Journal articles on the topic '160301 Assessment, development and evaluation of curriculum'
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Astri, Zul. "BOOK REVIEW: ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (October 20, 2022): 758–61. http://dx.doi.org/10.24071/llt.v25i2.5160.
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This textbook, entitled "English Curriculum and Material Development," covers a variety of subjects in 11 Chapters. It is good for educational practitioners who are always in touch with the curriculum and syllabus. This book was written by a lecturer at the Ponorogo State Islamic Institute named Pryla Rochmawati. It consists of 4 main parts, namely Curriculum and Syllabus, Component of Curriculum, Curriculum in Indonesian Context, and Material Development. However, here I will briefly explain one by one the chapters contained in this book. Chapter 1 discusses the concept of curriculum and syllabus, including its definitions, the difference, kinds of the syllabus, and its importance in language teaching. Chapter 2 examines a component of the curriculum called Need Analysis. It discusses the definition, purpose, and targets, as well as the steps and techniques for doing a need analysis. Chapter 3 is concerned with the conceptualization of aims, goals, and objectives. Chapter 4 discusses Assessment and Testing, emphasizing the how and why of assessment and testing. Chapter 5 covers materials as a component of the curriculum. This section discusses the basis for material design, the material blueprint, and the origins of materials. Chapter 6 focuses on the teaching concept, which encompasses the roles of institutions, teachers, the teaching and learning process, and the application of curriculum through lesson plans. Chapter 7 examined the concept of evaluation. It discusses the approaches, purpose, and procedures used in conducting curriculum evaluation. Chapter 8 discusses the curriculum and syllabus in the Indonesian context. Chapter 9 discusses the SMA/MA English curriculum, including the syllabus and lesson plans for this grade. Chapter 10 focuses on the SMP/MTs level curriculum, including the syllabus and lesson plans for this grade. Finally, Chapter 11 examines the concept of material development in English language teaching. This textbook is intended to augment the teaching and learning processes in the English Curriculum and Material Development course, as well as to encourage students to be active and motivated learners.
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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.
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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.
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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
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Ageev, Yu D., S. V. Fedoseev, Yu A. Kavin, S. G. Vorona, and I. S. Pavlovskiy. "Inconsistency evaluation of the curriculum logical structure." Statistics and Economics 15, no. 5 (November 13, 2018): 73–80. http://dx.doi.org/10.21686/2500-3925-2018-5-73-80.
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Purpose of the study. The main purpose of creating a curriculum is to regulate academic disciplines in accordance with the logic of the learning process, defined by the relationship between the basic concepts of the disciplines. Violation of this logic becomes apparent only directly during the training sessions.A large variety of quantitative methods uses indicators that do not reveal structural deficiencies in the curriculum. This makes it difficult to improve the curriculum.The purpose of this work is to demonstrate the application of a general approach to the assessment of the structural inconsistency of systems in relation to the evaluation of the logical structure of the curriculum.Materials and methods. The paper applies a general approach to the assessment of structural integrity, developed on the basis of the provisions of the general theory of systems and graph theory. The approach involves the construction of three interrelated structural models of the system and using them to determine the initial data for calculating the index of inconsistency of the system structure.Results. The overall approach to the assessment of structural integrity is adapted to assess the logical structure of the curriculum. Three models of curriculum structure are developed:Elementary model of interdisciplinary communication;Curriculum network model;Hierarchical curriculum model.Based on the parameters of the hierarchical curriculum model, using three adapted algorithms, the value of the inconsistency index of the curriculum structure in the direction of preparation “Applied Informatics” is calculated. Recommendations on changing the structure of the studied curriculum to reduce the degree of its structural inconsistency are proposed. Conclusion. As a result of the research, the methods were proposed that allow identifying possible contradictions in the structure of the curriculum and evaluating its inconsistency. As the experiments have shown, it is extremely difficult to study the curricula in a manual manner, the number of disciplines in which exceeds 50. In this regard, the development of a complex of computer programs that will automate the assessment of the inconsistency of large curricula is being completed.
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Domino, Steven E., and R. Kevin Reynolds. "Implementation and Initial Evaluation of an Academic Career Development Curriculum for Fellows." Journal of Graduate Medical Education 2, no. 1 (March 1, 2010): 133–35. http://dx.doi.org/10.4300/jgme-d-09-00025.1.
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Abstract Objective To develop and evaluate an academic career development curriculum. Methods We anonymously surveyed 25 fellows and advanced trainees in 9 obstetrics and gynecology subspecialty fellowships prior to the start of an academic career development common curriculum in 2007. Results were compared with responses from the same survey given at the completion of the 2-year program to guide and improve the curriculum. Fourteen surveys were completed for both administrations. Results Most fellows expressed the desire to pursue academic careers and planned to present and publish research from their fellowship in both surveys. After completing the curriculum, fellows reported overall improvement in self-appraised confidence for speaking at national meetings and preparing a research grant. The most substantial change in self-assessment was increased awareness and utilization of departmental research support personnel. Elements of training that showed improvement but were not main topics of core sessions included the frequency of constructive feedback from mentors and peers, and frequency of discussion of research ethics. Conclusion Instituting an academic career development curriculum for obstetrics and gynecology fellows was associated with increased self-appraised confidence in specific academic skills as assessed by anonymous survey.
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Pohan, Annisa Addina, Fachruddin Azmi, and Tien Rafida. "Curriculum Development Management at Madrasah Aliyah Negeri." Munaddhomah: Jurnal Manajemen Pendidikan Islam 3, no. 1 (December 16, 2022): 95–106. http://dx.doi.org/10.31538/munaddhomah.v3i1.231.
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This study aims to determine how the management of curriculum development in MAN Padang Lawas Utara. This research used a qualitative approach with a descriptive type. Data collection techniques used observation, interviews and documentation techniques to obtain valid data about curriculum development management at MAN Padang Lawas Utara. Based on the results of the study, it shows that 1) The planning of curriculum development at MAN Padang Lawas Utara is quite good, which includes: the background of the preparation of curriculum development based on the needs and feasibility of the madrasah, reviewing the vision, mission and goals of education, formulation of curriculum content, projects that need to be done, design strategies in learning, design guidance strategies in dealing with problems, design assessment strategies to determine the level of success that has been achieved after implementing curriculum development, 2) Organizing curriculum development management at MAN Padang Lawas Utara is quite good, because it is carried out regularly and planned. Conducted by a curriculum development team formed by the principal. So that it makes it easier to make curriculum and get effective and efficient results, 3) The implementation of curriculum development at MAN Padang Lawas Utara is going well, according to the agenda that has been prepared by the curriculum development team, namely determining the curriculum structure to support competency standards, 4) Evaluation of development North Padang Lawas MAN curriculum is quite good, it can be seen with monitoring and assessment to determine the implementation of curriculum development by the principal and the supervisory team. Supervision is carried out starting from planning, organizing to implementing curriculum development internally and externally. as teacher professional education training (TPT), as well as collaboration between teachers and students.
