Journal articles: 'Education Curriculum evaluation'

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DiFlorio, Irene, Beverley Martin, Mary Ann Middlemiss, and Patricia A. Duncan. "Curriculum evaluation." Nurse Education Today 9, no. 6 (December 1989): 402–7. http://dx.doi.org/10.1016/0260-6917(89)90095-6.

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Norris, Nigel. "Curriculum Evaluation Revisited." Cambridge Journal of Education 28, no. 2 (June 1998): 207–19. http://dx.doi.org/10.1080/0305764980280206.

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Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.

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Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center

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Tican-Başaran, Semra, and Necdet Aykaç. "Evaluation of 2018 Turkish early childhood teacher education curriculum." Pegem Eğitim ve Öğretim Dergisi 10, no. 3 (August 6, 2020): 889–928. http://dx.doi.org/10.14527/pegegog.2020.028.

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This study aims to examine the characteristics of the Turkish Early Childhood Teacher Education Curriculum updated in 2018 and reveal the views of university lecturers as its end users. In the first stage of the study, previous and updated curricula were examined in order to reveal the characteristics of the latter, in the second stage, the curriculum-related views and recommendations of lecturers from private and public universities in Turkey were obtained. Increased number of elective courses was the most favored characteristic of the new curriculum while lack of flexibility, less practicum, and the failure of certain new courses to meet needs were the negative aspects. Increasing practicum and ensuring the participation of all stakeholders in the curriculum development process were the most vociferous recommendations of the lecturers.

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Hoeben, Wijnand Th J. G. "Curriculum evaluation and productivity." Studies in Educational Evaluation 20, no. 4 (January 1994): 477–502. http://dx.doi.org/10.1016/0191-491x(94)00038-i.

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O'Neill, Eileen Ledden Sjoberg. "Comprehensive Curriculum Evaluation." Journal of Nursing Education 25, no. 1 (January 1986): 37–39. http://dx.doi.org/10.3928/0148-4834-19860101-12.

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Fiedler, Craig R., and Richard L. Simpson. "Modifying the Attitudes of Nonhandicapped High School Students toward Handicapped Peers." Exceptional Children 53, no. 4 (January 1987): 342–49. http://dx.doi.org/10.1177/001440298705300409.

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Two curricular approaches for modifying nonhandicapped high school students' attitudes toward their exceptional peers were compared. One curriculum was structured around categories of exceptionality (e.g., mental retardation, sensory impairments) while the other focused on generic concepts, including values, conformity, individual differences, and labeling effects. Each curriculum was presented over a 10-week period and the effects assessed via two pencil-paper attitude evaluation scales. Results revealed that both curricula positively modified students' attitudes, with subjects exposed to the categorical curriculum demonstrating significantly greater attitude changes. The data are interpreted relative to the issue of labeling and the most effective means of positively modifying attitudes toward handicapped persons.

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Walker, William E., Andrew F. Newcomb, and Warren P. Hopkins. "A Model for Curriculum Evaluation and Revision in Undergraduate Psychology Programs." Teaching of Psychology 14, no. 4 (December 1987): 198–202. http://dx.doi.org/10.1207/s15328023top1404_1.

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This article outlines the response of the psychology department at a small liberal arts university to the need for curricular revision. A three-phase process began with the identification of the logic for establishing the new curriculum. Next, a structural model for a new curriculum was developed from information obtained by studying the institutional expectations/constraints, the ideal knowledge/skill base generated by interviewing former students and officials in various postgraduation settings, and the curricula of peer institutions. Four developmental features in the model were delineated and unified by emphasizing method of inquiry as the essential objective for the psychology major. This structural model was then used to specify a hierarchical set of course groups. Implementation of the model is also discussed.

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Deb, Anindita, Melissa Fischer, and Anna DePold Hohler. "Education Research: A framework for global health curricula for neurology trainees." Neurology 91, no. 11 (September 10, 2018): 528–32. http://dx.doi.org/10.1212/wnl.0000000000006155.

