Relevant bibliographies by topics / 160301 Assessment, development and evaluation of curriculum

Academic literature on the topic '160301 Assessment, development and evaluation of curriculum'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic '160301 Assessment, development and evaluation of curriculum.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "160301 Assessment, development and evaluation of curriculum"

1

Raman, Maitreyi, Eldon Shaffer, and Jocelyn Lockyear. "Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation." Canadian Journal of Gastroenterology 22, no. 6 (2008): 559–64. http://dx.doi.org/10.1155/2008/583190.

Full text
Abstract:
BACKGROUND: Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC) has a specific model for curriculum development through its accreditation structure.OBJECTIVE: To apply the Kern model to an assessment of a residency program in gastroenterology.METHODS: A case study was used, which is a method of qualitative research designed to help researchers understand people and the societal contexts in which they live.RESULTS: The six steps involved in the Kern model of curricular development include problem identification; needs assessment; establishing objectives; establishing educational strategies; implementation; and evaluation. The steps of the RCPSC model of curriculum development include establishing an administrative structure for the program; objectives; structure and organization of the program; resources; clinical, academic and scholarly content of the program; and evaluation. Two differences between the models for curriculum development include the ability of the Kern model to conduct problem identification and learner needs assessment. Identifying problems that exist suggests a need for an educational program, such as the long wait times for gastroenterology referrals. Assessing learner needs allows for the development of a tailored curriculum for the trainee.CONCLUSIONS: The Kern model and RCPSC model for curriculum development are complementary. Consideration by the RCPSC should be provided to add the missing elements of curriculum design to the accreditation structure for completeness.
APA, Harvard, Vancouver, ISO, and other styles
2

Roseni, Emilda, and Alnida Koroshi-Shano. "Teachers’ Professional Development Affects Students’ Effective Evaluation." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 340. http://dx.doi.org/10.36941/ajis-2021-0143.

Full text
Abstract:
This research paper aims to provide a summary based on the scientic findings of the study and to present the respective recommendations. The issues addressed in this study relate to the effect that teachers’ professional development has in the assessment component of the foreign language curriculum and effective evaluation of the students. In the study analysis, an important role in evaluating teachers' opinions regarding the evaluation component in the foreign language curriculum is devoted to analytical analysis through factor analysis, Alpha coefficient measurement, construction of multiple linear regression equation, various tests etc. This is due to the fact that the conclusions of this study are as clear and complete as possible to simultaneously fulfil the "gap" of information on this topic. This research is based on the evidence collected from 260 foreign language teachers interviewed.Three research questions were built to obtain the opinion of teachers on assessment, training, qualification and experience issues in the foreign language curriculum. Among the conclusions drawn in this paper, it seems that the evaluation element in the Core Curriculum is present and like other previously analyzed documents, valuable guidelines are given although general and repetitive from one manual to another. Even the element of measurement begins to appear crystallized, offering an interesting and necessary optics that separate and unite measurement from evaluation. Received: 9 April 2021 / Accepted: 27 July 2021 / Published: 5 September 2021
APA, Harvard, Vancouver, ISO, and other styles
3

Tao, Yun. "Design, Development and Evaluation of Academic Oral English Curriculum Reform." Theory and Practice in Language Studies 7, no. 6 (June 1, 2017): 427. http://dx.doi.org/10.17507/tpls.0706.03.

Full text
Abstract:
The postgraduate students’ oral English proficiency has long been considered to be unsatisfactory in tailoring ever-increasing global engagement and international academic cooperation. Numerous Chinese universities are currently undergoing English curriculum reform for enhancing postgraduate students’ pragmatic communicative capacity especially in involving in global professional interaction and articulating at international academic settings. To assess the effect of the curriculum innovation, a 670-postgraduate-student questionnaire was surveyed at Southeast University to evaluate its pilot reform encompassing teaching, learning and assessment, namely, “Collaborative Teaching Mode and Interactive Learning Model”, “Major-related Teaching Content” and “Formative Assessment System Integrated in Summative Assessment System”. The data showcases that the teaching content merged by Simulated International Conference on major-relevant themes has been popularly acknowledged by students. The Sino-foreign collaborative teaching mode and multiple interactive learning model have proven to boost students’ enthusiasm and confidence in improving oral English proficiency. The formative assessment system can significantly propel teamwork spirit and arouse students’ earnest to practice oral English. The research provides viable modes for oral English curriculum reform in Chinese tertiary educational institutions.
APA, Harvard, Vancouver, ISO, and other styles
4

Handa, Satoko, Noriko Kohyama, Tatsuya Kurihara, Erika Sugiyama, Sachiko Tanaka, Hitomi Yamamoto, Yoshiyuki Miyasaka, et al. "Rubric Assessment for Pharmacotherapy in Spiral Curriculum: Development and Usefulness Evaluation." YAKUGAKU ZASSHI 140, no. 12 (December 1, 2020): 1441–54. http://dx.doi.org/10.1248/yakushi.20-00029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pulungan, Marwan, Toybah Toybah, and Vina Amilia Suganda. "Development of HOTS-based 2013 Curriculum Assessment Instruments in Elementary School." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 1 (February 20, 2021): 50. http://dx.doi.org/10.33578/jtlee.v4i1.7858.