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Bocancea, Viorel. "ASPECTS OF DEVELOPING THE SPECIFICATION MATRIX FOR SUMMATIVE EVALUATION TESTS." Acta et commentationes: Științe ale Educației 27, no. 1 (April 2022): 72–79. http://dx.doi.org/10.36120/2587-3636.v27i1.72-79.
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Focusing the national curriculum on competences (2010 and 2019 editions) brought to the fore the issue of assessment of the competences training level. The development of the specification matrix for summative assessment tests has been a topic of discussion in the last decade. The article discusses different approaches to the structure of the specification matrix and its role in the development of summative assessment tests
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Lemen, Paul M. "Development and assessment of a Web-based evaluation and management coding curriculum for residents." American Journal of Obstetrics and Gynecology 193, no. 5 (November 2005): 1785–89. http://dx.doi.org/10.1016/j.ajog.2005.08.005.
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Wawrykow, T., T. McColl, A. Velji, and M. Chan. "MP16: Oral case presentation: evaluation of a novel curriculum and development of a competency-based assessment tool in Emergency Medicine." CJEM 22, S1 (May 2020): S48. http://dx.doi.org/10.1017/cem.2020.164.
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Introduction: The oral case presentation is recognized as a core educational and patient care activity but has not been well studied in the emergency setting. The objectives of this study are: 1) to develop a competency-based assessment tool to formally evaluate the emergency medicine oral case presentation (EM-OCP) competency of medical students and ‘transition to discipline’ residents, and 2) to develop, implement and evaluate a curriculum to enhance oral case presentation (OCP) communication skills in the emergency medicine (EM) setting. Methods: Using data from a literature review, a Canadian Association of Emergency Physicians national survey, and local focus groups, the authors designed an OCP framework, blended learning curriculum, and EM-OCP assessment tool. Ninety-six clerkship students were randomly assigned to receive either the control, the standard clerkship curriculum, or intervention, the blended learning curriculum. At the beginning of their emergency medicine rotation, learners completed a pre-test using a standardized patient (SP) case to assess their baseline OCP skills. The intervention group then completed the EM-OCP curriculum. All students completed post-tests with a different SP at the end of the six-week EM rotation. Audio-recordings of pre and post-tests were evaluated using the assessment tool by two blinded evaluators. Results: Using the Kruskal-Wallis test, all students demonstrated improvement in EM-OCP skills between their pre-test and post-test, however, those who received the blended learning curriculum showed significantly greater improvement in synthesis of information (p = 0.044), management (p = 0.006) and overall entrustment decision score (p = 0.000). Conclusion: Implementation of a novel EM-OCP curriculum resulted in more effective communication and higher entrustment scores. This curriculum could improve OCP performance not only in emergency medicine settings but also across specialties where medical students and residents must manage critical patients.
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Jawabreh, Reem, and Nuket Gunduz. "CONTENT ANALYSIS OF CURRICULUM DEVELOPMENT RELATED STUDIES DURING: 2000 – 2019." Near East University Online Journal of Education 4, no. 2 (September 8, 2021): 12–21. http://dx.doi.org/10.32955/neuje.v4i2.429.
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This study purposes to perform a content analysis to define the general framework of studies related to curriculum development. For this reason, 100 articles were studied between 2000 to 2010 related to curriculum development in terms of journals, the year of publication, countries, aims, development mechanism, methodology. The qualitative approach was used to analyze and describe data through frequency and percentage. The findings indicated that strategies and methods of teaching and needs assessment, implementation, and evaluation are the topics that discussed in studies frequently, the most studies related to curriculum were noticed to have been that discussed between 2015 to 2019, and it was revealed the order of countries which concern to curriculum, the qualitative research approach was most utilized in studies. Future studies should concentrate on curriculum development.
Keywords: Curriculum, Curriculum Development, Content Analysis
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Hoet, Armando E., Emily E. Feyes, Tsegaw Fentie, Achenef Melaku, Seleshe Nigatu, Suzanne Tomasi, Ross Coniglio, et al. "Development of an OIE Harmonized Day 1 Competency-Based Veterinary School Curriculum in Ethiopia: A Partnership Model for Curriculum Evaluation and Implementation." Journal of Veterinary Medical Education 47, s1 (October 2020): 8–19. http://dx.doi.org/10.3138/jvme-2019-0115.
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The University of Gondar College of Veterinary Medicine and Animal Sciences (UoG-CVMASc) and the Ohio State University College of Veterinary Medicine (OSU-CVM) developed an objective methodology to assess the curriculum of veterinary institutions and implement changes to create a curriculum that is harmonized with OIE standards while also covering the needs and realities of Gondar and Ethiopia. The process, developed under the sponsorship of the World Organisation for Animal Health (OIE) Veterinary Education Twinning Programme, is outlined in this article with the hope that it can be applied by other countries wishing to improve national veterinary services (VS) through the improvement of their academic programs. The plan created by the UoG-OSU Twinning team consisted of an in-depth curriculum assessment and development process, which entailed three consecutive stages. Stage 1 (Curriculum Assessment) included the design and development of an Evaluation Tool for OIE Day 1 Graduating Veterinarian Competencies in recent graduates, and the mapping and evaluation of the current UoG-CVMASc curriculum based on the OIE Veterinary Education Core Curriculum. Stage 2 (Curriculum Development) consisted of the identification and prioritization of possible solutions to address identified curriculum gaps as well as the development of an action plan to revise and update the curriculum. Finally, Stage 3 (Curriculum Implementation) focused on the process to launch the new curriculum. In September 2017, 53 first-year students started the professional program at the UoG-CVMASc as the first cohort to be accepted into the newly developed OIE Harmonized Curriculum, the first of its kind in Africa.
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Klemmer, C. D., T. M. Waliczek, and J. M. Zajicek. "Development of a Science Achievement Evaluation Instrument for a School Garden Program." HortTechnology 15, no. 3 (January 2005): 433–38. http://dx.doi.org/10.21273/horttech.15.3.0433.
