED PRACTICES: RANDOMIZED EVALUATION OF THE ACHIEVER RESILIENCE CURRICULUM." Psychology in the Schools 54, no. 1 (November 30, 2016): 13–28. http://dx.doi.org/10.1002/pits.21980.

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Kaittani, Despina, Olga Kouli, Vassiliki Derri, and Efthymios Kioumourtzoglou. "Interdisciplinary Teaching in Physical Education." Arab Journal of Nutrition and Exercise (AJNE) 2, no. 2 (November 16, 2017): 91. http://dx.doi.org/10.18502/ajne.v2i2.1248.

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The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum. Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect pre-school curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently.In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.
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Perry, Justin C., Eric W. Wallace, and Meghan P. McCormick. "Making My Future Work: Evaluation of a New College and Career Readiness Curriculum." Youth & Society 50, no. 6 (July 7, 2016): 841–66. http://dx.doi.org/10.1177/0044118x16658221.

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The college and career readiness movement figures prominently in the nation’s educational reform and policies, including strategies to increase graduation rates among disadvantaged students in urban schools. As part of a multi-pronged approach to help youth transition to post-secondary education and the workforce, the present study evaluated a new career intervention, Making My Future Work, designed to serve as a comprehensive, flexible career curriculum. Based on a quasi-experimental design among a sample of urban youth ( N = 429), multilevel modeling revealed promising evidence for its impact across a range of outcomes, including grade point average, school engagement, career preparation, self-determination, and self-awareness. The implications of the findings, limitations, and future directions for research are discussed.
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Dissertations / Theses on the topic "Curriculum evaluation Educational evaluation Education, Secondary"

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Noe, Margaret Ann Lyle Laymon Ronald L. "An application of an analytical approach to the evaluation of educational programs in a selected Illinois high school." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014755.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 26, 2005. Dissertation Committee: Ronald Laymon (chair), Richard L. Berg, Larry D. Kennedy, Mary Ann Lynn, Ronald J. Yates. Includes bibliographical references (leaves 222-225) and abstract. Also available in print.
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Yates, Justin Heath. "The Quality of a Globalized Character-Based Education in Missouri." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785197.

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This research study involved examination of the quality of globalized character-based education in Missouri and the reasons secondary public schools have been slow to adopt globalized educational programs such as the International Baccalaureate Diploma Programme (IBDP). This established programme has been the standard-bearer across the globe during the last 40 years and continues to promote the evolution of new globalized educational programs (IBO, 2017c). The International Baccalaureate (IB) Programme is now in 3,662 schools worldwide with 1,465 schools located in the United States (International Baccalaureate Organization [IBO], 2015b), but only 11 of the 573 Missouri public secondary schools have instituted a working IBDP (IBO, 2017c). A quantitative research study was conducted using a survey based on global characteristics as established by the IB Learner Profile. Data were collected from four specific groups within Missouri: 103 students currently enrolled in an IB Diploma School, 10 IB coordinators, 16 admissions directors of post-secondary institutions that offer IB credit, and 86 human resources directors at Missouri-based globalized businesses. These groups were chosen because of their relationship with the IB Learner Profile characteristics as demonstrated by IB Diploma candidates and the hiring process of employees in the 21st-century workplace. The further a student progresses educationally, the less often evaluators see the criteria of globalized learners being followed. The weaknesses revealed through this study can help drive the evolution and possible expansion of more globalized character-based programs in secondary schools in Missouri.

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Smith, Brian Eugene. "A Mixed-Methods Evaluation of Project Lead the Way Engineering Curriculum Goals within Missouri High Schools." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748309.

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Within the confines of this study, the researcher investigated Project Lead the Way (PLTW) Engineering curriculum goals within Missouri high schools. The study measured Missouri PLTW teachers’ perceptions of various elements of the curriculum as well as state and national PLTW End of Course student assessment data to determine if a relationship existed between teachers’ perceptions of curriculum implementation and student performance, as measured through Missouri End of Course exams in various secondary engineering classes. In addition, the researcher conducted voluntary interviews with teachers, state administrators, and national representatives of PLTW to inquire about experiences with the PLTW Engineering curriculum.