Full text
Abstract:
This study aims to develop a HOTS-based 2013 curriculum assessment instrument in the form of questions. The research subjects were fifth-grade students of the elementary school in Palembang. This research activity is development research using the ADDIE development model and the Tessmer evaluation method. The development stages include analysis, design, development, implementation, and evaluation. The prototype evaluation was carried out in stages: self-evaluation, expert reviews, one-to-one evaluation, small group evaluation, and field test evaluation. The results showed that the HOTS-based 2013 curriculum assessment instrument developed was declared valid, with a percentage of 89.5%. The trial results in the one to one and small group stages showed that the assessment instrument (HOTS questions) had a very good level of practicality, namely 84.3% for the one to one stage, and 83.2% for the small group stage. The effectiveness of the HOTS-based 2013 curriculum assessment instrument is at a low level, with an average score of 50. This means that the HOTS questions developed are still not effective in helping students think at higher levels, in this case, the ability to analyze, evaluate and create. This is as a note for researchers to review by carrying out further research.
APA, Harvard, Vancouver, ISO, and other styles
6

PeranginAngin, Renita Br, Robin Tarigan, Bung Heri Parhusip, Jonas Ramza Sitinjak, Tutiarny Naibaho, and Ruth Mayasari Simanjuntak. "Trends in The Development of Evaluation in Mathematics Learning." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 7, no. 4 (November 15, 2021): 231. http://dx.doi.org/10.32884/ideas.v7i4.481.

Full text
Abstract:
The development of learning evaluation is determined by changes in the mathematics learning curriculum directly and changes in the national curriculum indirectly. This research is a literature study that aims to describe the trend of evaluation in mathematics learning. The evaluation of mathematics learning currently accommodates the three aspects of students' abilities, namely, attitudes, knowledge and skills as well as the assessment of its components starting from the input-process-output. Evaluation of mathematics learning in the future will also still apply authentic assessment. Perkembangan evaluasi pembelajaran ditentukan oleh perubahan kurikulum pembelajaran matematika secara langsung dan perubahan kurikulum nasional secara tidak langsung. Penelitian ini merupakan penelitian studi literature yang bertujuan untuk menggambarkan trend evaluasi dalam pembelajaran matematika. Evaluasi pembelajaran matematika saat ini mengakomodir ketiga aspek kemampuan siswa yaitu, sikap, pengetahuan dan keterampilan serta penilaian komponennya mulai dari input-proses-output. Evaluasi pembelajaran matematika ke depan juga masih akan menerapkan penilaian autentik.
APA, Harvard, Vancouver, ISO, and other styles
7

Allum, W. "Intercollegiate Surgical Curriculum Programme: An Evaluation." Bulletin of the Royal College of Surgeons of England 95, no. 3 (March 1, 2013): 92–94. http://dx.doi.org/10.1308/147363513x13588739440177.

Full text
Abstract:
The first cohort of surgical trainees using the Intercollegiate Surgical Curriculum Programme (ISCP) will be coming to the end of specialty training during 2013. For this group, becoming a surgeon has been not only about meeting the challenges of the day-to-day working environment but they have also pioneered ways of learning to train in a setting where progress, accountability, assessment and competence have become much more systematic. The world of training within the ISCP is as complex and as challenging for trainees and trainers as any surgical setting. Throughout, trainees will have experienced a different approach to their development and their trainers have similarly experienced new ways of overseeing their progress within competence-based programmes.
APA, Harvard, Vancouver, ISO, and other styles
8

Astri, Zul. "BOOK REVIEW: ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (October 20, 2022): 758–61. http://dx.doi.org/10.24071/llt.v25i2.5160.

Full text
Abstract:
This textbook, entitled "English Curriculum and Material Development," covers a variety of subjects in 11 Chapters. It is good for educational practitioners who are always in touch with the curriculum and syllabus. This book was written by a lecturer at the Ponorogo State Islamic Institute named Pryla Rochmawati. It consists of 4 main parts, namely Curriculum and Syllabus, Component of Curriculum, Curriculum in Indonesian Context, and Material Development. However, here I will briefly explain one by one the chapters contained in this book. Chapter 1 discusses the concept of curriculum and syllabus, including its definitions, the difference, kinds of the syllabus, and its importance in language teaching. Chapter 2 examines a component of the curriculum called Need Analysis. It discusses the definition, purpose, and targets, as well as the steps and techniques for doing a need analysis. Chapter 3 is concerned with the conceptualization of aims, goals, and objectives. Chapter 4 discusses Assessment and Testing, emphasizing the how and why of assessment and testing. Chapter 5 covers materials as a component of the curriculum. This section discusses the basis for material design, the material blueprint, and the origins of materials. Chapter 6 focuses on the teaching concept, which encompasses the roles of institutions, teachers, the teaching and learning process, and the application of curriculum through lesson plans. Chapter 7 examined the concept of evaluation. It discusses the approaches, purpose, and procedures used in conducting curriculum evaluation. Chapter 8 discusses the curriculum and syllabus in the Indonesian context. Chapter 9 discusses the SMA/MA English curriculum, including the syllabus and lesson plans for this grade. Chapter 10 focuses on the SMP/MTs level curriculum, including the syllabus and lesson plans for this grade. Finally, Chapter 11 examines the concept of material development in English language teaching. This textbook is intended to augment the teaching and learning processes in the English Curriculum and Material Development course, as well as to encourage students to be active and motivated learners.
APA, Harvard, Vancouver, ISO, and other styles
9