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School gardens show promise as a tool for developing science process skills through real-world investigations. However, little research data exist attesting to their actual effectiveness in enhancing students' science achievement. The purpose of this study was to develop three cognitive test instruments for assessing science achievement gain of third, fourth, and fifth grade students using a garden curriculum. The development of the test instruments occurred in three phases: 1) an initial set of test instruments which served as a prototype for length, scope, and format; 2) an adapted set of test instruments which were piloted; and 3) a final set of test instruments which were used for the assessment of the school gardening curriculum. The final Cronbach's alpha reliability for the final set of test questions was 0.82, indicating an acceptable level of internal consistency. Content validity of the test instruments developed for this study was established based on the science content standards specified in the Texas Essential Knowledge and Skills (TEKS) for each grade level along with the gardening curriculum, as well as the Science Scope and Sequence documents for Temple, Texas Independent School District (ISD). Construct validity was established for the testing instruments by soliciting help from various curriculum experts from the Temple ISD.
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Folomkin, A., S. Yankilevich, and O. Moroz. "PERFORMANCE EVALUATION OF SIMULATOR BY CURRICULUM «DESCRIPTIVE GEOMETRY»." Geometry & Graphics 10, no. 3 (January 9, 2023): 54–70. http://dx.doi.org/10.12737/2308-4898-2023-10-3-54-70.
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The availability of the material and technological capabilities of modern information and communication technologies in the field of education allows, on the one hand, to realize the creative potential of each teacher in creating such tools as educational and methodological complexes, applications, simulators, educational games, and so on, significantly changing the pedagogical tools, and on the other hand, the expanding range of newly created teaching aids causes an urgent need for an adequate assessment of their impact on learning outcomes. The purpose of the work is to evaluate the effectiveness of using the simulator program for independent studies of students in the discipline "Descriptive geometry". The work used such research methods as questionnaires using Google Forms, testing, timing, statistical data processing, comparison of control and experimental groups, construction of bar and pie charts, SWOT analysis. In the process of pedagogical research, the following platforms and programs were used: LMS Moodle, Microsoft Excel, an original simulator program for the development of students' spatial thinking. It has been established that the developed simulator program for the development of spatial thinking of students of engineering specialties studying the discipline "Descriptive Geometry" allows increasing students' interest in mastering the topics of the discipline, favorably affects the formation of skills for constructing orthogonal projections of a point, reducing the time for solving problems on this topic by 40% and also positively affects the degree of adequacy of students' self-assessment. It has also been established that to check in a semi-automatic mode 80 reports of students on the implementation of individual tasks in the simulator program, the teacher will spend only about 30 ... 40 minutes of his time. At the end of the article, ways to improve the simulator program are given and directions for further research are outlined.
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Hamid, Muhammad Abdul, Sutaman Sutaman, Muhammad Natsir, and Ibnu Omar Muhammad Salih. "The Development of an Evaluation Instrument for the Implementation of the Arabic Language Curriculum in Islamic High School." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 1 (June 1, 2022): 242–57. http://dx.doi.org/10.24042/albayan.v14i1.10303.
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In the context of the curriculum in Madrasah (Islamic school), the government has determined the concept, implementation, and evaluation of the curriculum in the Decree of the Minister of Religion (KMA) number 183, 184, and 189. It required to formulate an evaluation instrument in the need of curriculum implementation for the process of curriculum implementation evaluation at the practical level in education units. The purpose of this study was to develop an evaluation instrument of curriculum implementation in the form of a curriculum achievement assessment questionnaire. This study used a Research and Development (RD) with the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) model. In collecting the data, this study used the Dhelpi technique; consultative discussions with experts as validators in the preparation of instruments which included components, aspects, and indicators. FGD (Forum Group Discussion); with Arabic language teachers were applied to analyze the needs related to the development of an evaluation model for curriculum implementation and to formulate aspects of components and indicators of achievement of the Arabic language curriculum. The results showed that the instrument for evaluating curriculum implementation included the formulation of components, aspects, and indicators in the Context, Input, Process, Product, and Outcomes (CIPPO). The components, aspects, and indicators in the CIPPO model were formulated through the conceptual analysis and the contextualization of KMA number 183, 184, 189 and language performance theory as a benchmark and a standard for assessing the achievement of the Islamic high school Arabic curriculum.
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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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Collison, Judith. "Using Performance Assessment to Determine Mathematical Dispositions." Arithmetic Teacher 39, no. 6 (February 1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.
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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also foster intellectual courage and a set of positive personal attitudes, or dispositions, that enable and empower students.
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Raymond, Jane E., Caroline S. E. Homer, Rachel Smith, and Joanne E. Gray. "Learning through authentic assessment: An evaluation of a new development in the undergraduate midwifery curriculum." Nurse Education in Practice 13, no. 5 (September 2013): 471–76. http://dx.doi.org/10.1016/j.nepr.2012.10.006.
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Brereton, Andrew. "Is the Acute Internal Medicine (AIM) curriculum, for higher specialty training (HST), fit for purpose?" Acute Medicine Journal 16, no. 4 (October 1, 2017): 206–10. http://dx.doi.org/10.52964/amja.0687.
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This review will critically appraise the AIM curriculum from a trainee’s perspective. The author will focus on the curriculum’s aims and objectives, availability of learning opportunities, adopted assessment and evaluation strategies and finally make recommendations to aid curriculum development.
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Iyer, Shwetha, Erin Goss, Casey Browder, Gerald Paccione, and Julia Arnsten. "Development and evaluation of a clinical reasoning curriculum as part of an Internal Medicine Residency Program." Diagnosis 6, no. 2 (June 26, 2019): 115–19. http://dx.doi.org/10.1515/dx-2018-0093.
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Abstract Background Errors in medicine are common and often tied to diagnosis. Educating physicians about the science of cognitive decision-making, especially during medical school and residency when trainees are still forming clinical habits, may enhance awareness of individual cognitive biases and has the potential to reduce diagnostic errors and improve patient safety. Methods The authors aimed to develop, implement and evaluate a clinical reasoning curriculum for Internal Medicine residents. The authors developed and delivered a clinical reasoning curriculum to 47 PGY2 residents in an Internal Medicine Residency Program at a large urban hospital. The clinical reasoning curriculum consists of six to seven sessions with the specific aims of: (1) educating residents on cognitive steps and reasoning strategies used in clinical reasoning; (2) acknowledging the pitfalls of clinical reasoning and learning how cognitive biases can lead to clinical errors; (3) expanding differential diagnostic ability and developing illness scripts that incorporate discrete clinical prediction rules; and (4) providing opportunities for residents to reflect on their own clinical reasoning (also known as metacognition). Results Forty-seven PGY2 residents participated in the curriculum (2013–2016). Self-assessed comfort in recognizing and applying clinical reasoning skills increased in 15 of 15 domains (p < 0.05 for each). Resident mean scores on the knowledge assessment improved from 58% pre-curriculum to 81% post curriculum (p = 0.002). Conclusions A case vignette-based clinical reasoning curriculum can effectively increase residents’ knowledge of clinical reasoning concepts and improve residents’ self-assessed comfort in recognizing and applying clinical reasoning skills.