Qualitatively, Missouri PLTW Engineering teachers expressed varied levels of satisfaction through a survey generated by the researcher, based upon national curriculum goals established by PLTW. Within the study, teachers’ perceptions reported students’ abilities to identify, formulate, and solve engineering problems were greater than students’ abilities to design and conduct experiments, as well as to demonstrate knowledge of and responsibility for engineering issues, including ethical and professional responsibilities. The researcher attributed this perception to students’ lack of professional experience and to PLTW curriculum not providing enough opportunities for students to gain real-world relevant experience using the content and strategies learned during instructional class time.

The intention of this study was to provide a framework to review and evaluate curriculum goals established by PLTW, Inc. Originally, the researcher looked at national goals for the program to determine the outcomes of PLTW’s educational programming. However, much of the data was post-secondary related and the researcher wanted to maintain the quantitative nature of the study. Nonetheless, research could expand upon the framework to study any state in the nation through either a mixed-methods approach or the use of a quantitative study approach. The researcher recommends further research be conducted either by PLTW, Inc., through state PLTW affiliates or by other individuals to determine future outcomes of educational curriculum offered by PLTW. This could include engineering, biomedical science, computer science, middle school curriculum offered through Gateway to Technology (GTT), or through elementary curriculum offered through Launch.

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Turner, Donna Michele Smith. "Teacher Perception of Pacing Guide Use in the Secondary Classroom." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1435593110.

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Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.

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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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Cooper, Carolyn Knox. "Design and Evaluation of an Environmental Science Curriculum for Secondary Students." UNF Digital Commons, 1996. http://digitalcommons.unf.edu/etd/254.

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Environmental education is becoming an increasingly important component of secondary science education as our society attempts to minimize the exploitations and damaging actions of humankind on the earth. Environmental education has evolved primarily from environmental consciousness in the 1960s to an environmentally active focus in the 1990s. This project examined the effectiveness of an environmental education curriculum that focuses on improving environmental behaviors and attitudes as well as knowledge. The review of the literature for this project indicates that responsible environmental behaviors are linked to four types of environmental education categories. These categories are hierarchical and include: 1) ecological concepts, 2) conceptual awareness, 3) issue investigation and evaluation, and 4) environmental action skills (Disinger, 1993). A review of environmental education curricula provides a wide variety of activities in all four of the above listed categories. Information documenting the relationship between the acquisition of environmental knowledge and behav~ural change as a result of participating in community based environmental activities is less evident. Therefore, this project attempted to investigate the relationships between participation in community-based environmental activities and tenth-grade students' knowledge and attitudes toward environmental issues. During the spring semester of 1995 forty-five tenth-grade biology students at a private urban high school were pretested to assess their initial environmental concept knowledge and their initial environmental attitudes. These students were subsequently exposed to a three-week introduction to environmental concepts and to techniques for investigating environmental issues. Students were simultaneously given a variety of issues to investigate. An additional four hours of time were required of each student to participate in a community service related to an environmental concern. They submitted a written report of their work which included background research, method of participation, results and conclusions on the effect of their project on the environment. Following these experiences, a posttest was administered to assess any change in students' environmental knowledge or attitudes. Effective environmental education encourages the active participation of students in environmental improvement. The results of this investigation could assist educators in the selection of appropriate environmental activities for use with high school students.
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Edinger, Matthew J. "An exploratory study of creativity -fostering teacher behaviors in secondary classrooms." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154057.

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Ho, Chi-keung Christopher. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.

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Lau, Yiu-tsang. "Assessing curriculum needs of high and low achievers in a Hong Kong secondary school : implications for curriculum reform /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890724.

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Veal, Mary Lou. "A descriptive study of pupil assessment in secondary physical education /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1062188x.

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Books on the topic "Curriculum evaluation Educational evaluation Education, Secondary"

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Johnson, Jennifer. Special education and the new curriculum: A practical approach to classroom learning. Toronto, ON: Educational Services Committee, OSSTF, 1999.

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Resh, Nura. Aḥidut ṿe-shonut ba-yiśum shel tokhniyot limudim ba-ḥinukh ha-yesodi uve-ḥaṭivot ha-benayim. Yerushalayim: ha-Makhon le-ḥeḳer ha-ṭipuaḥ ba-ḥinukh le-yad ha-Moʻatsah ha-artsit shel nashim Yehudiyot be-Ar. ha-B., ha-Universiṭah ha-ʻIvrit bi-Yerushalayim, 2006.

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Ireland. Department of Education and Science. Inspectorate. Evaluation Support & Research Unit. Report of the national evaluation of the leaving certificate applied. Dublin: An Roinn Oideachais agus Eolaíochta / Department of Education and Science, 2000.