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As the global burden of neurologic disease increases, educating future neurologists about the principles of global health through global health curricula is of utmost importance. However, few neurology residency training programs have developed and implemented comprehensive global health curricula. This report outlines the design, implementation, and evaluation of the University of Massachusetts Medical School neurology residency global health curriculum. Using accepted curriculum development methods and incorporating an innovative use of technology, we created a global health curriculum focused on neurology to engage trainees. The implementation of curricula and organization of elective opportunities also incorporates learning objectives and an evaluation process. The University of Massachusetts Medical School neurology global health curriculum can be used as a framework for other residency programs developing global health programs. Global health education increases young neurologists' awareness of the growing burden of neurologic disease and, subsequently, may motivate them to address the need for neurologic expertise around the world.

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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, Lyuba Konopasek, Jennifer L. Koestler, Beverly Wood, and Larrie Greenberg. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Results Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Conclusions Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.

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Schubert, William. "Perspectives on evaluation from curricular contexts." education policy analysis archives 26 (April 16, 2018): 47. http://dx.doi.org/10.14507/epaa.26.3812.

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Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation.

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Mahfud, Choirul. "Evaluation of Islamic Education Curriculum Policy in Indonesia." Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran 9, no. 1 (June 21, 2019): 34. http://dx.doi.org/10.25273/pe.v9i1.4016.

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<div><p>The most sensitive thing in the context of Islamic education policy in Indonesia is the change of curriculum. The Islamic education curriculum cannot be separated from the national education curriculum, because Islamic education is a national education subsystem. If the national education curriculum changes, then the Islamic education curriculum also changes. In this context, as adagium "changing ministers, changing curriculum" applies always interesting to discuss. This article intends to discuss how to evaluate Islamic education curriculum policies in Indonesia; and what are the supporting and inhibiting factors in implementing curriculum policies in learning in schools in Indonesia.</p></div>

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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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Reisberg, Leon. "Curriculum Evaluation and Modification." Intervention in School and Clinic 26, no. 2 (November 1990): 99–105. http://dx.doi.org/10.1177/105345129002600206.

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Ouellet, Louiselle L., and Kathy L. Rush. "Forces influencing curriculum evaluation." Nurse Education Today 9, no. 4 (August 1989): 219–26. http://dx.doi.org/10.1016/0260-6917(89)90074-9.

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Qomari, Rohmad. "The Evaluation of Curriculum Implementation on Islamic Higher Education in Indonesia." Ijtimā'iyya: Journal of Muslim Society Research 1, no. 1 (September 30, 2016): 97–112. http://dx.doi.org/10.24090/ijtimaiyya.v1i1.929.

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Along with the development of social culture science and technology, the curriculum in educational institution is required to be dynamic. The development of society and education have dialectical relation. The society want education role. On the other hand, the education can produce works which affect the society development. The evaluation of curriculum on higher education is very important to increase the quality process and learning outcome on higher education. One of the curriculum evaluation models which is chosen is CIPP (Context, Input, Process, and Product) evaluation model. Base on four curriculum evaluation dimension, the evaluation of curriculum implementation on higher education focused on: lecturer, higher student, lectures, and learning facilities. The result of curriculum evaluation implementation can be recommended for curriculum improvement and revision, partially or entirely.

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Stone, James C., Malca Chall, and Ralph Tyler. "Ralph Tyler: Education. Curriculum Development and Evaluation." Educational Evaluation and Policy Analysis 11, no. 2 (1989): 205. http://dx.doi.org/10.2307/1163786.

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Sheets, Kent J., William A. Anderson, and Patrick C. Alguire. "Curriculum development and evaluation in medical education." Journal of General Internal Medicine 7, no. 5 (September 1992): 538–43. http://dx.doi.org/10.1007/bf02599461.

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Dr. Preeti Oza, Dr Gurudutta P. Japee,. "Curriculum and Evaluation in Outcome-Based Education." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5620–25. http://dx.doi.org/10.17762/pae.v58i2.2982.

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The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE

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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (March 6, 2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.

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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Education Curriculums have taken critical thinking as a basic skill, and have included critical thinking in the sections of overall objectives, basic approach and vision. On the other hand, 2006 Turkish curriculum is richer in methodological basis in terms of giving basic language skills, while 2015 Turkish curriculum is richer in terms of achievements.</p>

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Osterlind, Steven J. "Using CRTS in Program Curriculum Evaluation." Educational Measurement: Issues and Practice 7, no. 3 (September 1988): 23–30. http://dx.doi.org/10.1111/j.1745-3992.1988.tb00441.x.