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Joyce, Barbara L., Eric Scher, Timothy Steenbergh, and Mary J. Voutt-Goos. "Development of an Institutional Resident Curriculum in Communication Skills." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 524–28. http://dx.doi.org/10.4300/jgme-d-10-00233.1.
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Abstract Objective We describe a collaboration between the graduate medical education office and the Henry Ford Health System's Office of Clinical Quality and Safety to create an institution-wide communication skills curriculum pertinent to the institution's safety and patient- and family-centered care initiatives. Methods A multidisciplinary committee provided oversight for the curriculum design and used sentinel event and other quality and safety data to identify specific target areas. The curriculum consisted of 3 courses: “Informed Consent,” “Sharing Bad News,” and “Disclosure of Unanticipated Events.” Each course included 3 components: a multimedia online module; small group discussions led by the program director that focused on the use of communication scripts; and 2 objective structured clinical examinations (OSCEs) requiring residents to demonstrate use of the communication scripts. All first-year residents (N = 145) and faculty (N = 30) from 20 residency programs participated in this initiative. Evaluation of the residents consisted of a self-assessment; the standardized patients' assessment of the residents' performance; and faculty assessment of resident performance with verbal feedback. Results Survey data showed that residents found the courses valuable, with residents identifying communication scripts they would use in clinical settings. Focus groups with faculty highlighted that the resident debriefing sessions provided them with insight into a resident's communication skills early in their training. Conclusion Our institutional curriculum was developed in a collaborative manner, and used an evidence-based approach to teach communication skills relevant to institutional safety and quality initiatives. Other institutions may wish to adopt our strategy of departmental collaboration and alignment of resident education with institutional initiatives.
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Johnson, Kathryn M. S. "Putting the guidelines to work: moving from undergraduate physiology curricular guidelines to program development and improvement." Advances in Physiology Education 44, no. 4 (December 1, 2020): 664–69. http://dx.doi.org/10.1152/advan.00180.2019.
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The first curricular guidelines for undergraduate physiology programs, currently under development by the Physiology Majors Interest Group (P-MIG), outline learning outcomes applicable for a wide range of physiology and physiology-related programs with diverse student populations. These outcomes for knowledge of core physiological concepts, professional skills, and advising provide a standard for undergraduate physiology education and a benchmark for student learning. Evaluation of how programs meet the curricular guidelines and assessment of the impact of programmatic approaches on student learning are essential for programmatic improvement. The collection and dissemination of evaluation and assessment findings, facilitated by P-MIG, is a critical resource for established undergraduate physiology and physiology-related programs seeking to improve their learning outcomes and new programs developing their curriculum. Strategies for institutional evaluation and assessment are provided to outline possible approaches for programs to use the guidelines to improve or develop their curriculum. P-MIG member expertise and knowledge of curricular implementation provide the foundation for possible collaborations among organizations and institutions to develop a program consultation model, where external consultants provide evaluation and assessment guidance and feedback as an additional resource for physiology educators.
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Kosa, Sarah Daisy, Janice Du Mont, and Sheila Macdonald. "Development and Evaluation of an Elder Abuse Forensic Nurse Examiner e-Learning Curriculum." Gerontology and Geriatric Medicine 6 (January 2020): 233372142096581. http://dx.doi.org/10.1177/2333721420965819.
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In Ontario, Canada, there is a need for an easily accessible training for forensic nurse examiners on the provision of care for abused older adults. In this study, our objective was to develop and evaluate a novel elder abuse nurse examiner e-learning curriculum focused on improving the care provided to older adults. The curriculum was launched on an online learning management system to forensic nurses working across Ontario’s hospital-based violence treatment centers in June 2019 and evaluated using pre- and post-training questionnaires that measured self-assessed changes in knowledge and skills-based competence related to providing elder abuse care. There were significant improvements pre- to post-training in self-reported knowledge and competence across all core content domains: Older Adults and Abuse; Documentation, Legal, and Legislative Issues; Interview with Older Adult, Caregiver, and Other Relevant Contacts; Initial Assessment; Medical and Forensic Examination; and Case Summary, Discharge Plan, and Follow-Up Care. As the curriculum enhanced the knowledge and skills associated with caring for abused older adults, it may have implications for training forensic nurse examiners and associated staff working in more than 25 countries internationally.
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Islam, Amirul. "Improving Educational Quality Through Curriculum Development: An Empirical Investigation Using Stakeholder Feedback Data." Journal of Education 199, no. 2 (April 2019): 69–82. http://dx.doi.org/10.1177/0022057419848370.
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Using feedback data from stakeholders, the study examines several aspects of the curriculum offered by a program offering entity (POE) in Bangladesh. Analysis of the data shows that the opinions of the stakeholders from various groups resonate together for evaluation areas like need assessment, curriculum mapping, and feedback mechanism. However, opinions expressed by students, both current and alumni, diverge from the opinions expressed by the academic community on matters like “program load.” The qualitative analysis of the text data obtained through some open-ended questions reveals that the respondents support an academic environment free from campus politics and incorporation of more courses related to Information Communication Technology (ICT) for curriculum development.
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Thummaphan, Phonraphee, Kantita Sripa, and Watcharanon Prakobthong. "Competency-Based School Curriculum: A Development and Implementation Framework." Rajabhat Chiang Mai Research Journal 23, no. 3 (December 12, 2022): 185–205. http://dx.doi.org/10.57260/rcmrj.2022.261665.
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Competency-based school curriculum development is a key mechanism for successful implementation of the national curriculum framework. However, the problem discovered is that schools continue to lack knowledge and clear guidelines, so the purpose of this study is to prepare the development process framework for competency-based school curriculum of pilot schools in the education sandbox. This study employs an explanatory sequential design mixed-method research methodology, beginning with quantitative research using online questionnaires to survey opinions from 224 pilot schools in six areas of the education sandbox, then moving on to a qualitative multi-case study using focus group discussions with administrators and teachers from 18 schools in six areas, and finally a connoisseurship of 15 experts. According to the findings, the main idea behind the development process framework for competency-based school curriculum is to focus on success in developing learners' learning competencies related to work and life. The curriculum development process includes the following components: 1) competency-based curriculum design focuses on determining core competencies and developing appropriate learning designs; 2) learning management that focuses on competency development and learning assessment that emphasizes individual progress; and 3) competency-based curriculum management, which includes appropriate study time structure, adequate preparation for action, and evaluation for continuous improvement. These findings are critical for implementing the national curriculum framework effectively.