Fete, Matthew G., Robert C. Haight, Peter Clapp, and Marianne McCollum. "Peer Evaluation Instrument Development, Administration, and Assessment in a Team-based Learning Curriculum." American Journal of Pharmaceutical Education 81, no. 4 (May 2017): 68. http://dx.doi.org/10.5688/ajpe81468.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Zemlyаnskaya, E. N. "Formative assessment (assessment for learning) educational achievements of students." Современная зарубежная психология 5, no. 3 (2016): 50–58. http://dx.doi.org/10.17759/jmfp.2016050305.

Full text
Abstract:
We present definition of the concept of formative assessment and its significance for modern education. Displaying developmental approach in foreign studies, the further development, the risks and the possibility of their reduction. We discuss some of the techniques and examples of formative assessment. We investigate the relationship between formative and final evaluation, including the national curriculum levels
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "160301 Assessment, development and evaluation of curriculum"

1

Sanchez-Huerta, Denise. "Evaluation of the Efficacy of Staff Training to Conduct a Free Operant Preference Assessment." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131832.

Full text
Abstract:

The efficacy of a staff training procedure comprised of video review, role play, and verbal feedback to train three paraprofessionals who worked with adults with intellectual disabilities at an adult day center was evaluated. The paraprofessionals were trained to conduct a brief 5-min free operant preference assessment following a 10-step task analysis within the context of the staff training procedure. Results showed that all three paraprofessionals were able to accurately implement a free operant preference assessment with clients at the adult day center following training. Training was also shown to be time efficient, only requiring 3 to 7 training sessions, with each session lasting approximately 10 minutes in length, including set up of materials.

APA, Harvard, Vancouver, ISO, and other styles
2

Aller, Ty B. "Mental Health Awareness and Advocacy: Assessment Tool Development and an Evaluation of a College-Based Curriculum." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7701.

Full text
Abstract:
Students’ mental health issues are a common concern on college campuses and are often addressed via prevention programming called mental health literacy. This dissertation consists of two studies regarding mental health literacy programming for college students at a western university in the United States. In study one, the Mental Health Awareness and Advocacy Assessment Tool (MHAA-AT) was created and evaluated for its utility in assessing college students’ mental health literacy. This assessment tool is unique in that it is built upon a process-based approach to mental health literacy. The assessment tool demonstrated adequate psychometric properties and it was deemed an appropriate tool to assess college students’ mental health literacy, specifically their declarative knowledge, self-efficacy, and behaviors. In study two the Mental Health Awareness and Advocacy (MHAA) curriculum was created and evaluated in a college student population. The MHAA curriculum is unique in that is taught in-person or online in a degree seeking program at a college or university. Results from study two suggest that the MHAA curriculum was effective in increasing college students’ mental health literacy scores, specifically their declarative knowledge and self-efficacy. The benefit of this two-study dissertation is that it provides a unique way to deliver and evaluate effective mental health literacy prevention programming on a larger scale via a degree-seeking program to college students.
APA, Harvard, Vancouver, ISO, and other styles
3

Brown, Kathleen Annette. "An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66807.

Full text
Abstract:
CITE/Language Arts
Ed.D.
The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an English curriculum reform project at a four-year university in Japan. Three questions were addressed in this study: (a) what model components were necessary for use in a Japanese university setting; (b) what survey instruments would work with such a model; and (c) what needs would the stakeholders in the project report? The site for the study was a mid-sized private, four-year university in Japan. Set as an instrumental case study (Stake, 1998), multiple methods and sources were employed. Stakeholders in the project included university students (n = 1533), teaching staff (n = 33), university administrators and staff (n = 5), and domain experts (n = 7). Data collection included the use of questionnaires, unstructured and semi-structured interviews, and systems and materials analyses. Questionnaires were developed and analyzed using Rasch analysis. The Needs Assessment/Evaluation Model was assessed using a modified version of the Checklist for Judging the Adequacy of an Evaluation Design (Sanders & Nafziger, 1985). Implementation of a full iteration of the Model indicated that use of the Iterative Needs Assessment/Evaluation Model could guide the development and evaluation of the English language program. As part of the study, valid survey instruments that can continue to aid the assessment of needs for and evaluation of the courses were developed. Data from multiple sources indicated a difference in the perception of needs between stakeholders. The processes followed through the development and application of the Iterative Needs Assessment/Evaluation Model served to incorporate these different perceptions into a cohesive language program curriculum.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
4

Teter, Richard B. "The development of a pre-service teacher evaluation database." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4216.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hott, Adam M. "An exploratory study with preliminary results : the development and evaluation of a genetics concept inventory." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344199.