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Jasparro, Ralph J. "Applying Systems Thinking to Curriculum Evaluation." NASSP Bulletin 82, no. 598 (May 1998): 80–86. http://dx.doi.org/10.1177/019263659808259811.

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Syafaruddin, Syafaruddin, and Mesiono Mesiono. "Implementasi Kurikulum Madrasah Tsanawiyah dalam Peningkatan Mutu Pesantren Al Kautsar Al-Akbar Medan." FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman 5, no. 2 (December 30, 2019): 369–88. http://dx.doi.org/10.24952/fitrah.v5i2.1887.

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The implementation of the Tsanawiyah Islamic Boarding School Curriculum in improving quality at the Al Kautsar Al Akbar Islamic Boarding School in Medan aims to find out the structure of the Islamic boarding school curriculum and its implementation in the madrasa. This study uses a qualitative approach with a descriptive method, which is to explore data related to the implementation of the pesantren curriculum in the learning process at Madrasah Tsanawiyah and describe the data according to the focus of the study to clarify the purpose of the research. The problem discussed in this paper is how the pesantren curriculum and its implementation in Madrasah Tsanawiyah Al Kautsar Al Akbar Medan Islamic School. The results found that structurally the Madrasah Tsanawiyah Al Kautsar Al Akbar Medan implemented two curricula, the pesantren education curriculum and the ministry of religion curriculum. The pesantren education curriculum is divided into two curricula. The first is not related to Arabic grammar such as the Qur'an, Hadith, and Morals, this is called the pesantren curriculum. Whereas subjects such as nahwu and sharaf are included in the Arabic curriculum. In implementing the pesantren education curriculum it is not much different from the curriculum of the Ministry of religion. Those who teach the pesantren education curriculum are competent teachers who have special qualifications in the field of religion and all the teachers are pesantren alumni. The method used in learning boarding school education material is to use bandongan and sorogan methods which are carried out classically. The evaluation method used is evaluation with written and practical examinations.

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Dhieni, Nurbiana, Sofia Hartati, and Sri Wulan. "Evaluation of Content Curriculum in Kindergarten." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 72–85. http://dx.doi.org/10.21009/10.21009/jpud.131.06.

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This research aimed to map the quality curriculum used of kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with the stages of child development, needs of children, using the child-centered learning process, and taking ad-vantage of technological development. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions selected by representing every district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and informants in kindergarten institutions ei-ther principals or teachers in schools who selected as samples. The research team conducted a meeting to gather information that recorded as a result of observation and described in-depth interviews in the diary of researchers — the data collected from 16 kindergartens that are willing to research subject. The data consisted of curriculum documents, curriculum evaluation instruments and interviews’ result that analyzed qualitatively from the beginning of the data collection process including data reduction, data presentation, and conclusion. Keyword: Content, Curriculum, Evaluation, Kindergarten References Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Dhieni, N., & Utami, A. D. (2013). Evaluasi Konten Kurikulum Taman Kanak-Kanak di DKI Jakarta Tahun ke 1 dari rencana 3 tahun. Jakarta: FIP press. Dodge, D. T. (2004). Early Childhood Curriculum Models Why What and How Programs Use them. Exchange Organizational Behavior Teaching Journal, (February), 71–75. Eliason, C., & Jenkins, L. (2008). A Practical Guide to Early Childhood Curriculum 8th. New Jersey: Pearson Prentice Hall. Fox-turnbull, W. (2007). Implementing Digital Technology in The New Zealand Curriculum. Gestwicki, C. (2007). Developmentally Appropriate Practice Curriculum, and Development in Early Education 3rd Ed. New York: Thomson Delmar. Hainstock, E. G. (2002). Montessori untuk Prasekolah. Jakarta: Pustaka Delapratasa. Hasan, S. H. (2008). Evaluasi Kurikulum. (U. & R. Rosdakarya, Ed.). Bandung. Haslip, M. J., & Gullo, D. F. (2018). The Changing Landscape of Early Childhood Education: Implications for Policy and Practice. Early Childhood Education Journal, 46(3), 249–264. https://doi.org/10.1007/s10643-017-0865-7 Jackman, H. L. (2012). Early Education Curriculum: A Child’s Connection to the World Fifth Edition. Belmont: Wadsworth: Cengage Learning. Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, (FEBRUARY 2011), 163. Retrieved from https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Kostelnik, M. J., Soderman, A. K., & P, A. (2007). Whiren, Developmentally Appro-priate Curriculum: Best Practices in Early Childhood Education 4th. New Jersey: Pearson Prentice Hall. Mak, B., Keung, C., & Cheung, A. (2018). Analyzing Curriculum Orientations of Kindergarten Curriculum. In Teacher Education, Learning Innovation and Accountability, (pp. 135–153). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-2026-2 Odom, S. L., Butera, G., Diamond, K. E., Hanson, M. J., Horn, E., Lieber, J., … Marquis, J. (2019). Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121419827654 Plowman, L., Stephen, C., & Mcpake, J. (2010). Growing Up with Technology (pp. 1–169). London and New York: Routledge. Roopnarine, J. L., & Johnson, J. E. (2005). Approaches to Early Childhood Education 4th Ed,. New Jersey: Pearson Prentice Hall. Sarama, J., & Clements, D. H. (2019). From Cognition to Curriculum to Scale. Cognitive Foundations for Improving Mathematical Learning. https://doi.org/10.1016/b978-0-12-815952-1.00006-2 Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. Curriculum Journal, 27(3), 387–405. https://doi.org/10.1080/09585176.2015.1129981 Yang, W., & Li, H. (2019). Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens. Curriculum Journal, 0(0), 1–19. https://doi.org/10.1080/09585176.2019.1568269