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Tuarascáil ar mheastóireacht náisiúnta na hardteistiméireachta feidhmí. Dublin: An Roinn Oideachais agus Eolaíochta / Department of Education and Science, 2002.

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Kyoyuk Inchŏk Chawŏnbu kosi che 2007-79-ho e ttarŭn kodŭng hakkyo kyoyuk kwajŏng haesŏl. [Seoul]: Kyoyuk Kwahak Kisulbu, 2000.

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Kang, Yŏng-hye. T'onggye ro pon Han'guk kwa segye kyoyuk: Kodŭng hakkyo sŏnt'aek kwamok. Sŏul Tʻŭkpyŏlsi: Han'guk Kyoyuk Kaebarwŏn, 2014.

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Snyder, C. W. Evaluation plans for the junior secondary curriculum management activities of the Botswana Ministry of Education. Gaborone, Botswana: Junior Secondary Education Improvement Project, 1987.

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Building on success: An evaluation of the junior certificate school programme. Dublin: Stationery Office, 2005.

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Hargreaves, Andy. Curriculum and assessment reform. Milton Keynes [England]: Open University Press, 1989.

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Hargreaves, Andy. Curriculum and assessment reform. Toronto: OISE Press, 1989.

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Book chapters on the topic "Curriculum evaluation Educational evaluation Education, Secondary"

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Jakubowski, Maciej. "Poland: Polish Education Reforms and Evidence from International Assessments." In Improving a Country’s Education, 137–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_7.

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AbstractOver the last two decades, the Polish education system has been reformed several times, with the comprehensive structural reform in 1999, curriculum and evaluation reform in 2007, and early education reform introduced gradually until 2014. Student outcomes, as documented by PISA, but also other international assessments, largely improved over the last 20 years. Poland moved from below the OECD average to a group of top-performing countries in Europe. This chapter describes the reforms and research on their effects. It also discusses how it was possible to find political support for the reversal of changes that seemed to be highly successful. It provides three lessons from the Polish experience. First, the evidence should be widely disseminated among all stakeholders to sustain reforms. Second, the sole reliance on international studies is not sufficient. Additional investment into secondary analyses and national studies is necessary to develop evidence for better-informed political discussions. Third, some positive changes are more difficult to reverse. In Poland, increased school autonomy, but also external examinations, broader access to preschool and higher education, are among the changes that the new government could not alter.
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Nuttall, Joce. "Theorising Curriculum Implementation and Evaluation in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory, 1–4. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_59-1.

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Nuttall, Joce. "Theorizing Curriculum Implementation and Evaluation in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory, 2251–54. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_59.

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Lichtenberg, Thomas. "Curriculum globALE: A Global Tool for Professionalising Adult Educators." In International and Comparative Studies in Adult and Continuing Education, 213–19. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.15.

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Curriculum globALE (CG) is a cross-cultural core curriculum for training adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. Curriculum globALE has been applied in many partner countries and in Germany itself. Evaluation results show that CG is a professionalisation tool for adult educators that can be applied successfully world-wide. Graduates confirm a wide use of the newly acquired competences for their educational work. However, the practical application of CG is also faced with a number of challenges.
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Patiño, Jesus Gerardo Alfaro, and Diana Patricia Skewes Muñoz. "Evaluation of Institutional Management Based on Leadership Competencies in Middle School Education." In Advances in Educational Marketing, Administration, and Leadership, 136–58. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0457-3.ch009.

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In a globalized world, public policies are subject to the recommendations of international organizations that regulate and determine educational policies according to their own needs and interests. In this sense, educational skills, arising from the business world, have become the focus of curriculum design and teacher professionalism and managerial schools Basic and Secondary Education in Mexico. Specifically, the National Association of Professional Technical Education (CONALEP), has become a pillar that provides students of Media Education competent technical professional for requirements that are demanded today. Since its birth in 1978 was oriented to the formation of technical professionals, graduates of Basic Education, with the main objective job training, intersectoral linkages, community support and technological advice and assistance to businesses.
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Adedokun-Shittu, Nafisat Afolake, and Abdul Jaleel Kehinde Shittu. "Critical Issues in Evaluating Education Technology." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 230–45. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch012.