Full text
Abstract:
Modern science education reform includes the development of standards and recommendations for content as well as the development and evaluation of pedagogy, but demonstrates limited assessment of student knowledge. Student knowledge assessment is an important factor in measuring the scientific literacy of current students. Concept inventories have been developed and used for the past fourteen years to assess non-science major student conceptual understanding of a content area. Inventories have been developed in the fields of physics, astronomy, chemistry and biology. The development and evaluation of a Genetics Concept Inventory (GCI) is presented here. The reliability estimate of 0.62 is supported by a respected panel of genetics educators' revisions, no significant gender bias, and the ability of junior and senior biology majors to outperform the non-science majors. Pretest/Posttest comparisons show a significant increase in five of six genetics content areas as well as a 9% increase on the overall percent score for the instrument. Although the Genetics Concept Inventory presented here needs further modification and testing, it is the first step in the development of a quality assessment tool for genetics content.
Department of Biology
APA, Harvard, Vancouver, ISO, and other styles
6

Yan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.

Full text
Abstract:
Over the past decades, there has been a growing consensus among researchers and teacher educators that more support and training should be provided for pre-service and in-service teachers in order to help them acquire basic assessment knowledge and competence. Using a quasi-experimental research design, this dissertation study examined the effectiveness of a backward-designed assessment training course for improving the assessment literacy levels of pre-service primary teachers who were participating in college-level teacher preparation programs in Shanghai. Two extant naturally formed classes, within which the eighty pre-service primary teachers from a private pre-service teacher education institution XT in Shanghai fit the participants recruiting criterion, were used to serve as the treatment and control groups. Framed by the design approach of Understanding by Design (UbD) developed by Grant Wiggins and Jay McTighe (2005), an assessment training program was developed and provided for those in the treatment group during a 12-week period of time; in contrast, those in the control group were not provided with any assessment-related courses. For all the participants, their levels of assessment literacy were measured twice, before and after the intervention, by using the Chinese version of the Assessment Literacy Inventory (Mertler & Campbell, 2005) which I modified further to better meet the context of this study. Results of the study suggest that: 1) among the courses (excluding the intervention itself) provided for the pre-service primary teachers involved in this study, limited efforts had been made to prepare the pre-service teachers for their future assessing tasks; 2) due to the inadequacy of assessment training, most of the Chinese pre-service teachers being tested were not initially literate enough in their assessment knowledge or practice; and 3) whether or not one participates in the assessment training course is a statistically significant predictor of pre-service teachers' assessment literacy, with their previous assessment literacy controlled. In other words, with the embedded theoretical framework of UbD, the designed assessment literacy training course appears to have had a large positive impact on improving pre-service teachers’ assessment competency ( F (1, 77) = 135.91, p 2 partial = .638).
APA, Harvard, Vancouver, ISO, and other styles
7

Isaac, Jolly. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715299.

Full text
Abstract:

A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.

APA, Harvard, Vancouver, ISO, and other styles
8

Bicer, Kader. "An Assessment Of Information Technology Curriculum Implementation In Vocational High Schools." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610488/index.pdf.

Full text
Abstract:
This study aims to provide a general picture of newly adopted IT program in vocational high schools. Through this aim, the issues of to what extent are the objectives and content of Vocational high schools&rsquo
new IT curriculum satisfied the needs, how it is implemented in schools, how it is practiced under different circumstances and which factors influence its implementation process are examined. This study was designed as a formative evaluation based on CIPP Model-Process valuation. In order to grasp perceptions of vocational high school IT teachers and 11th grade IT area students&rsquo
two self-reported questionnaires were developed by the researcher. The sample constituted of 683 Grade 11 students and 83 IT teachers from 28 vocational high schools in the 7 urban district of Ankara. Heavily, descriptive and statistics and quantitative data analysis techniques were utilized to analyze the data however in some parts, inferential statistics were also employed. Results of the study indicated that the objectives of the new IT program are responsive to the local, national and global IT sector and catching the demanded skills in the world of work. Moreover it is determined that the new program supports flexibility in principle however in action there are some obstacles those barriers the adequately functioning of the new program. Therefore, this study also attempts to reveal the problems related to students, teachers, schools quality indicators and program modules in order to supply the deficiencies in the early stages of program implementation.
APA, Harvard, Vancouver, ISO, and other styles
9

Wheeler, Donald. "Using a summative assessment alignment model and the Revised Bloom's Taxonomy to improve curriculum development, instruction, and evaluation." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342741571&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pekiner, Gozde. "Evaluation Of The Science And Technology Curriculum At Grade Levels 4 And 5: A Pilot Study." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12608079/index.pdf.

Full text
Abstract:
The aim of the study is: (1) to investigate effects of new science and technology curriculum on 4th and 5th grade students&rsquo
achievement in terms of knowledge and understanding levels outcomes and higher order thinking skills, (2) to investigate effects of new science curriculum on the students&rsquo
attitudes towards science and (3) to examine teachers&rsquo
classroom activities in lessons. The study was conducted in three conveniently selected public elementary schools throughout Yenimahalle district of Ankara with a total of 302 4th and 5th grade students in 2004-2005 spring semester, two pilot schools implementing new science and technology curriculum were assigned to experimental group and one school applying the traditional science curriculum was assigned to control group. The researcher developed the measuring tools, Science Achievement Test for 4th grade, Science Achievement Test for 5th grade, Science Attitude Scale and Teachers&rsquo
Classroom Activities Scale. v The data were analyzed through multivariate analyses of variance (MANOVA). Results showed that the new science and technology curriculum made no difference on the fourth grade students&rsquo
knowledge and understanding level outcomes and higher order thinking skills. On the other hand, it was effective on the fifth grade students&rsquo
higher order thinking skills. The statistical analyses also showed that there were significant differences between the pilot and control group students&rsquo
attitudes towards science in terms of interest, anxiety, and self-efficacy sub-categories in favor of pilot groups. In addition, there were significant differences between the classroom activities of the teachers of pilot and control groups.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "160301 Assessment, development and evaluation of curriculum"