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Anderson, William G. "Curriculum and Program Research in Physical Education: Selected Approaches." Journal of Teaching in Physical Education 8, no. 2 (January 1989): 113–22. http://dx.doi.org/10.1123/jtpe.8.2.113.

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This article reports on a group of eight recent studies that focus on physical education curriculums and programs. The investigations were completed in connection with the doctoral research program at Teachers College, Columbia University. The intent of this review is to provoke interest in curriculum and program research by using selected studies to illustrate a variety of approaches that might be pursued in the areas of curriculum development, collaborative program development, program description, describing the development process, and program evaluation. Essential features of the research strategies employed in each study are presented and related issues are discussed. A limited taxonomy for these types of curriculum and program studies is proposed to facilitate the conceptualization of future studies.

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Vartuli, Sue, and Jovanna Rohs. "Assurance of Outcome Evaluation: Curriculum Fidelity." Journal of Research in Childhood Education 23, no. 4 (June 2009): 502–12. http://dx.doi.org/10.1080/02568540909594677.

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Glaser, Kelli. "A Process for Assessment and Quality Improvement of the Clerkship Curriculum." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051982587. http://dx.doi.org/10.1177/2382120519825873.

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Reliance on the apprenticeship model of education in the clerkship years of medical education persists despite concerns with variability in educational delivery and outcomes. Although many institutions are addressing this variability, there needs to be a clear and objective method to assess what is working. Evaluating these educational experiences is an essential component to ensure that students graduate prepared to enter residency. In 2014, A.T. Still University’s School of Osteopathic Medicine in Arizona (ATSU-SOMA) introduced a curricular change to address clerkship variability by implementing an online curricular component for the core clerkship courses in the third and fourth years of medical student education. Subsequently, a new structured and objective process to evaluate these courses was designed to improve student learning outcomes in the clerkship years. A Curriculum Year Three and Four Work Group was created to develop the new process for curricular evaluation of the clerkship courses. In the pilot phase of its implementation, described herein, the process fostered stakeholder participation and buy-in, enhanced communication of expectations, increased accountability in clerkship course design, and effectively employed objective evaluation tools in determining what curricular changes were needed. The Curriculum Year Three and Four Work Group continues to revise the tools and methods to enhance the efficiency of the evaluation process and to analyze whether recommended course revisions have improved student outcomes.

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Sefer, Jasmina. "A model for curriculum development and student evaluation." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 79–95. http://dx.doi.org/10.2298/zipi0204079s.

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The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY) and Yugoslav (CREATIVITY) previous projects that dealt with developing, investigating and evaluating (a) abilities of creative problem solving within seven types of intelligence after the Gardner model and (b) curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.

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Qu, Zejing, Wen Huang, and Zhengjun Zhou. "Applying sustainability into engineering curriculum under the background of “new engineering education” (NEE)." International Journal of Sustainability in Higher Education 21, no. 6 (August 12, 2020): 1169–87. http://dx.doi.org/10.1108/ijshe-11-2019-0342.