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This chapter highlights some issues that are critical in evaluating technology in education such that it will be implemented to meet educational goals, and it will also serve as a spotlight for policy makers and educators to make a worthwhile return on their technology investment. Schools and institutions of learning invest heavily on technology before establishing clear plans on how it will be integrated into teaching and learning to achieve educational goals. Even though many studies have reported positive impact of technology on students’ learning, few studies have been carried out to investigate whether the investment on technology in schools have been commensurate with the investment. Particularly, needs assessment on both students and teachers’ technology needs is often ignored before technology implementation. Educators and policy makers need to consider certain evaluation issues before committing huge budget percentages into technology. It is crucial to ask what can technology do that cannot be done without it, what percentage of the institution’s budget should be invested on technology, how should technology be integrated in the curriculum to achieve educational goals, and lots more before investing on educational technology to avoid resource wastage. Thus, this chapter highlights these critical issues in the light of a study conducted on the integration of information and communication technology (ICT) in the teaching and learning of science and mathematics in Malaysian secondary school (Adedokun, 2008). The research investigated some concerns that culminated from the integration of ICT in the instruction of English, mathematics, and science in Malaysia among which are: Can the teachers deliver? Do they have the strong will to deliver? Are there adequate facilities for them to carry out this new task? Do they possess the necessary skills for them to be able to deliver? Does the government provide adequate training on the integration of ICT in subject content? Are the students prepared for the change in the medium of instruction? What is the present situation in schools with regards to the use of ICT? And is better teaching and learning achieved with the integration of ICT?
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Lerant, Anna, Oliver Jason Bates, Michael G. Holder, Jeffrey D. Orledge, Robin (Rob) W. Rockhold, Richard Kyle, and Willie Bosseau Murray. "Medical Simulation as an Instructional Tool in Health Education." In Advances in Medical Education, Research, and Ethics, 101–32. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2098-6.ch005.

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The purpose of this chapter is to provide a background and a worked example of using the Instructional Design System (ISD) as applied to a complex real life example. Specifically, the authors demonstrate the use of ADDIE (Analysis, Design, Development, Implementation, and Evaluation) for building the instruction curriculum of the skills of intubation. The majority of the planning time should be spent on the Needs Analysis and Design. The Learning Objectives, prepared during the Design phase, should be written as Objective Observable Behaviors, which can then serve as the assessments for Evaluation. The content includes two examples of the application of ADDIE: firstly a task that requires a large cognitive component and where simulators and mannequins are readily available. Secondly, a task that requires a high level of psychomotor skills where suitably realistic mannequins are not available, and virtual reality needs to be used as an additional educational modality.
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Cretu, Daniela-Maria. "Learning to Teach Students With Attention Deficit Hyperactivity Disorder." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, 319–38. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5085-3.ch015.

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The presence of special needs students in regular classrooms makes it difficult for teachers to manage the situation, especially since in Romania the initial teacher-training curriculum doesn't include a class addressing the issue. This chapter talks about the teaching, learning, and evaluation experiences offered by an instructional unit on the subject of ADHD for over 700 primary and secondary school teachers from all areas of expertise. The purpose of this unit was to increase the teachers' knowledge and understanding of students with attention deficit hyperactivity disorder (ADHD) in an educational frame. This chapter presents content elements, learning, and assessment activities that the participants proposed and implemented during the work sessions: both face to face and online. The authors mention that this training experience was part of a larger project called “e-Mentor: Developing ITC Skills and Educational Mentor-ship of Disabled Persons, for Teachers” implemented by “Lucian Blaga” University of Sibiu.
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Lowenstein-Moffett, Felicia, and Patsy L. Ruchala. "Curriculum Development and Approval Processes in Changing Educational Environments." In Curriculum Development and Evaluation in Nursing Education. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826174420.0002.

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Gergen, Kenneth J., and Scherto R. Gill. "Relational Evaluation and Educational Transformation." In Beyond the Tyranny of Testing, 155–80. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.003.0008.

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Practices of dialogue, collaboration, and participatory action appear with increasing frequency across the landscape of contemporary education. Of particular significance is their presence in emerging practices of curriculum design and pedagogy. In this chapter the authors first explore the close relationship of these developments to relational evaluation. Uniting relationally sensitive practices across these three domains would pave the way to a major transformation in education. Objections to practices of relational evaluation are then addressed, including such issues as time constraints, rigor, standards, and the need for gateways to higher education. Finally we touch on two major movements in cultural life on which the possibilities of educational transformation will depend. Impeding educational change are the creeping forces of market driven visions of organizational functioning. In contrast are the consequences of major innovations in information and communication technology. Here we find the unleashing of enormous learning potential. Such developments invite the full flourishing of a relational orientation to education.
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Conference papers on the topic "Curriculum evaluation Educational evaluation Education, Secondary"

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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Oreggia, Marco, Carlo Chiorri, Francesca Pozzi, and Armando Tacchella. "Introducing Computer Engineering Curriculum to Upper Secondary Students: An Evaluation of Experiences Based on Educational Robotics." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.85.