1

T, Neisworth John, Munson Susan M, and Bagnato Stephen J, eds. Linking developmental assessment and early intervention: Curriculum-based prescriptions. 2nd ed. Rockville, Md: Aspen Publishers, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Howell, Kenneth W. Curriculum-based evaluation: Teaching and decision making. 2nd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Victor, Nolet, ed. Curriculum-based evaluation: Teaching and decision making. 3rd ed. Belmont, CA: Wadsworth, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

T, Neisworth John, and Munson Susan M, eds. Linking assessment and early intervention: An authentic curriculum-based approach. Baltimore: P.H. Brookes Pub. Co., 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Observing, documenting, and assessing learning: The work sampling system handbook for teacher educators. Ann Arbor, Mich: Rebus Inc., 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Developing a quality curriculum. Alexandria, Va: Association for Supervision and Curriculum Development, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jay, McTighe, ed. Understanding by design. 2nd ed. Upper Saddle River, N.J: Pearson Education, Inc., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jay, McTighe, ed. Understanding by Design. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wiggins, Grant P. Understanding by design. Upper Saddle River, N.J: Merrill/Prentice Hall, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jay, McTighe, ed. Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "160301 Assessment, development and evaluation of curriculum"

1

Print, Murray. "Evaluation and assessment." In Curriculum Development and Design, 187–215. Routledge, 2020. http://dx.doi.org/10.4324/9781003115328-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Keating, Sarah B. "Needs Assessment: The External and Internal Frame Factors." In Curriculum Development and Evaluation in Nursing Education. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826174420.0003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

DeBoor, Stephanie Stimac. "Needs Assessment: The External and Internal Frame Factors." In Keating’s Curriculum Development and Evaluation in Nursing Education. 5th ed. New York, NY: Springer Publishing Company, 2021. http://dx.doi.org/10.1891/9780826186867.0003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Özdoğru, Asil Ali. "Program Development, Assessment, and Evaluation in Early Childhood Care and Education." In Early Childhood Development, 1206–24. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch060.

Full text
Abstract:
Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.
APA, Harvard, Vancouver, ISO, and other styles
5

Wang, Victor X., and Uta M. Stelson. "Fundamentals in Program Development." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 24–48. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch002.

Full text
Abstract:
In recent years, politics have become more and more intertwined with education, often leading to non-academic curriculum control. This is most apparent than in the fields of high school education in subject matters such as science, sex education, and racial studies, but is not limited to these subjects nor limited to the high school level of education. Furthermore, this influence-seeking is not just limited to politics and politicians, but can also be found in the form of money and donors seeking to influence specific curricula or programs. This form of influence-seeking threatens the entire nation's intellectual freedom as it can happen entirely outside of the democratic process. Developing programs requires instructors to take several factors into consideration, and politics should not be one of them. These factors can be viewed as critical components of program development for education instructors. Without adequately addressing critical components such as program history, curriculum theory, curriculum philosophies, curriculum processes, as well as program and curriculum implementation and evaluation, education instructors will fail to develop sound/meaningful programs. This chapter will shed light on relevant information about program and curriculum development on its history, theory, philosophies of development, processes, implementation, and evaluation. The value of such as review is to assist those individuals seeking a teaching credential in education to have confidence to blend program development with their prior occupational knowledge and skills. The chapter will also examine caveats and dangers when social and political constructs are overlaid in comportments.
APA, Harvard, Vancouver, ISO, and other styles
6

Jimenez, Pedro. "Evaluation of Supports for Inclusive Education." In Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development, 141–61. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4812-0.ch012.

Full text
Abstract:
This chapter describes inclusion processes and their evaluation in school contexts. It addresses the question of the assessment of people with intellectual and developmental disabilities, as well as the assessment of factors related to inclusion. As an example, data from a study carried out with schoolchildren with autistic spectrum disorders (ASD) in Spain (n = 249) will be presented. The research was carried out with schoolchildren between 5 and 17 years of age. The methodology used was the evaluation through a support needs assessment scale and analysis of the scores obtained on the scale. The results have indicated very intense support needs in most of the people with ASD evaluated and more intense in scale values in support areas related to inclusion than other populations with intellectual disabilities but without autism. The results suggest the importance of having reliability measures that allow assessing the intensity of the support needs of schoolchildren, with or without intellectual disabilities, and that help to promote support systems based on evidence of effectiveness.
APA, Harvard, Vancouver, ISO, and other styles
7

Mundhe, Sandeep Bhagwanrao, and Suyogkumar Vijay Taralkar. "Effective Means, Methods, And Performance Evaluation for Conducting Practical Sessions for Improved Learning Outcomes." In Development of Employability Skills Through Pragmatic Assessment of Student Learning Outcomes, 191–98. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4210-4.ch010.