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Purpose The purpose of this study is to evaluate the effectiveness of applying sustainability to the engineering curriculum at a university in China. Design/methodology/approach A new curriculum, “ethics, involvement and sustainability,” was designed and presented to engineering students from an undergraduate major in quality management engineering. This curriculum incorporated knowledge acquisition and skills training into sustainability via various teaching approaches in a mandatory curriculum at Tongling University, China. Pre- and post-questionnaire surveys, as well as a fuzzy comprehensive evaluation model, were adopted to evaluate the changes in knowledge, attitudes and behaviors of respondents before and after curriculum implementation. Findings Significant changes in knowledge and attitudes were observed following the implementation of the curriculum. In terms of the development of new behaviors, the changes tended to be moderate. Generally, respondents were satisfied with the effectiveness of the new interdisciplinary curriculum post-implementation. Practical implications Positive results were observed for the pilot and practice of the new engineering education (NEE) strategy at the cooperating university in China. Specifically, the integration of sustainability into curriculum design, implementation and evaluation inspired greater social responsibility in engineering students’ decision-making processes. Additionally, it shed light on how to integrate the concept of sustainability into curricula. One limitation of this study was the absence of a comparison group that did not experience the new curriculum. Originality/value Scant attention has been paid to local universities in the context of the newly-launched NEE strategy. This study provides new insight regarding the implementation of sustainability into engineering curricula and practice via formal, but diversified, teaching approaches.

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Khalil al-Haddad, Mohammed, and P. T. Jayawickramarajah. "Problem-based curriculum: outcome evaluation." Medical Teacher 13, no. 4 (January 1991): 273–79. http://dx.doi.org/10.3109/01421599109089905.

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EL-HAZMI, M. A. F., and S. M. S. HAQUE. "Curriculum evaluation: status and options." Medical Education 19, no. 1 (January 1985): 48–53. http://dx.doi.org/10.1111/j.1365-2923.1985.tb01138.x.

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Sconce, Chris, and John Howard. "Curriculum evaluation — a new approach." Nurse Education Today 14, no. 4 (August 1994): 280–86. http://dx.doi.org/10.1016/0260-6917(94)90138-4.

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Ozdemir, Devrim, Heather M. Opseth, and Holland Taylor. "Leveraging learning analytics for student reflection and course evaluation." Journal of Applied Research in Higher Education 12, no. 1 (July 16, 2019): 27–37. http://dx.doi.org/10.1108/jarhe-11-2018-0253.

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Purpose The purpose of this paper is to demonstrate a process of faculty utilization of learning analytics by evaluating students’ course objective achievement results to enable student reflection, student remediation and faculty curriculum evaluation. Design/methodology/approach Upon the completion of a backward curriculum design process, the authors utilized learning analytics to improve advising, student reflection, remediation and curriculum evaluation. The learning management system incorporated the learning analytics tool to assist the learning analytics process. The course faculty, student advisors and students utilized the learning analytics throughout the academic year. Findings Unlike relying merely on student grades and other proxy indicators of learning, the learning analytics tool provided immediate and direct data to multiple stakeholders for advising, student reflection, student remediation and course curriculum evaluation. The authors believe it was a meaningful endeavor. It enabled meaningful conversations focusing on course learning objectives and provided detailed information on each student. The learning analytics tool also provided detailed information regarding which areas faculty needed to improve in the curriculum. Originality/value Most of the literature on learning analytics present the cases that administrators utilized learning analytics to make higher level decisions and researchers to explore the factors involved in learning. This paper provides cases to faculty regarding how learning analytics can benefit the faculty and the students.

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Imansari, Nurulita, and Eddy Sutadji. "A Conceptual Framework Curriculum Evaluation Electrical Engineering Education." International Journal of Evaluation and Research in Education (IJERE) 6, no. 4 (October 11, 2017): 265. http://dx.doi.org/10.11591/ijere.v6i3.7624.

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This evaluation is a conceptual framework that has been analyzed in the hope that can help research related an evaluation of the curriculum. The Model of evaluation used was CIPPO model. CIPPO Model consists of context, input, process, product, and outcomes. On the dimension of the context includes the vision and mission of the study program, the purpose of the study program. On the input, dimension consists of learning achievements, curriculum structure, qualified lecturer, and course outline. On the dimensions of the process consists of academic activities, implementation of industry practice, PPL and KKN, facilities and infrastructure, learning strategies, resources and learning media and also learning evaluation. On the product, dimension consists of the value of the GPA and dimension outcomes consist of skills match the needs of the working world.