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Wu, Jingtao. "The Connotation, Value Appeals and Implementation Strategies of the Curriculum Evaluation of Study Travel in Primary and Secondary Schools." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3457086.

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Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.

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As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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McRae, Norah, Dana Church, Jennifer M. Woodside, David Drewery, Anne Fannon, and Judene Pretti. "Toward a Future-Ready Talent Framework for Co-operative and Work-Integrated Learning." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9319.

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Co-operative education and work-integrated learning (WIL) are powerful means to prepare post-secondary students for the VUCA world: a world that is volatile, uncertain, complex, and ambiguous. Co-op and WIL programs expose students to the workplace which, among other things, allows students to learn about the contexts and challenges facing their employers. This contributes to the development of an “adaptive resilience” that is so crucial for coping with VUCA and the future of work and learning. Still, existing co-op and WIL programs can do more. We developed a Future-Ready Talent Framework that provides educators with explicit learning outcomes, gives students clear expectations, and equips organizations with a common language with which to interact with post-secondary institutions, educators, and students. Our Framework is comprised of four different skill sets: Discipline and Context Specific Skills, Develop Self, Build Relationships, and Create Solutions. Each of the four skill sets includes three distinct skills. Although it is a work in progress, our Framework can serve as the basis for improved curriculum, communication, and evaluation, and can serve as a tool for students to develop the confidence and know-how to face the future of work and learning.
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Hadjerrouit, Said. "Didactics of ICT in Secondary Education: Conceptual Issues and Practical Perspectives." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3307.

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While there is a huge research literature on the field of ICT (Information and Communication Technology) as a tool in teaching and learning, there is much less research on the area of ICT as a subject or similar designations such as school informatics. As a result, there is a lack of theoretical grounding of the didactics of ICT and associated teaching and learning processes. One of the main reasons for the lack of theoretical underpinnings of the didactics of ICT is that there have been in the past and there persist even now strong disagreements and confusion about the nature of ICT as a school subject. While the content of the subject has been clearly defined in the school curriculum, the didactics of ICT is still unclear. This paper suggests ways forward in formulating a framework for conceptualizing the didactics of ICT. The framework draws on research in learning paradigms, epistemology, general didactics, conceptual, and curricular issues of ICT. The article also reports on implementations and evaluations of the framework that were carried out by trainee teachers in secondary schools.
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Farr, Fiona, and Liam Murray. "Digital Literacies for Language Learning and Teaching: developing a national framework." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2802.

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In an Irish national setting, the urgent need to address the national language skills' shortage has been highlighted in numerous arenas, and in the context of the need for a continued economic recovery, language skills and proficiency are essential. Against this backdrop, the national project* reported in this paper aims to develop a digital literacies framework and accompanying on-line interactive resource for language learners and teachers in Irish higher education (HE). Within the scope of this project the target user groups include first year students, study abroad students, and language lecturers. The main research questions for the project are: - what are the main practical issues that students have when making the transition from secondary to third level language study? - to what extent are digital literacies part of the curriculum at third level and what gaps do students and lecturers identify in this provision? - what are the strengths and weaknesses of the emerging digital literacies framework for language learning (as identified through piloting and evaluation) and how do these inform the final design and implementation of the ‘digilanguages’ platform? Preliminary primary pilot research conducted in 2015 as part of the project identified a number of key areas where online flexible support is best focussed. Based on these findings and international research in the field, the aim of the project is to develop online resources and activities in three broad areas: Digital Literacies for Language Development Language Learning Strategies and PracticesTransitions to Third Level Language Learning Environments The portal will be freely available, offering a range of OERs and will be scalable for use in other contexts. The contents and activities will afford integration into many programmes currently on offer in Irish HE.
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Noor, Mauluddin M., Albadi Sinulingga, and Sanusi Hasibuan. "Evaluation of Curriculum Implementation 2013 Batubara District." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.80.

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Elliniadou, Elena, and Chryssa Sofianopoulou. "STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.

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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
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Reports on the topic "Curriculum evaluation Educational evaluation Education, Secondary"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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