Full text
Abstract:
The effective way of conducting practical sessions in a stipulated time period and engaging students in knowledge impartment is an art for every teacher. Undergoing through chemical engineering curriculum, the graduate should acquire skills like ability of manipulation of materials, energy and information thereby creating benefits for humankind. To fulfill the needs of skill development for engineering graduates and implementation of innovations in technology are mainly based on effective conduction of engineering curriculum. It is very important to understand the engineering principles through practical sessions. This paper emphasizes on role of practical sessions, planning, effective modes and methods for engaging practical sessions, its time schedules, performance evaluation and regular assessment. The procedure given here will ensure fulfillment of course outcomes set for practical sessions. It also includes detail case study carried out on heat transfer, one of the common subject in engineering curriculum. Course outcomes of practical course are defined and evaluated based on feedback received. The objectives of this paper are to bring betterment in skill based education and guide new teachers in engineering education.
APA, Harvard, Vancouver, ISO, and other styles
8

Anand, Poonam, and Starr Ackley. "Equitable Assessment and Evaluation of Young Language Learners." In Advances in Early Childhood and K-12 Education, 84–107. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch005.

Full text
Abstract:
This chapter discusses major contributions in research and professional assessment development and reviews key classifications in young language learner assessment (YLLA). Using the five-level metric (close, immediate, proximal, distal, and remote) by Ruiz-Primo et al., the authors classify assessments as curriculum aligned or non-aligned. Inequalities limiting access to learning and to opportunities for achievement (economic status, pre-primary education, digital environment) are linked to the five metrics. They review international examinations for YLLs (Cambridge, TOEFL, Pearson) and measure their alignment with an interactive and performative-enacted curriculum. Recommendations are given for separating external assessments as local or international in washback phenomena, for the inclusion of national assessment specialists in the research paradigm, and for greater attention to language assessment literacy in teacher training. The authors predict that increases in distance and digital learning will determine future forms of YLLA and exacerbate existing inequities.
APA, Harvard, Vancouver, ISO, and other styles
9

Olson, Jacqueline M., and Rebecca Krysiak. "Rubrics as Tools for Effective Assessment of Student Learning and Program Quality." In Curriculum Development and Online Instruction for the 21st Century, 173–200. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7653-3.ch010.

Full text
Abstract:
The purpose of this chapter is to highlight the potential of rubrics as tools for effective assessment and introduce the concepts of rubric assessment, construction, testing, and implementation, with critical stakeholder involvement and leadership support. Rubrics should be designed to align to outcomes and assess the level of achievement for each major component of an assignment. They can be constructed in a variety of ways with various kinds of points allocations. From design to implementation, a range of stakeholders including subject, curriculum, and assessment experts should be involved to ensure the rubric descriptions use measurable verbs and objective language. Rubrics design is an iterative process with an aim to continuously improve their effectiveness. Done well, rubrics can serve as support to student learning, consistent and transparent evaluation of students work, and course, program, and institutional learning quality assessment.
APA, Harvard, Vancouver, ISO, and other styles
10

Özdoğru, Asil Ali. "Program Development, Assessment, and Evaluation in Early Childhood Care and Education." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 109–27. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch006.

Full text
Abstract:
Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "160301 Assessment, development and evaluation of curriculum"

1

Kobata, Keiji, Takuji Uesugi, Hisayoshi Adachi, and Mikio Aoyama. "A curriculum development methodology for professional software engineers and its evaluation." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062552.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mirshams, Reza A., Yong X. Tao, Xun Yu, and Azize Akcayoglu. "Assessment Development for Accreditation of an Innovative Mechanical and Energy Engineering Program." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36280.

Full text
Abstract:
The addition of Energy to the Mechanical Engineering curriculum created a new mechanical engineering model of engineering education in the baccalaureate-level and an opportunity for providing the academic foundation for successful career preparation and lifelong learning for the students. The curriculum has been designed with a system-level approach to traditional mechanical engineering based design, on the fundamentals of undergraduate level engineering within the mechanical engineering discipline, and has provided experiential-oriented approaches for the better understanding of classical mechanical engineering principles. The interdisciplinary nature of energy systems and mechanics requires a cross-cutting education that draws from the synergy of traditional disciplines of mechanical engineering, materials engineering and manufacturing, and computational methods and engineering. We are going to present the outcome based assessment in undergraduate level and discuss components of the program from freshman to senior years, and our successful implementation in developing student learning outcomes assessment, and evaluation approach for ABET accreditation.
APA, Harvard, Vancouver, ISO, and other styles
3

Teixeira, J. C. F., J. C. F. L. Silva, and P. Flores. "Development of Mechanical Engineering Curricula at the University of Minho." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15170.