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Imansari, Nurulita, and Eddy Sutadji. "A Conceptual Framework Curriculum Evaluation Electrical Engineering Education." International Journal of Evaluation and Research in Education (IJERE) 6, no. 4 (October 11, 2017): 265. http://dx.doi.org/10.11591/ijere.v6i4.7624.

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This evaluation is a conceptual framework that has been analyzed in the hope that can help research related an evaluation of the curriculum. The Model of evaluation used was CIPPO model. CIPPO Model consists of context, input, process, product, and outcomes. On the dimension of the context includes the vision and mission of the study program, the purpose of the study program. On the input, dimension consists of learning achievements, curriculum structure, qualified lecturer, and course outline. On the dimensions of the process consists of academic activities, implementation of industry practice, PPL and KKN, facilities and infrastructure, learning strategies, resources and learning media and also learning evaluation. On the product, dimension consists of the value of the GPA and dimension outcomes consist of skills match the needs of the working world.

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Boyle-Holmes, Trina, Lisa Grost, Lisa Russell, B. A. Laris, Leah Robin, Elizabeth Haller, Susan Potter, and Sarah Lee. "Promoting Elementary Physical Education: Results of a School-Based Evaluation Study." Health Education & Behavior 37, no. 3 (September 11, 2009): 377–89. http://dx.doi.org/10.1177/1090198109343895.

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Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).

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Kelley, Bridget, John L. Hosp, and Kenneth W. Howell. "Curriculum-Based Evaluation and Math." Assessment for Effective Intervention 33, no. 4 (September 2008): 250–56. http://dx.doi.org/10.1177/1534508407313490.

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Cheng, Ching Ching, and Kuo Hung Huang. "A Thematic Curriculum Analysis System for early Childhood Education: Initial Evaluation." Applied Mechanics and Materials 373-375 (August 2013): 2224–27. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.2224.

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Contrary to the elementary school and high school, the curriculum of the kindergarten is more flexible and dynamic. In recent years, the integrated curriculum approach and the thematic curriculum approach based on constructivism have being gaining more attention in Taiwan. The thematic curriculum emphasizes that the inter-disciplined and student-centered learning activities is designed based on children's interests, not solely determined by the teachers. Therefore, teachers have to monitor the curriculum development and children's learning status simultaneously. Under these conditions, a system of curriculum analysis is a necessary aid to those teachers. The purposes of this study are: First, design and implement a thematic curriculum analysis system for early childhood education, which provides feedback for curriculum supervisor. Second, evaluate the impacts of this system on the teachers abilities in curriculum design. According to needs assessment of 15 kindergarten teachers and curriculum supervisors, the researchers constructed the curriculum analysis system which provides goals, concept, initiator, activity style, time, skill, attitude, content, and teachers reflective thinking as the analysis units. The system evaluated by the 15 teachers and curriculum supervisor. The reports showed the system improved the quality of thematic curriculum in kindergartens.

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HADI, Samsul, Dedek ANDRIAN, and Badrun KARTOWAGIRAN. "Evaluation Model for Evaluating Vocational Skills Programs on Local Content Curriculum in Indonesia: Impact of Educational System in Indonesia." Eurasian Journal of Educational Research 19, no. 82 (August 9, 2019): 1–18. http://dx.doi.org/10.14689/ejer.2019.82.3.

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Frinza, Frinza, Muhammad Kristiawan, and Houtman Houtman. "Curriculum Management in Early Childhood Education." Journal of Social Work and Science Education 1, no. 3 (February 21, 2021): 289–97. http://dx.doi.org/10.52690/jswse.v1i3.122.

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Potential Early childhood can be developed through proper planning, implementation and evaluation of the learning curriculum. This paper is a qualitative study which carried out in-depth observations at TKIT Islahul Ummah Prabumulih City. The results obtained indicate that PAUD learning activities begin with 1) curriculum planning starting from meetings attended by all educators, making annual and semester program curriculum plans as well as the design of weekly activities and the design of daily activities; 2) curriculum implementation has used in door activity and out door activity; 3) curriculum evaluation is carried out periodically and has been set a time, every once a month parents of students are invited to discuss and talk about learning that has been done one month before. This paper provides new insight for implementation of curriculum management for early childhood education should refer to the national curriculum with additional Islamic religious material where we could have character building for our student.