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Syukrianto, Syukrianto. "PENGEMBANGAN KURIKULUM MUATAN LOKAL DALAM MEMBENTUK KARAKTER LULUSAN SISWA SMA 2 DARUL ULUM REJOSO JOMBANG." Al-Ulum : Jurnal Penelitian dan Pemikiran Ke Islaman 6, no. 1 (February 15, 2019): 94–107. http://dx.doi.org/10.31102/alulum.6.1.2019.94-107.
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Curriculum development of local content developed with the development of the theory and practice of education, also varies according to the flow or educational theories which adhered. Strengthening local content curriculum developed by SMA 2 Darul Ulum Rejoso Jombang pesantren with in the school curriculum of reinforcement for the creation of local content. This research method using of development Dick & Carey (2009), is the identification of the learning objectives, analysis of learning, learner and context analysis, define learning objectives, development assessment instruments, developing learning strategies, developing and selecting study materials, design and conduct formative evaluation, revision and designing and conducting evaluation summative. This research data using the local content curriculum development for SMA 2. The result and discusion concept of strengthening the curriculum of SMA 2 educational concept is Tebuireng reforming education boarding school that has existed previously with the emphasis on the concept of making the Qur'an as the main source for research in learning and make the Quran as development of an strengthening local charge. The formation of character in students graduate SMA 2 is able to master the three curriculum i.e. boarding schools curriculum, national curriculum and curriculum of Cambridge, formally pocketed three diplomas i.e. diploma boarding schools, national public ijasah, and Cambridge Certificate, which will be used as a provision for continuing education to the next level.
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Wiersch, John, Andrew Adams, Mohammed Al Fayyadh, Robert Weber, Howard Wang, and Ross Willis. "Development and Evaluation of a Simulation Model for Microvascular Anastomosis Training." Journal of Reconstructive Microsurgery 33, no. 07 (May 4, 2017): 493–501. http://dx.doi.org/10.1055/s-0037-1602760.
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Background Many plastic surgery training programs have implemented microvascular preparatory courses. However, these courses vary in length across institutions, lack formal assessment, and trainees receive certificates of completion rather than competency. In addition, many institutions use animate tissues as practice models which may not be readily available, require special treatment or storage, and lack consistency across vessel segments. In this study, we developed a proficiency-based training microvascular anastomosis curriculum using a synthetic model. In addition, we developed and validated a scoring rubric and patency testing apparatus. Methods Proficiency benchmarks were developed by evaluating four plastic surgeons performing interrupted end-to-end anastomoses on synthetic vessels mounted superficially and at depth. Using a pretest–posttest design, seven plastic surgery residents from two institutions were asked to train to proficiency on the superficial exercise. Skills transfer was evaluated using a vessel mounted at depth. Each anastomosis was scored on 11 metrics of mechanics, completion time, stenosis, and leakage. Results Experts outperformed residents prior to engaging in the training curriculum, confirming construct validity. Residents' skills significantly improved on 10 of 14 metrics after training, confirming curriculum effectiveness. Only one resident was able to achieve all proficiency benchmarks on two consecutive training trials. Skills learned on the superficially mounted vessel moderately transferred to the vessel mounted at depth as evidenced by significant pre- to posttest learning gains for 4 of the 14 metrics. Conclusion The proficiency goals may have been overly stringent; however, residents improved microvascular anastomosis skills on the majority of metrics by engaging in simulation-based training using a readily available synthetic model.
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Rutherford, Sarah. "Engaging Students in Curriculum Development Through Design Thinking: A Course Design Case." International Journal of Designs for Learning 11, no. 3 (September 29, 2020): 107–25. http://dx.doi.org/10.14434/ijdl.v11i3.25359.
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This design case documents the motivations, decisions, and results of an experimental course that involved students in the curriculum development process through the use of design thinking methodology. Primary points of student input were determining assignment topics, developing learning objectives, and contributing to the design of grading assessment. The case also examines the student experience and provides a detailed evaluation of the process, including an assessment of the benefits of the approach and a dissection of the unforeseen obstacles in the design process. In this investigation into the intention and execution of the course, educators may find the inspiration and framework to adapt this approach for their own courses.
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Pretorius, M., and T. Wlodarczyk. "Entrepreneurial training curriculum assessment: The case of new venture creation learnerships." South African Journal of Economic and Management Sciences 10, no. 4 (May 22, 2014): 504–29. http://dx.doi.org/10.4102/sajems.v10i4.1063.
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This paper joins the debate about how best to assess entrepreneurial training interventions, using a case-study. Contextual secondary literature about the structure and content of such interventions is briefly reviewed. Based on this review, a framework is developed and applied to the Provincial Skills Development Pilot Project’s current New Venture Creation Learnership programme. This in-depth case study uses an evaluation instrument based on the entrepreneurial assessment model proposed by Pretorius (2001: 264). Results show that the chosen programme exhibits certain limitations, which restricts its success in developing entrepreneurs in line with the National Skills Development Strategy. However, the programme possesses many strengths and its limitations are easily remedied. The proposed assessment method successfully identifies the strengths and weaknesses of the programme.
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Abdul Sali, Abdul Haiy. "POSNER’S CURRICULUM ANALYSIS FRAMEWORK TOWARDS THE DEVELOPMENT OF PHILIPPINE MADRASAH EDUCATION." Journal of Southeast Asian Studies 26, no. 1 (June 30, 2021): 163–85. http://dx.doi.org/10.22452/jati.vol26no1.8.
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The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the participants described the curriculum as relevant but not age-appropriate. In addition, as basic tenets in designing a curriculum, there were no specific learning activities elaborately explaining the instructional strategies and course resources. Also, there was no assessment task or evaluation explicitly incorporated in the curriculum. Conversely, the institutionalisation of the Madrasah Education Program (MEP) in public school provides an opportunity to develop and ensure access to quality and relevant education among Muslim learners. The results provide baseline data in understanding the curriculum and serve as an impetus for future curriculum development of madrasah education in the Philippines.
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Stafford, Matthew C. "Curriculum Evaluation and Transformation: Policies, Perspectives and Challenges." Asia Pacific Journal on Curriculum Studies 2, no. 1 (December 31, 2019): 19–27. http://dx.doi.org/10.53420/apjcs.2019.3.
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To date, the vast majority of developmental programs have had to be satisfied with assessing students’ learning within the confines of their programs. Although there were opportunities for indirect assessments, with graduate surveys or surveys of supervisors/employers, response rates tended to be low. Even when responses were received, they often came from people with little expertise in learning, making it difficult for educators to translate the feedback into actionable program improvements. The United States (US) Air Force has, however, decided to attempt what other learning institutions have not – arguably cannot. It is attempting to leverage its competency-based approach to performance assessment to enhance program evaluation. Because of the closed nature of this learning environment, where students graduate from US Air Force programs and go on to work in US Air Force jobs, there is a unique opportunity to assess learning as it is actually being applied in the workplace. Leveraging a competency-based force-development paradigm, the US Air Force has constructed a “foundational competencies” model for common knowledge, skills and abilities, complemented by occupational competencies specific to individual jobs, positions and specialties. These competencies are mapped to performance descriptions that determine levels of mastery. These performance descriptions are, in turn, mapped to rubrics that guide performance evaluations. Shortcomings in performance can be identified, quantified, and fed back to the developmental program for potential program modification or, for special updates to the force, to ensure Airmen perform their duties properly and achieve desired levels of mastery. This approach has been approved but is not yet fully implemented. The new Foundational Competencies Model has been developed and validated through a criterion-sampling methodology. In addition, many technical careers have created “occupational competencies” models delineated the specific knowledge, skills and abilities specific to their jobs. The full range of supporting assessment mechanisms, however, are still in the process of being designed and dispatched to facilitate ease of use and centralize data-gathering. This article overviews the US Air Force’s approach and its progress to date.
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Calero-Martinez, Sergio A., Christian Matula, Aurelia Peraud, Francesco Biroli, José Fernández-Alén, Michael Bierschneider, Michael Cunningham, et al. "Development and assessment of competency-based neurotrauma course curriculum for international neurosurgery residents and neurosurgeons." Neurosurgical Focus 48, no. 3 (March 2020): E13. http://dx.doi.org/10.3171/2019.12.focus19850.
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OBJECTIVETraumatic brain injuries (TBIs) are a significant disease burden worldwide. It is imperative to improve neurosurgeons’ training during and after their medical residency with appropriate neurotrauma competencies. Unfortunately, the development of these competencies during neurosurgeons’ careers and in daily practice is very heterogeneous. This article aimed to describe the development and evaluation of a competency-based international course curriculum designed to address a broad spectrum of needs for taking care of patients with neurotrauma with basic and advanced interventions in different scenarios around the world.METHODSA committee of 5 academic neurosurgeons was involved in the task of building this course curriculum. The process started with the identification of the problems to be addressed and the subsequent performance needed. After this, competencies were defined. In the final phase, educational activities were designed to achieve the intended learning outcomes. In the end, the entire process resulted in competency and outcomes-based education strategy, including a definition of all learning activities and learning outcomes (curriculum), that can be integrated with a faculty development process, including training. Further development was completed by 4 additional academic neurosurgeons supported by a curriculum developer specialist and a project manager. After the development of the course curriculum, template programs were developed with core and optional content defined for implementation and evaluation.RESULTSThe content of the course curriculum is divided into essentials and advanced concepts and interventions in neurotrauma care. A mixed sample of 1583 neurosurgeons and neurosurgery residents attending 36 continuing medical education activities in 30 different cities around the world evaluated the course. The average satisfaction was 97%. The average usefulness score was 4.2, according to the Likert scale.CONCLUSIONSAn international competency-based course curriculum is an option for creating a well-accepted neurotrauma educational process designed to address a broad spectrum of needs that a neurotrauma practitioner faces during the basic and advanced care of patients in different regions of the world. This process may also be applied to other areas of the neurosurgical knowledge spectrum. Moreover, this process allows worldwide standardization of knowledge requirements and competencies, such that training may be better benchmarked between countries regardless of their income level.
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Luesse, Hiershenee B., Pamela Koch, and Isobel R. Contento. "Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum." Health Education Journal 78, no. 7 (May 22, 2019): 824–38. http://dx.doi.org/10.1177/0017896919850597.
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Objective: This study describes the use of the Nutrition Education DESIGN Procedure for developing the In Defence of Food Curriculum, a health education curriculum serving as the companion guide to the In Defence of Food documentary film based on the book with the same title. Design: The DESIGN Procedure is a systematic stepwise framework that produces behaviourally focused, theory-driven health education programmes and evaluation plans. Methods: DESIGN begins with an audience assessment and literature review that guides the selection of desired behaviours and psycho-social theory. For the In Defence of Food Curriculum, the desired behaviour changes were increased intake of whole/minimally processed plant-based foods and decreased intake of highly processed foods. A theoretical framework combining social cognitive and social determination theories guided programme development and evaluation plans. Education theory guided translating this framework into a ready-to-deliver curriculum. DESIGN aims to ensure alignment of theory determinants/mediators, behaviour change strategies, objectives, instructional activities and evaluation measures for systematically addressing desired behaviour changes. Over the course of 10 lessons, young people participate in interactive activities that explore the benefits of healthy eating, while appreciating how the ubiquity of heavily marketed and highly processed foods make healthy eating challenging. The evaluation plan guides measurement of target behaviours and the theory-based determinants/mediators. Results: This case study describes the development of the In Defence of Food curriculum using the DESIGN Procedure and demonstrates how a comprehensive and structured method for health education curriculum development and evaluation planning can be applied. Conclusion: The DESIGN Procedure has relevance for researchers, practitioners and programme planners.
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Marwan, Iwan, and M. Badrus Solichin. "Pengembangan Kurikulum Berorientasi Merdeka Belajar-Kampus Merdeka Program Studi S1 Tadris Bahasa Indonesia Fakultas Tarbiyah IAIN Kediri." ESTETIK : Jurnal Bahasa Indonesia 5, no. 1 (July 19, 2022): 21. http://dx.doi.org/10.29240/estetik.v5i1.3934.
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This research is oriented to the study of curriculum development in the Indonesian Language Education Study Program, Faculty of Tarbiyah IAIN Kediri, which is a follow-up to the policy of the Minister of Education and Culture by adapting the curriculum from KKNI to MBKM. The method used to answer this is a literature study, by making several guidelines, guidelines and journal articles that are relevant to the research topic. The stages of the research include (1) collecting relevant data through a literature study, (2) reviewing the literature obtained by concluding the main topic regarding the implementation of the independent learning-campus curriculum. The results of this study found that the MBKM curriculum development carried out included planning activities, learning processes, process assessment standards, and MBKM Learning Monitoring and Evaluation. Then from the results of curriculum development, it will be used as a curriculum development document at the Indonesian Language Education Study Program, IAIN Kediri, in implementing the MBKM curriculum in the 2022/2023 academic year
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Khantawong, Kampon, Saowanee Sirisooksilp, and Dawruwan Thawinkarn. "Needs Assessment of Internal Supervision in Secondary Schools under the Office of Basic Education Commission." International Educational Research 4, no. 1 (June 22, 2021): p71. http://dx.doi.org/10.30560/ier.v4n1p71.
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The purpose of this research was to study the need assessment of internal supervision in secondary schools under the jurisdiction of the Office of Basic Education Commission, Thailand. A total of 944 teachers participated in the survey using multistage random sampling. The five scopes of internal supervision were investigated, namely, academic in curriculum development, development of learning process, evaluation and comparison of grades transfer, development of innovative media and digital technology, and educational supervision using a 43-items questionnaire. The need assessment results showed that the development of innovative media and digital technology (PNImodified=0.373) is the most essential scope of internal supervision according to respondents’ perceptions. This is followed by the development of the learning process (PNImodified=0.267), educational supervision (PNImodified=0.262), and evaluation and comparison of grades transfer (PNImodified=0.257). The least capacity scope is academic in curriculum development (PNImodified=0.246). The overall results imply that supervisors or school principals should attempt to ensure that internal supervisions are regularly operated to improve the teaching and learning process by paying more attention to the scope of development of innovative media and digital technology without ignoring the other four scopes.
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Julita, Dina. "Islamic Montessori Curriculum Reconstruction." Indonesian Journal of Islamic Early Childhood Education 6, no. 1 (July 4, 2021): 1–17. http://dx.doi.org/10.51529/ijiece.v6i1.240.
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Abstract Rumah Bermain (RBP) in Bandung City reconstructed the Montessori Curriculum to Islamic. This uniqueness is worth researching. The objective research was to compare Education in Islam and the Montessori Method and to overview the reconstruction of the Islamic Montessori Curriculum in RBP. The research was using a qualitative approach with case study methods and literature studies. The results show that Islam and the Montessori Method can be implemented in harmony. In the reconstruction of the curriculum in RBP, Islam became the main foundation and the Montessori Method as supporting foundation. The foundations become a reference in the formulation of educational objectives. Based on the objectives, curriculum development was conducted. Starting from curriculum objective conducted by the team. Furthermore, the teacher implements the curriculum as instructional plan, learning, and assessment. The final stage is an evaluation using SWOT analysis, the results of which are used to improve the curriculum. In all stages of curriculum development, students' uniqueness and nature are respected.
Keywords: curriculum, Montessori, PAUD, Islam, curriculum reconstruction
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Wraga, William G. "Understanding the Tyler rationale: Basic Principles of Curriculum and Instruction in historical context." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 227. http://dx.doi.org/10.14516/ete.156.
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This historical study attempts to contribute to our understanding of the widely recognized and widely critiqued Tyler rationale for the development of curriculum and instruction by explaining it in the historical context in which Ralph Tyler developed it, by tracing its origins in Tyler’s work, and by reconstructing a history of the course, Education 360, Tyler taught at the University of Chicago. This analysis found that Basic Principles of Curriculum and Instruction, which emerged from Tyler’s field work with teachers and professors and his conception of evaluation, is best understood as a study guide that Tyler prepared for the use of his students in the course by that name that he taught during the 1940s and 1950s. This analysis found that Tyler’s rationale was remarkable in its time for its embrace of three curriculum sources, its conception of education essentially as experience, its approach to assessment as evaluation rather than as measurement, its approach to curriculum development as a problem-solving process, and its commitment to teacher participation in the development of curriculum and instruction.
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Ahmad, Abdul Razaq, and Ahmad Rafaai Ayudin. "HISTORY CURRICULUM DEVELOPMENT MODEL TOWARDS NATION BUILDING OF MALAYSIA." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 1 (July 23, 2018): 40. http://dx.doi.org/10.17509/historia.v12i1.12116.
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Malaysia is a heterogenic country as the nation is formed by multiracial. Thus, national stability and racial harmony are depending on how relationship among ethnics is enhanced and preserved in order to form a strong nation state. The government is fully aware that educational institutions are the most important disseminators of unity values in enhancing the nation of Malaysia. Schools are the main disseminators through curriculum development and evaluation towards values of unity and national integration, in restoring understanding on the nation and the country. The Curriculum Development Model is the foundation of the research proposal to serve as an implementation manual to inculcate values of unity through History Curriculum. The implementation involves five relevant constructs in defining curriculum, involving comprehensive efforts in providing students education, which are: (1) textual contents (text books) (2) pedagogical elements, (3) inculcation of values, (4) usage of teaching aids and (5) assessment. This research evaluates the relationship among the five constructs towards the elements of racial unity in establsihing the nation state of Malaysia, with the demise of prejudiced and racial gap. The comprehensive curriculum empathizes on the importance of holistic unity components to ensure that the inculcation of values is successfully done through multiple dimensions.
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Andiema, Nelly C. "Teachers competencies in evaluation of competency based curriculum among special needs learners in Kenya." Global Journal of Educational Research 19, no. 2 (January 4, 2021): 135–45. http://dx.doi.org/10.4314/gjedr.v19i2.2.
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Assessment and evaluation activities are conducted to determine whether the curriculum content provided to students resulted to gain of knowledge and understanding. With the Kenya implementing the new Competency Based Curriculum (CBC), not much has been focused on the level of teacher understanding and preparedness towards evaluating special needs learners enrolled in public primary schools. This paper looks at teacher competencies for evaluation of CBC among special needs learners in public primary schools in Kapsaret Sub County, Kenya. The target population involved 83 public primary schools located in the sub county with special needs teachers of the targeted primary schools forming the target population. A sample size of 69 special needs teachers was selected as the sample for the study selected through simple random sampling method. To collect data, questionnaire was used. The analysis of data was done using quantitative and qualitative methods. Research result showed that majority of special needs teachers were not adequately prepared to undertake evaluation and assessment of children with special needs in line with the new curriculum. The lack of adequate understanding and application of formative assessment methods by special needs teachers denied the special needs learners opportunity to acquired competencies and skills as per CBC curriculum. The paper therefore recommends that special needs teachers like other teachers need to be regularly provided with adequate training on different methods of assessment of special needs learners in their classroom. This will ensure that the goals of inclusion are attained hence contributing to special needs learners education growth and development.
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Simponi, Maijem, and M. Iqbal Liayong Pratama. "EVALUASI PELAKSANAAN KURIKULUM 2013 DAN KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) PADA PEMBELAJARAN GEOGRAFI DI SMAN KOTA PADANG." JAMBURA GEO EDUCATION JOURNAL 1, no. 1 (February 25, 2020): 09–15. http://dx.doi.org/10.34312/jgej.v1i1.4084.
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Education system has it's own problems. Indonesia's education also involves the challenge of implementing the new curriculum. The schools are not ready yet to implement the new curriculum, the 2013 curriculum. The 2013 curriculum which emphasizes character development, requires teachers to carry out comprehensive learning and a full assessment of each student's development. This study aims to describe and evaluate the implementation of the 2013 Curriculum and SBC in geography learning at High School in Padang city. This research used descriptive qualitative by using purposive sampling. The sample of this paper are teachers and students who teach and learn geographic subject, principals and vice-principals. The Data were collected through observation, interviews and documentation. The results revealed that: (1) Evaluation of the implementation of KTSP; The planning of learning in SBC emphasizes more on the delivery of material whose learning success is measured through cognitive tests. The implementation of KTSP learning is carried out conventionally, depending on the teacher and creative learning. Teachers' creativity in teaching is the main in creating creative learning so that national education goals are achieved. Assessment of KTSP learning uses reference criteria; that is based on what students understand after participating in the learning process, using a test gauge. Learning success can be seen in the acquisition of student learning outcomes. (2)evaluation of the 2013 curriculum, planning is designed based on instructions from the government and must explore all the potentials and abilities of students and all norms of life. The implementation of 2013 curriculum learning, learning is carried out holistically to achieve overall objectives as well, so that all potential students will be explored listed in the four core competencies by using various assessment instruments, Assessment in the 2013 curriculum is carried out based on scientific assessments that assess all potentials possessed by participant. Assessment is not only limited to the test instrument, but also through various instruments
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D de la Cruz, Maria Syl, Rashida S. Smith, Alexis E. Silverio, Allison R. Casola, and Erin L. Kelly. "What we learned in the development of a third-year medical student curricular project." Perspectives on Medical Education 10, no. 3 (January 27, 2021): 167–70. http://dx.doi.org/10.1007/s40037-021-00648-x.
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AbstractThe application of continuous systems improvement in medical education can provide actionable information for curriculum development, improvement, and future planning (as reported by Bowe and Armstrong, Acad Med 92:585–92, 2017). After receiving a medical education grant, we developed a curriculum to teach medical students how to use quality improvement (QI) to address health disparities in vulnerable populations. During the process of developing and implementing this curriculum, we learned several lessons.One of the major surprises was that our proposed project work took much longer to complete than anticipated. This was mainly because we did not have the right team assembled from the beginning. Specifically, we were missing a team member with evaluation expertise, and therefore we did not devise a systematic process for evaluation and assessment. Without periodic checks or timely assessments built into our curriculum design, we received feedback from students after it was too late to implement changes. We realized that our initial research design had some methodological flaws, which we later rectified.We encountered additional technical challenges during the curriculum implementation. We struggled with various online learning platforms. Through this, we learned the importance of being knowledgeable upfront about the features of learning platforms and adaptable to changing educational technologies. We also learned our curriculum could and should evolve to meet the needs of our learners and faculty. Moving forward, we realize the benefit of applying a quality improvement process to our curriculum development and implementation, which will help us to continuously transform medical education for future health care needs.
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Subando, Joko, Badrun Kartawagiran, and Sudji Munadi. "Development of Curriculum Evaluation Model As A Foundation in Strengthening The Ideology of Al-Irsyad Education." Journal of Educational Research and Evaluation 10, no. 2 (August 30, 2021): 86–99. http://dx.doi.org/10.15294/jere.v10i2.52676.
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Curriculum evaluation models are useful to ensure designs, processes, and products follow the ideology of Education. This study aims to develop the Al-Irsyad curriculum evaluation model to strengthen the educational ideology (EKADIOLOGI). This research used the ADDIE model. The analysis activity was to see the need for an evaluation model. The initial product was developed by confirming 11 experts, practitioners, and model users. The limited trial involved 159 respondents and 492 respondents in the expanded test phase. The data of instrument model test results, the model use guide, the feasibility of the model, and the assessment of the readability of the instrument were analyzed using Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA) to get an overview of the validity of the instrument and Cronbach Alpha for estimating its reliability. The conclusion of the study is EKADIOLOGI consists of four constructs encompassing design, process, output, and, outcome. The fit model is supported by empirical data with a Chi-square probability value of 0.08846 (> 0.05), RMSEA value of 0.049 (<0.08), an NFI value of 0.93 (> 0.9), and CFI of 0.98 (> 0.9). The EKADIOLOGI model instrument has good validity and guaranteed reliability so that the model can be recommended for curriculum evaluation in Al-Irsyad schools. The results of this study can be used as an instrument of curriculum evaluation in Al-Irsyad schools and a foundation for strengthening the ideology of Al-Irsyad Education.
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Mubarok, Ramdanil. "Management of Material Component Development in Multicultural Islamic Education Curriculum." Hayula: Indonesian Journal of Multidisciplinary Islamic Studies 6, no. 2 (July 28, 2022): 249–66. http://dx.doi.org/10.21009/hayula.006.02.06.
Full textAbstract:
This article will analyze and interpret the concepts of the components of the multicultural PAI curriculum, the learning process and management of the development of the components of the multicultural Islamic religious education teaching materials at SMK Nusa Unggul Husada. This research is qualitative. The development model used is the McKenny model which consists of preliminary analysis, planning stages, and evaluation. The research subjects were students of SMK Nusa Unggul Husada. The research instruments are observation sheets, interviews, assessment sheets, evaluation sheets and validation sheets. Furthermore, data processing is carried out with qualitative description. Data were analyzed comprehensively according to the characteristics of qualitative research. The result is that the concept of material components in the multicultural PAI curriculum is a series of activities carried out in the form of compiling and developing content to achieve goals. Multicultural PAI learning at Nusa Unggul Husada Vocational School is focused on understanding multicultural Islamic religious education materials comprehensively and then being applied in a multicultural school environment in terms of language, culture, religion, ethnicity, and even gender diversity. The development of the components of teaching materials in the learning process that has been carried out illustrates the validity of the learning tools. The use of multicultural PAI learning tools as a whole falls into the practical category in terms of the implementation of the implementation plan.
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Adaspayeva, Nazym, and Sue Parkes. "Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum." New Zealand Annual Review of Education 25 (July 20, 2021): 57–75. http://dx.doi.org/10.26686/nzaroe.v25.6935.
Full textAbstract:
Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4.