Full text
Abstract:
The implementation of the Bologna protocol in the EU has set new goals for the whole higher education system as: a) a quality assessment for university courses; b) a framework for the exchange of students and academics and c) an opportunity for changing the teaching/learning procedures and methodologies. Within the context, the mechanical engineering curricula at the University of Minho has been comprehensively formulated in order to meet these and future challenges and expectations. The whole process has been based upon various cornerstones: the legal framework for the higher education system; the introduction of new learning methodologies and an accurate survey and understanding of the existing strong and week points of the previous experience. For this purpose, a comprehensive evaluation has been carried out with former students and a detailed map has been formulated regarding their professional careers and experiences. Furthermore, a discussion has been carried out in order to define the mission of the graduate in Mechanical Engineering. In brief, such mission may be referred by his ability to participate in the wealth creation through technology based innovation. Within this context, the curriculum has been structured in order to meet such goals. In addition to strong foundations in physics and mathematics, new subjects are introduced into the curriculum. The whole education is based upon project development which stimulates the students initiative, responsibility and their ability to integrate knowledge. Throughout the curriculum, students are enrolled into research projects developed in the department and it is expected that a few selected projects may be taken into a quasi industrial stage.
APA, Harvard, Vancouver, ISO, and other styles
4

Deshmukh, Anand P., Marlon E. Mitchell, and James T. Allison. "Integrating Model-Based Design and Physical Design Evaluation for Improved Design Education." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59299.

Full text
Abstract:
This article presents the development, deployment, and assessment of a hands-on curriculum module for a senior-level course in component design at the Industrial and Enterprise Systems Engineering department at the University of Illinois at Urbana-Champaign. In this course students learn how to design engineering systems using gears, bearings, springs, steel structures, and other components. The course has traditionally included a semester group project where students apply their component design knowledge to a realistic design application, helping to further solidify and integrate their design knowledge. In recent years the project has centered on the design of a trailing arm automotive suspension system with components that interact in complicated ways. Students are expected to follow a rigorous engineering design process and support their design decisions with thorough engineering analysis. Until recently this project was limited to virtual analyses and design solutions; the connection between these design solutions and physical realization was an obvious gap in the project experience. This project was revised to incorporate a targeted hands-on curriculum module, which was introduced in fall 2014. Objectives of this module include helping students gain experience with the ‘media’ of engineering design, and to help students connect analytical and simulation-based studies with the corresponding physical system. The implemented module is a two-part activity in which students design a suspension system using model-based design techniques (in Matlab), followed by physical testing and further analysis using a specially built physically reconfigurable suspension testbed. This testbed allows students to test unique designs rapidly, observe real-time dynamic system performance, and to analyze the difference between simulated and physical test results. Through this activity we gauge students’ attitudes towards traditional theoretical and paper-based design activities versus the hands-on module. We also work to answer the question: “to what extent does a project-based curriculum module influence student experiences and conceptual understanding of engineering design?” through systematic student surveys designed around this new hands-on curriculum module.
APA, Harvard, Vancouver, ISO, and other styles
5

Putans, Romans, Nora Jansone-Ratinika, and Matīss Sīlis. "Students’ Transversal Competence in International Business Studies: Mapping of Learning Outcomes and Curriculum Design." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.33.

Full text
Abstract:
The promotion of competence development is one of the priorities of education systems in Latvia and Europe. An important driving force in competence development is higher education study programmes, where students acquire professional and transversal skills. Special attention is given to the significance of transversal competence in promoting competitiveness, social integration, and accountability of graduates in their everyday and professional lives. In the research project Assessment of Higher Education Students Competencies and the Dynamics of its Development Throughout Studies (Rubene et al. 2021), qualitative and quantitative evaluation indicators and an assessment instrument for six transversal competences (Digital, Global, Innovation, Research, Civic, Entrepreneurial) were developed. The instrument facilitates an assessment of the students’ competence level and development. International Business and Start-up Entrepreneurship (IBSE) is an international, interdisciplinary bachelor’s study programme at Rīga Stradiņš University (RSU). Its goal is to prepare highly qualified and creative specialists in international business, start-up entrepreneurship, and management, who will be ready to participate in the business development and transformation of the national economy. In the intended learning outcomes of the study programme the emphasis is put on the graduates’ ability to analytically collect information, evaluate it critically, identify trends and find creative solutions to problems, as well as participate in the development of the international business and start-up entrepreneurship in a global environment. In the framework of this study, the intended learning outcomes of the IBSE programme were mapped to the assessment indicators of transversal competence. Analysis of the curriculum map led to conclusions to what extent the six transversal competence are present in the curriculum, the succession of their acquisition, and their concordance with the education level of the study programme. Recommendations for improving study programme learning outcomes were identified to improve the acquisition of transversal competence within the study programme.
APA, Harvard, Vancouver, ISO, and other styles
6

McLachlan, Kathryn, Linda Yeomans, and Keith-Zhi-Guo Lim. "A competency development approach to learning for employment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5421.

Full text
Abstract:
Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the ‘soft’ skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace, i.e. employability skills (Jackson, 2010). Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University identified the difficulties that students experience in self-assessing employability skills. One research study highlighted the inflated self-perceptions and an overall lack of humility often associated with recent graduates (Papadopoulos 2010, cited in Jackson 2015). This paper discusses the theoretical and practical development of a competency development approach to learning for employment using an Assessment Centre process model currently embedded in the curriculum of one PACE unit. Developed and coordinated by post-graduate psychology students, the model provides a set of behavioural criteria by which to assess student employability skills. While there is little evidence in the literature of the use of AC's for enhancing undergraduate employability, (see Keele et al, 2010), preliminary research and evaluation findings from this project, suggest that the AC process can have a positive influence on the development of the ‘soft’ skills of employability
APA, Harvard, Vancouver, ISO, and other styles
7

Duan, Shanzhong (Shawn), and Kurt Bassett. "Development of a New Hydraulic Power Control Course in the Mechanical Engineering Program at SDSU." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65312.