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Atomatofa, Rachel O., Andrew E. Avbenagha, Stella E. Ewesor, and Okpako C. Abugor. "An Evaluation of the Implementation Synergy between NCE-Integrated Science and the 9-Year Basic Science Curricula in Nigeria." Journal of Curriculum and Teaching 7, no. 2 (August 6, 2018): 55. http://dx.doi.org/10.5430/jct.v7n2p55.

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The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-yearBasic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE)came up with a vision of producing well motivated teachers with high professional integrity and competence. Boththe in-service and pre-service teachers need to be conversant with the content of the 9– year Basic EducationCurriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessmentin the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-serviceteachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basicscience curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-serviceand in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-sciencefrom the South – South Geo-political zones in Nigeria were used. A 4-point Likert scale ’24-item questionnaire’called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliabilityco-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachersagreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratoryexercises not found in both curricula should be added and the present basic science teachers who are not recipient ofthe present curriculum should be trained in line with the present curriculum.

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COLES, C. R., and JANET GALE GRANT. "Curriculum evaluation in medical and health-care education." Medical Education 19, no. 5 (September 1985): 405–22. http://dx.doi.org/10.1111/j.1365-2923.1985.tb01345.x.

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Hopkins, R. H., A. L. Mauss, K. A. Kearney, and R. A. Weisheit. "Comprehensive evaluation of a model alcohol education curriculum." Journal of Studies on Alcohol 49, no. 1 (January 1988): 38–50. http://dx.doi.org/10.15288/jsa.1988.49.38.

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Cahapay, Michael Bobias. "An internal evaluation of higher education curriculum using data transformation model." Asian Journal Of Assessment In Teaching And Learning 10, no. 2 (July 3, 2020): 1–9. http://dx.doi.org/10.37134/ajatel.vol10.2.1.2020.

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A curriculum does not exist in a void; internal members play a key role in responding to the different forces that continually shape it. One of the approaches to evaluation is through internal evaluation from the perspective of the inside members who work with the curriculum. However, the internal evaluation may pose restricted evaluation due to the innate subjective human judgment. Considering these contexts, this paper performed a pilot internal evaluation of a selected aspect of a higher education curriculum using a triangulation mixed method design called the data transformation model. Based on the results, the evaluation using the data transformation model probed important points of agreement and discrepancy in the data sets. The implications for evaluation theory and curriculum practice are discussed. It is suggested that an extension of the current formative internal evaluation continuing the tradition of data transformative model but progressively focusing on larger aspects of the curriculum should be further conducted.

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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (May 1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.

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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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Wilsey, Biljana Belamaric, and Jared Keengwe. "Technology Integration Curriculum Framework for Effective Program Evaluation." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 15–25. http://dx.doi.org/10.4018/jicte.2012010102.

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This article explores whether and to what extent a doctoral program in Instructional Technology in the College of Education at a public Midwestern university reflects technology integration curricular framework principles, including those about the nature of the Net Generation learners and their learning process. This evaluation model is grounded on the constructivist and social knowledge construction theoretical framework. By outlining a systematic approach and procedures for conducting this evaluation, the researchers provide the groundwork for similar evaluations at other institutions. This framework could be used by potential students to determine whether specific academic programs provided by different academic institutions are well suited to their learning needs as digital natives.

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Schremer, Oded E. "The teacher—A category in curriculum evaluation." Studies in Educational Evaluation 17, no. 1 (1991): 23–39. http://dx.doi.org/10.1016/s0191-491x(05)80107-5.

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Tall, Graham. "The processes of curriculum development and evaluation." Journal of Curriculum Studies 21, no. 3 (May 1989): 271–76. http://dx.doi.org/10.1080/0022027890210306.

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Hughes, Phillip. "Book Review: Case Studies in Curriculum Evaluation." Australian Journal of Education 32, no. 1 (April 1988): 121. http://dx.doi.org/10.1177/000494418803200112.

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Journal articles on the topic 'Education Curriculum evaluation'

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