Full text
Abstract:
The national Fundamentals of Engineering (FE) Exam is a critical assessment measure used by some ABET-accredited Mechanical Engineering programs to evaluate quality of their programs and report to ABET. Fluid power transmission and control is one key subject area covered in the FE exam. Before 2012, there was no course in the Mechanical Engineering (ME) curriculum to address this at South Dakota State University (SDSU). This had a direct impact on the metrics used for program evaluation. An instructional project was carried out to meet this need. This paper presents design and implementation of the instructional project. The project includes development of a new hydraulic power control course and establishment of new hydraulic power control lab. The authors intend to share experiences, myths, and lessons learned during this project. The paper also presents the steps taken by the authors to accomplish this instructional project from start to the final course delivery. It includes students’ learning experiences, pedagogical concepts, development of lab assignments, difficulties faced and how they were handled, software used, and existing issues for future work.
APA, Harvard, Vancouver, ISO, and other styles
8

Buzzetto-More, Nicole, and Ayodele Alade. "The Pentagonal E-Portfolio Model for Selecting Adopting Building and Implementing an E-Portfolio." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3240.

Full text
Abstract:
Electronic portfolios are a student-centered outcomes-based assessment regime involving learners in the gathering, selection, and organization of artifacts synthesized into a compilation purposed to demonstrate knowledge, skills, and/or achievements supported by reflections that articulate the relevance, credibility, and meaning of the artifacts being presented. Electronic portfolios have been found to be a valid way to document student progress, encourage student involvement in assessment, showcase student work samples, promote students professionally, and provide a method of student learning outcomes and curriculum evaluation. However, electronic portfolio adoption represents a sizable commitment that is influenced by a number of variables and that requires foresight as well as a thoughtful strategy. This paper presents a model for selecting, designing, and implementing an electronic portfolio project and illustrates its application through the presentation of a detailed case study of a successfully implemented and ongoing electronic portfolio project used as a comprehensive assessment measure to determine degree mastery in the Department of Business, Management, and Accounting at the University of Maryland Eastern Shore. The model introduced in this paper is known as the Pentagonal E-Portfolio Model, named such for its five levels: 1) Level 1 - Identification of Needs; 2) Level 2 - Determination, Assessment, & Budgeting; 3) Level 3 - System Selection and Strategic Planning; 4) Level 4 - Development; and 5) Level 5 - Implementation and Continuation.
APA, Harvard, Vancouver, ISO, and other styles
9

Brown, Eugene F., Alireza Haghighat, and Mark Pierson. "Re-Establishment of the Nuclear Engineering Program at Virginia Tech." In 2014 22nd International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/icone22-31138.

Full text
Abstract:
One of the first nuclear engineering programs in the United States was established at Virginia Tech in the mid-1950’s and continued until the mid-1980’s when it was abandoned due to a drop both in student interest and government support. In 2006, as a result of interest shown by the nuclear industry in Virginia, discussions were undertaken that led to the approval to offer Master’s and Doctorate Degrees in nuclear engineering in 2013. In parallel with these efforts, we began teaching undergraduate courses in anticipation of offering a minor in nuclear engineering to all Virginia Tech engineering and science students. Currently we have 140 undergraduate students taking nuclear engineering classes, nuclear engineering undergraduate research hours, and participating in nuclear-engineering-related senior design activities. Our program has been conceived and designed with the objective of providing the nuclear engineering workforce required to address the most important nuclear-related issues of our time including: enhancing the safe and productive use of nuclear energy; contributing to the development of advanced technologies for national and international nuclear security and safeguards; developing advanced medical devices for nuclear diagnostics and therapy; and the establishment of effective policies for the utilization of nuclear energy and its regulation. The Master’s degree program involves 7 courses and the equivalent of two semesters of thesis research for a total of 30 credit hours. The PhD program, which builds on the Master’s degree program, requires 5 additional courses, and the equivalent of 4 semesters of dissertation research for a total of 60 credit hours beyond the Master’s degree. The curriculum is supported by a rigorous, benchmarked assessment and evaluation process to assure that the goals of the program are attained. Currently five faculty members support the nuclear engineering program, and typical total enrollment in our graduate programs runs between 35 and 50 students. When we reach full strength, with the addition of two more nuclear engineering faculty members, we expect to be graduating 12 Master’s students and 7 PhD students per year.
APA, Harvard, Vancouver, ISO, and other styles
10

A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.

Full text
Abstract:
Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "160301 Assessment, development and evaluation of curriculum"

1

Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

Full text
Abstract:
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
APA, Harvard, Vancouver, ISO, and other styles
2

DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

Full text
Abstract:
This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic '160301 Assessment, development and evaluation of curriculum' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography