Academic literature on the topic 'School-level curriculum evaluation'
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Journal articles on the topic "School-level curriculum evaluation"
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Suyatmini, Suyatmini, Yetty Sarjono, Titik Asmawati, and Wafrotur Rohmah. "Accounting Learning Management on Curriculum 2013 Based on Lesson Study at Vocational School Surakarta." International Journal of Education 7, no. 4 (December 20, 2015): 87. http://dx.doi.org/10.5296/ije.v7i4.8763.
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<p>The research aim is to describe management learning accounting on curriculum 2013 that is conducted by Vocational School teachers at Surakarta. Data gathering methods used are; interview, observation, and documentation. Data analysis technique used is interactive analysis that is involved data gathering, reduction, display, and verification. The research result showed that not all of accounting teachers at Vocational School Surakarta in arranging planning of learning conducting, learning conducting and accounting learning evaluation to implement curriculum 2013. Vocational School curriculum at Surakarta still using two curriculums, those are; Education set level curriculum and curriculum 2013. It still can be found that there are some problems on accounting Vocational School teachers at Surakarta in related with curriculum 2013 involving the difficulty in arranging the learning set of curriculum 2013, the problems on accounting learning process used <em>scientific approach, or </em>difficulty in authentic evaluation.</p>
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Mardliyyah, Aisyam, and Tulus Musthofa. "Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 59–76. http://dx.doi.org/10.14421/almahara.2020.061.04.
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Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum.
Keywords: Curriculum Development, Arabic Curriculum, Integrated Islamic School.
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Habiburrahman, Habiburrahman. "CURRICULUM MANAGEMENT OF BUIN BATU ELEMENTARY SCHOOL." Journal of Education Research in Administration and Management (JERAM) 1, no. 2 (September 7, 2017): 64. http://dx.doi.org/10.29061/jeram.v1i2.28.
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The focus of this research is to study about the curriculum management at the Elementary School of Buin Batu that includes the curriculum planning, curriculum organization, curriculum implementation, and curriculum evaluation. It is a Case Study Research using a qualitative approach. Data obtained through in-depth interviews, observation and documentation with the research informants comprising the school principal, academic coordinator and curriculum coordinator. The data collected was analyzed through the process of data reduction, display, verification and conclusion drawing. The results of the research show that the Elementary School of Buin Batu has a curriculum planning that consists of Curriculum Mapping, Scope and Sequence, Program of Inquiry, Unit of Inquiry, and Unit Planner; a curriculum organization that includes Curriculum Structure, Teacher Assignment, Developing Transdisciplinary Program, Determining Unit of Inquiry for Each Year Level; a curriculum implementation that includes Teaching and Learning Experiences, Assessment and Reporting; and a curriculum evaluation that covers Unit Review and Subject Review.
Keywords: curriculum management, curriculum planning, curriculum organization, curriculum implementation, curriculum evaluation
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Thipatdee, Goachagorn. "The Development of English Competency-Based Curriculum Integrated with Local Community for High School Students." Journal of Education and Learning 10, no. 1 (December 30, 2020): 39. http://dx.doi.org/10.5539/jel.v10n1p39.
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The purposes of this research were to study needs of high school students and teachers on competency-based curriculum integrated with local community for high school students, develop a curriculum based on the needs, implement the developed curriculum, and evaluate the developed curriculum. The samples of the needs study stage consisted of 244 high school students, and 82 teachers in schools located in Ubon Ratchathani, and Warinchamrab Municipalities, gained by quota sampling, and those for the curriculum implementation consisted of 34 high school students studying at Luekamhan Warinchamrab School, in the second semester of academic year 2018, gained by cluster sampling. The research instruments were the developed curriculum, questionnaires for the students and the teachers, a test of English expression, a test of writing, and an attitude evaluation form. The findings revealed the students and the teachers rated their needs on competency-based curriculum at a higher level, the developed curriculum consisted of vision, mission to achieve the students’ competency through the aims, contents, and instructional procedures concentrated on practicing and the evaluation focused on performances, the students had significantly higher learning achievement and writing skills after the curriculum implementation than those before the implementation at the level .01. The developed curriculum was evaluated by the students at medium level of its feasibility.
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Pilkevics, Arturs, Rasma Jansone, and Inese Bautre. "E-Planner for Physical Education on the Secondary School Level in Latvia." LASE Journal of Sport Science 5, no. 2 (December 1, 2014): 25–29. http://dx.doi.org/10.1515/ljss-2016-0029.
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Abstract An innovative planning and assessment tool for the subject of Physical Education (PE) on the secondary school level has been created in the course of this research project. Evaluation of the research on the Latvian assessment system in PE has shown the current need for an online based curriculum planning tool (e-planner) which would help teachers to effectively and qualitatively determine the levels of knowledge, skills, personal trait attributes and development dynamics in PE. This finding has served as basis for the hypothesis of the work: creating an e-planner will have a positive influence on the planning and evaluation processes in the subject of Physical Education on secondary level. The author set put to determine the theoretical foundation and the desired content of the E-planner according to the curriculum standard of PE on the secondary level in Latvia and create the planner based on the free Google Forms online platform. Study included the evaluation of teachers’ opinion about using the E-planner for planning and evaluation purposes. The result of this project is the first on-line curriculum planning tool in the Latvian language which is based on the modern theoretical understanding of student-centered planning and the assessment approach in education. Implementing such a tool on a state level across the disciplines would improve the quality of planning and instruction in schools.
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Lee, Hye-Yoon, Sunju Im, So Jung Yune, and Sang Yeoup Lee. "An Impact of Patient-physician Communication Curriculum on Students of Korean Medical School." Journal of Korean Medicine 42, no. 3 (September 1, 2021): 86–98. http://dx.doi.org/10.13048/jkm.21027.
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Objectives: This study aims to evaluate the impact of patient-physician communication curriculum on students of Korean medical school in terms of cognitive, affective, and psychomotor level of communication skills. Methods: A communication curriculum was developed considering COVID-19 pandemic situation. Lectures, peer role-play, open interview with standardized patient (SP), discussion and feedback were conducted by online, and face-to-face 1:1 SP-interview was performed. Scores of written test, peer role-play of medical communication, SP-interview, self-evaluation on one’s interview with real patients in clinical clerkship, and questionnaire of importance were collected and analyzed. Results: Converted to 100 point scale, the mean score of written test (cognitive level) was 91.2 while that of importance questionnaire (affective level) was 77.5. The mean scores of psychomotor level were 72.5, 77.5, and 62.5 for peer role-play, SP-interview, and real patient interview in clerkship, respectively. Conclusions: Students’ performance is lower in higher level of competence. Curriculums should provide more opportunities of practices to students, and include evaluation focusing on performance skills.
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Rashid, Abdur. "An Evaluative Study of Chemistry Curriculum at Higher Secondary School Level in Pakistan." Global Educational Studies Review V, no. III (September 30, 2020): 142–51. http://dx.doi.org/10.31703/gesr.2020(v-iii).15.
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The research was conducted to evaluate the National Curriculum of Chemistry for Higher Secondary level in Pakistan. This was a Descriptive and Evaluative study with a special focus on the achievement of objectives set at the National Level. The researcher prepared two questionnaires and served to the sample of curriculum experts and teachers of chemistry. The sample comprising of 50 experts and 400 teachers was selected from all the Provinces and the Districts through multistage random sampling techniques. The tool used was Chi-Square. Analysis of the data led to the findings of the study. The important findings reflected that Experts were satisfied with the alignment of the curriculum with the ideology of Pakistan. However, they were not satisfied with the attainability of objectives within the given timeframe and the process of curriculum development. The teachers expressed their satisfaction with the content but dissatisfaction with the students' evaluation process. On the basis of findings, recommendations were offered, which included the involvement of the teachers in the curriculum development process.
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Al-Rasheed, Noora Abdullah Hamad, and Ahmad Mohammed Saad ALHussein. "DESIGN OF CURRICULUM FOR EDUCATIONAL EVALUATION IN THE LIGHT OF (QUALITY MATTERS) STANDARDS AND IT'S EFFICIENCY IN DEVELOP ELECTRONIC EVALUATION SKILLS FOR STUDENTS FEMALES AT EDUCATION IN KING SAUD UNIVERSITY DESIGN OF CURRICULUM FOR EDUCATIONAL EVALUATION." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 285–374. http://dx.doi.org/10.29009/ijres.4.1.9.
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This study aimed to design of electronic curriculum for educational evaluation in the light of Quality Matters standards and measuring effectiveness in develop electronic evaluation skills for (42) students female from students of education college in King Saud University and it's an experimental study group apply to them :(Cognitive test for electronic evaluation skills for educational evaluation curriculum and three card for notice skills sides for electronic evaluation skills). After proceed the statistical treatments, the study results showed the following: There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for the collective test for cognitive side foe electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for all main skills and total score for performance side notice cards (Electronic tests, Electronic questionnaire, Electronic achievement file) for electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. Suggested design efficiency for educational evaluation curriculum in the light of Quality Matters standards for education college students in King Saud University in electronic evaluation skills development. Recommendations: Design education college curriculum in the light of Quality Matters standards. Training faculty members on design electronic curriculums in the light of Quality Matters standards. Interesting in electronic evaluation skills development for students' teachers in all education colleges. Benefit from the curriculum to training teachers during the service on electronic evaluation skills. Suggestions: Study the attitudes of faculty members and students about the suggested curriculum and barrier of it's application. Design an educational environment in the light of Quality Matters standards to develop electronic evaluation skills for secondary school level teachers.
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Prystynskyi, Volodymyr, Vjacheslav Babych, Volodymyr Zaytsev, Yurij Boychuk, and Yurij Taymasov. "Impact of Updated Curriculum Content on 6th-7th Graders’ Motivation in Physical Education." Teorìâ ta Metodika Fìzičnogo Vihovannâ 20, no. 2 (June 25, 2020): 117–23. http://dx.doi.org/10.17309/tmfv.2020.2.08.
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The purpose of the study was to determine the impact of updated curriculum content on 6th-7th graders’ motivation in physical education.
Materials and Methods. The study participants were 457 6th-7th graders from different regions of Ukraine (n = 230 girls and n = 227 boys). To determine the impact of curriculum content on school students’ motivation in physical education, the study used methods of theoretical analysis, systematization, comparison, generalization, pedagogical observations, questionnaire, mathematical statistics.
Results. The study found that the content of 2012-2017 curricula has significant advantages in terms of developing school students’ motivation for regular exercise. The impact results in a statistically significant increase in indicators of the school students’ choice of learning motive (8.5% more; t = 2.24; p ≤ 0.05-0.01), evaluation motive (5.0% more; t = 2,01; p ≤ 0.05), play motive (6.3% more; t = 2.07; p ≤ 0.05). The study determined an increase in the high level of learning motivation from 14 to 33 cases and in the above average level – from 21 to 48, as well as a decrease in the average level – from 59 to 56, the reduced level – from 21 to 17, and the low one – from 12 to 11 cases.
Conclusions. It was found that the result of the impact on school students’ motivation in physical education is the inclusion of new components into curricula. It was defined that an increase in motivation is associated, first, with the inclusion of content lines “Environmental Safety and Sustainable Development”, “Civil Responsibility”, “Health and Safety”; secondly, sections “Theoretical and Methodological Knowledge” and “Expected Results of Educational and Cognitive Activity”; thirdly, a modular system of organizing the educational process; fourth, sections “Evaluation of Learning Achievements” and “Homework”. The result of the impact of updated curriculum content is the enhancement of school students’ motivation in physical education, first of all through educational (cognitive) and social motives.
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Zaigham Qadeer, Muhammad, Muhammad Nisar Ul Haq, and Hukum Dad. "Evaluation of Cognitive and Effective Domain of Environmental Education in School Curriculum." Global Social Sciences Review III, no. IV (December 30, 2018): 575–89. http://dx.doi.org/10.31703/gssr.2018(iii-iv).39.
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The Education has been considered a tool to bring a desired social change in the society, and to achieve this goal Curriculum is the right instrument. This research study was conducted to assess integrated environmental education principles within the school curricula. This study main objective was to analyze the four basic components of the curricula: aims, material, teaching methods and assessment. This research was delimited to the region of Punjab and Islamabad and Class 1-10 high school level. A sample of 370 teacher and 3550 students was selected using Stratified random sampling technique. The researcher personally visited the local areas of Islamabad, Attock Mianwali and Sheikhupura to collect the data. Descriptive statistics were used to analyze the collected data. The statistical analysis of the test revealed that cognitive domain of the students and the teachers had shown significant improvement, however there was no significant difference in the attitudinal domain.
Dissertations / Theses on the topic "School-level curriculum evaluation"
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Barrett, Janis Marie. "Parent involvement on school advisory councils: a process evaluation at the middle school level." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/1410.
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Increasing parental involvement was made an important goal for all Florida schools in educational reform legislation in the 1990's. A forum for this input was established and became known as the School Advisory Council (SAC). To demonstrate the importance of process and inclusion, a south Florida school district and its local teacher's union agreed on the following five goals for SACs: (a) to foster an environment of professional collaboration among all stakeholders, (b) to assist in the preparation and evaluation of the school improvement plan, (c) to address all state and district goals, (d) to serve as the avenue for authentic and representative input from all stakeholders, and (e) to ensure the continued existence of the consensus-building process on all issues related to the school's instructional program.
The purpose of this study was to determine to what extent and in what ways the parent members of one south Florida middle school's SAC achieved the five district goals during its first three years of implementation. The primary participants were 16 parents who served as members of the SAC, while 16 non-parent members provided perspective on parent involvement as "outside sources." Being qualitative by design, factors such as school climate, leadership styles, and the quality of parental input were described from data collected from four sources: parent interviews, a questionnaire of non-parents, researcher observations, and relevant documents. A cross-case analysis of all data informed a process evaluation that described the similarities and differences of intended and observed outcomes of parent involvement from each source using Stake's descriptive matrix model. A formative evaluation of the process compared the observed outcomes with standards set for successful SACs, such as the district's five goals.
The findings indicated that parents elected to the SACs did not meet the intended goals set by the state and district. The school leadership did not foster an environment of professional collaboration and authentic decision-making for parents and other stakeholders. The overall process did not include consensus-building, and there was little if any input by parents on school improvement and other important issues relating to the instructional program. Only two parents gave the SAC a successful rating for involving parents in the decision-making process. Although compliance was met in many of the procedural transactions of the SAC, the reactions of parents to their perceived role and influence often reflected feelings of powerlessness and frustration with a process that many thought lacked meaningfulness and productivity. Two conclusions made from this study are as follows: (a) that the role of the principal in the collaborative process is pivotal, and (b) that the normative-re-educative approach to change would be most appropriate for SACs.
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Nygaard, Richard Jackson. "Utah Middle-Level School Community Councils: An Evaluation of Compliance, Processes, and Perceived Impact." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/207.
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The historical perspective of schools in our democratic society provides a framework of tension between local parent and community control and professional and state control of public school decisions. Today, federal and state requirements demand increased student achievement. One school reform effort enlisted to help meet the challenges is the creation of site-based decision-making councils that involve school administrators, teachers and parents. The state of Utah requires each public school to have a School Community Council that is responsible for the development of plans for school improvement. Limited funds are provided to each School Community Council through the School LAND Trust Program. The funds are to be used to assist in the implementation of the developed plans for the purpose of increased student achievement. Three Utah Middle level SCCs participated in this qualitative strength-based process evaluation. Two of the SCCs were identified as exemplary, and the third SCC was just beginning to function as an SCC. Based on the three questions guiding the evaluation, the evaluation learned that SCCs identified as exemplary were compliant with the law, employed strategies identified in the literature for effective site-based decision-making, and implemented plans that were perceived to impact student achievement. In addition, themes emerged from the strength-based approach to learn what SCC processes influenced an effective balance between the professional expertise and the democratic involvement in decision-making. The emergent themes deal with processes related to membership and elections, sources of confidence, use of data to drive school improvement decision, and communication.
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Ellis, Jacqueline Caroline. "English Language Learners: A Correlational Study of the Relationship Between A Proficiency Level Assessment and End of Course Test Scores at one Georgia High School." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1847.
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Understanding the language of one’s cultural environment is important for effective communication and function. As such, students entering U.S. schools from foreign countries are given access to English to Speakers of Other Languages (ESOL) programs and they are referred to as English Language Learner (ELL) students. This dissertation examined the correlation of ELL ACCESS Composite Performance Level (CPL) score to the End of Course tests (EOCTs) and the Georgia High School Graduation Tests (GHSGTs) in the four content courses (language arts, mathematics, science, and social studies). A premise of this study was that English language proficiency is critical in meeting or exceeding state and county assessment standards.
A quantitative descriptive research design was conducted using Cross-sectional archival data from a secondary source. There were 148 participants from school years 2011-2012 to 2013- 2014 from Grades 9-12. A Pearson product moment correlation was run to assess the relationship between the ACCESS CPL (independent variable) and the EOCT scores and the GHSGT scores (dependent variables).
The findings showed that there was a positive correlation between ACCESS CPL scores and the EOCT scores where language arts showed a strong positive correlation and
mathematics showed a positive weak correlation. Also, there was a positive correlation between ACCESS CPL scores and GHSGT scores where language arts showed a weak positive correlation.
The results of this study indicated that that there is a relationship between the stated variables, ACCESS CPL, EOCT and GHSGT. Also, the results of this study showed that there were positive correlations at varying degrees for each grade levels. While the null hypothesis for Research Question 1 and Research Question 2 were rejected, there was a slight relationship between the variables.
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Perry, Laura Melissa. "A Case Study Market Analysis of Acceleration Mechanisms in Florida: Dual Enrollment Positioning." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/9.
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This applied dissertation explored dual enrollment viability when compared to other acceleration mechanisms: (a) advanced placement, (b) advanced international certificate of education, (c) international baccalaureate, and (d) college-level examination program. This multicase, qualitative study explored the competitiveness of dual enrollment versus other acceleration mechanism using Porter’s model and the strengthsweaknessesopportunities- threats analysis as the theoretical frameworks. The study used one-on-one interviews to gather primary comparative information. Five groups were interviewed: (a) the vendors of the acceleration mechanisms, (b) state education officials, (c) district personnel, (d) high school representatives, and (e) higher education representatives. The acceleration mechanisms’ educational objectives, their positioning, and any acceleration mechanisms’ benefits to the various stakeholders were examined. Dual enrollment was compared to the other acceleration mechanisms to develop recommendations for improving the competitive positioning and viability of dual enrollment in Florida.
The study found that acceleration-mechanism options were complex and dynamic programs that were highly influenced by government policies and funding. Educational entities viewed the value of acceleration mechanisms differently, especially dual enrollment. All groups agreed that acceleration mechanisms provided rigorous curriculum for high school students to prepare for college. However, educational entities first wanted to protect their own interests and funding. In terms of dual enrollment, financial considerations remained a substantial motivation for the program. The study showed that all acceleration mechanisms offered benefits to participating students. However, the multifaceted and ever-changing nature of acceleration mechanisms provided no clear advantages or benefits for dual enrollment versus other acceleration mechanisms. Several recommendations are made that addressed concerns about the longterm value of dual enrollment for Florida institutions and students.
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Costa, Andrêa Filipa da Silva. "Uma medida de política pública : escola a tempo inteiro : estudo de caso do agrupamento de escolas de Miraflores." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4614.
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Dissertação de Mestrado em Administração PúblicaA Organização para a Cooperação e Desenvolvimento Económico [OCDE] tem dedicado particular interesse à educação no quadro das agendas políticas e económicas associadas à sociedade do conhecimento, pelo que a medida de política educativa Escola a Tempo Inteiro [ETI], incide nos domínios prioritários de intervenção estratégica de inovação e melhoramento das competências básicas preconizados por aquela organização internacional. A medida ETI, através de um conjunto de experiências abrangidas pelas designadas Atividades de Enriquecimento Curricular [AEC], procura assim responder às necessidades das famílias, garantindo aos seus educandos um serviço educativo de qualidade e apoio ao estudo ao longo de todo o período escolar diário. Pretende-se, com este trabalho, analisar o modo como a medida Escola Tempo Inteiro foi implementada num agrupamento de escolas da Região da Grande Lisboa e em particular a perceção de pais e professores relativamente à sua eficácia/eficiência e respetivo impacto. Foram inquiridos duzentos e vinte e dois pais e encarregados de educação de alunos do 1.º ciclo, através de questionário, e realizadas entrevistas semi-diretivas a uma amostra de dez professores com experiência de AEC. A análise dos questionários aos pais e encarregados de educação recorreu ao modelo das classes latentes, tendo as entrevistas aos professores sido submetidas a uma análise de conteúdo temática simples. De acordo com os resultados, os inquiridos, pais e professores, valorizam as finalidades da medida ETI, sublinhando a sua efetiva importância do ponto de vista de adaptar os tempos de permanência das crianças nos estabelecimentos de ensino às necessidades das famílias, assegurados por atividades complementares das aprendizagens.Todavia, levantam algumas dúvidas quanto à sua eficácia/eficiência, designadamente porque nem sempre encontram no terreno as infraestruturas, equipamentos e recursos adequados à ação/implementação da medida.
The Organization for Economic Cooperation and Development [OECD] has devoted particular interest to education within the framework of political and economic agendas associated with the knowledge society, so that the measure of educational policy Full Time School [TSI], focuses on priority areas intervention strategy of innovation and improvement of basic skills advocated by that international organization. As TSI, through a set of experiences covered by the designated Curriculum Enrichment Activities [AEC], thus seeking to meet the needs of families, ensuring their students a quality education service and support to the study throughout the school year diary. It is intended with this work, examine how the measure was implemented School Full Time in a grouping of schools in the region of Lisbon and in particular the perception of parents and teachers regarding the effectiveness / efficiency and respective impact. We interviewed two hundred twenty-two parents and guardians of students in one.Cycle through a questionnaire and semi-directive interviews with a sample of ten teachers with experience in AEC.The analysis of questionnaires to parents and guardians used the model of latent classes, and interviews teachers were subjected to a thematic content analysis simple. According to the results, respondents, parents and teachers value the purpose of the measure TSI, stressing the importance of effective point of view of adapting the residence times of children in schools to the needs of families, provided by complementary activities of learning. However, raise some doubts as to their effectiveness / efficiency, particularly as not always at the grass roots infrastructure, equipment and resources appropriate to the action / implementation of the measure.
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Bergamin, Fabíola Matte. "Currículo e Exame Nacional do Ensino Médio: rupturas e permanências na conformação dos saberes históricos escolares." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10412.
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Previous issue date: 2013-08-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work intended to accomplish a comparison between the competencies and skills for History as school subject existent in the National Evaluation of the Secondary Level ENEM and the competencies and skills proposed by the National Curricula Standards (PCNEM and PCN+). The aim was to observe the changes and the endurances during 1998 to 2011, regarding the conception of History present in the exams, as well as analyze the National Evaluation of the Secondary Level ENEM´s reformulations in order to verify if it can considered an instrument that reflects the implementation of the National Curricula Standards (PCNEM and PCN+). Finally, there´s the inquiring if ENEM´s reformulations are related to the Ministry of Education and the federal universities´ demands. Official documents, particularly the PCNEM and PCN+, and the questions from ENEM were the main sources investigated. Concepts of curriculum developed by Goodson (2012), Gimeno Sacristán (1998) e Apple (1982), and concepts of school subject and humanities elaborated by Chervel (1999) were used to base the documental analysis
Este trabalho visou realizar um cotejamento entre as Competências e Habilidades para a disciplina escolar História presentes em questões do Exame Nacional do Ensino Médio (ENEM) e as Competências e Habilidades propostas pelos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) e as Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+). Pretendeu-se observar as mudanças e permanências no período de 1998 a 2011 no que diz respeito à concepção da disciplina História presente nas provas, além de analisar as reformulações do ENEM a fim de averiguar se ele pode ser considerado um instrumento que reflete a implementação dos Parâmetros Curriculares Nacionais para o Ensino Médio e das Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais no território nacional. Por fim, questiona-se se as reformulações do ENEM estão voltadas para as exigências do MEC, juntamente com a Associação Nacional dos Dirigentes das Instituições Federais de Ensino Superior. Documentos oficiais, em especial os PCNEM e os PCN+, e as provas do ENEM foram as principais fontes investigadas. Para fundamentar a análise documental, foram utilizados como referenciais teóricos os conceitos de currículo desenvolvidos por Goodson (2012), Gimeno Sacristán (1998) e Apple (1982), além dos conceitos de disciplina escolar e humanidades, elaborados por Chervel (1999)
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Davidson-Sofair, Jan. "An evaluation of the key skills 2000 curriculum in the further education sector and its effects on students' motivation for learning at foundation level." Thesis, University of Northampton, 2008. http://nectar.northampton.ac.uk/1597/.
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Key Skills (KS), a component of Curriculum 2000 (C2000) was introduced by government in September 2000 as a range of essential generic, transferable skills that underpin success in education, employment, lifelong learning and personal development. C2000 was introduced into Further Education (FE) colleges to replace the core skills (CS) which had, up to then, been integrated or attached to vocational course structures. KS are different in nature from CS. KS are evidenced, assessed and examined separately from vocational courses and therefore, because of their standalone nature, are attached to the vocational students, not to their courses. This research is an evaluation of the conceptual coherence and practical viability of the KS curriculum (KS2000), as introduced and implemented within the further education sector. The study investigates issues for tutors delivering KS and its effects on their foundation students’ motivation for learning. Eleven case-studies were carried out across one academic year within seven FE colleges in Southern England. The nature, provenance and purpose of KS2000 are explored, and the origin and rationale for KS are examined through an analysis of the concept of the ‘skills’ component on which it is founded. The framework of illuminative evaluation was adopted and ethnographic methods of interviews and observations employed. Progressive focussing, used in conjunction with a grounded theory approach of treating the literature as part of the collection of data, gave some capacity for theory-building. The thesis found that all college staffs, both KS and vocational, whilst agreeing that KS were remedial in nature, held different opinions as to what KS were and of what value the KS2000 was to the foundation students. KS tutors believed they provided students with a basis for opportunities to acquire important ‘skills’ for their future, but most vocational staff did not and were even opposed to their being delivered in the context of FE. KS managers agreed that KS should not have to be provided by the FE sector. Members from all groups of participants reported having large numbers of school-leavers entering their colleges with poor levels of basic maths and English. Supplying adequate tutoring and support for such students was demanding for management and stressful for many KS tutors. The students were socialised into accepting that their future employment depended on KS and a majority were positive in their belief that they could achieve them. However, in spite of government funding to provide KS2000, great effort from all staffs to implement the curriculum and students’ apparent motivation and self-belief, many students were observed behaving badly in class and KS qualification rates generally remained poor
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Alvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.
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This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.
After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results of the Likert scale questionnaire: 71% responded “agree” and “strongly agree” to the question “Other students would benefit from using writing software before handing in a final draft.” Also, the majority reported that they valued teacher feedback. None of the students chose to use their L1 to write notes/outlines.
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Cadavid, Mauricio. "LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/464.
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The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR) tutors helping young tutees develop early literacy skills. There is limited research on the implementation of effective tutoring strategies during one-on-one tutoring with elementary school children in terms of early literacy development. Most of the literature is split between peer tutoring and program tutoring. This lack of research presents a particular challenge when it comes to identifying an effective tutor and effective tutoring methodologies. Using a qualitative approach, this study utilizes survey data, session recordings, and interviews to not only explore the process of tutoring, but also the strategies, learned or otherwise improvised, applied by volunteer and paid tutors. Based on the data and analysis, the researcher identified effective tutoring strategies of early literacy tutors and made suggestions for further research.
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YEN, CHANG HSIU, and 張秀燕. "Current Status and Actual Needs of Elementary School Teachers， Participation in School-level Curriculum Evaluation in Taipei City." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/38319221321970820114.
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碩士臺北市立教育大學
課程與教學研究所
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Current Status and Actual Needs of Elementary School Teachers， Participation in School-level Curriculum Evaluation in Taipei City Abstract The study was to investigate current status and actual needs on the selection of course materials and outcomes evaluation for the elementary school teachers in Taipei city. Teacher backgrounds and school sizes were chosen as the independent variables. Their impacts on elementary school teachers， participation in school-level curriculum evaluation were examined. Data from the 432 survey responses were analyzed by statistical methods. The results were shown as follows: 1. Most teachers played active roles in the selection of course materials and the evaluation of student learning. However, it needs to be strengthened in the preparation of supplementary materials for courses, and in the application of results from the outcomes evaluation. 2. The needs for teachers to upgrade their capability of selecting course materials and conducting professional evaluation were greater than their needs for the capability of preparing course supplements、the support for necessary resources 、the time needed for evaluation, and multiple resources for the curriculum evaluation. 3. In terms of the attitude in conducting school-level curriculum evaluation, senior teachers、long-term members of the curricula development council、 the teachers gaining more workshop hours and teaching in large- or medium-sized schools were more positive. 4. In terms of the needs for teachers to participate in school-level curriculum evaluation, senior teachers、teachers with higher educational degrees、teachers with administrative duties、the teachers gaining more workshop hours and teaching in large-sized schools were higher. 5. Most teachers showed willingness to conduct their school-level curriculum evaluation, regardless of the results of curriculum programs evaluated. However, their needs to upgrade the capability of conducting professional evaluations remain to be met.
Books on the topic "School-level curriculum evaluation"
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Pender, Patrick. Vocational trends in second-level education in Ireland: Participation in and valuation of the Leaving Certificate Applied at four second-level schools : participation in the Leaving Certificate Applied in four second-level school. Dublin: University College Dublin, 1998.
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McGrath, Denis. School performance and engineering education: Critical determinants at pre-college level in the provision of graduate engineers and engineering technicians. Dublin: National Council for Educational Awards, 1996.
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Schools, Boston Public. Technology competencies: High school level. [Boston, Mass.?]: Boston Public Schools, 1999.
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Schools, Boston Public. Technology competencies: Middle school level. [Boston, Mass.?]: Boston Public Schools, 1999.
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Murray, Thomas J. The Leaving Certificate Applied: Is it an alternative to or a level within the traditional Leaving Certificate? : a case study of the school experience. Dublin: University College Dublin, 1998.
Find full textBook chapters on the topic "School-level curriculum evaluation"
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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.
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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.
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Orakcı, Şenol. "The Importance of Layered Curriculum in Learning-Teaching Process." In Paradigm Shifts in 21st Century Teaching and Learning, 202–17. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch013.
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The aim of this study is to give information about layered curriculum in detail and cover the importance of it in the learning-teaching process. Layered curriculum is composed of three layers that entail students to work step-by-step and use higher-level thinking skills. As an educator and author, Nunley developed this approach as a result of her classroom experiences with high school students. In layered curriculum, a learner is in charge of his/her own learning. In addition, students perform their learning by using different learning styles based on their own interests and needs. Layered curriculum offers tasks that provide learners the opportunity to choose activities from simple to complex, easy to difficult, centered on Bloom's taxonomy. In this study, “General Features of Layered Curriculum Evaluation in Layered Curriculum,” “Six Simple Steps for Layered Curriculum,” “Implementation of Layered Curriculum in Classroom Environment,” “Layered Curriculum and Bloom's Taxonomy,” and “Benefits of Using the Layered Curriculum in Teaching” were covered.
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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.
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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.
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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.
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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.
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Dryfoos, Joy G. "Common Concepts of Successful Prevention Programs." In Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0018.
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The review of four major fields—prevention of delinquency, substance abuse, teen pregnancy, and school failure (in Chapters 9 to 12)—yielded about 100 different programs that appear to have potential for changing behavioral outcomes. Most of the selected programs reported evaluation data that showed improvements in social behavior or school achievement or reductions in substance abuse or unprotected sexual intercourse. However, 20 of the programs were included as examples of new interventions based on proven theories of behavioral change but with incomplete evaluations. These programs represent a cross-section of thousands of efforts to change the lives of children and youth in all parts of the country. In each chapter, the programs were loosely categorized by type. Among all the models discussed, about 10 percent fell into the category of early child or family intervention, 60 percent were school-based interventions, and 30 percent community-based or multiagency programs. Among the school-based programs, one-third involved specialized curricula, one-third provided nonacademic services in schools, and one-third dealt with school organization or were alternative schools. As we will see, the successful programs share a number of common elements, more than might be expected given the extensive differences in size, complexity, goals, and level of documentation. Among the program models are those directed at very small groups of selected high-risk children and those directed at an entire school or community. Some of the programs had a single purpose (smoking prevention), while others had multiple goals (dropout and pregnancy prevention). Some were offered at one site, while others were multisite. The criterion of primary prevention was loosely applied; some of the most successful models combined identification and counseling or teaching of potential high-risk children with treatment of those who already had the problem. The evaluation of some of the programs accepted here as models was admittedly less than ideal, demonstrating only short-term effects with imperfect control groups. However, for other models, the evaluation meets scientific standards. More than half of the evaluations were carried out by the “designers” of the programs, typically testing their own curricula in schools.
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Meletiou-Mavrotheris, Maria. "Integrating Game-Enhanced Mathematics Learning into the Pre-Service Training of Teachers." In New Pedagogical Approaches in Game Enhanced Learning, 159–79. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3950-8.ch009.
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Mathematical literacy is a core literacy that functions as a critical gatekeeper for participation in many aspects of modern society. Research has shown that the way mathematics is taught at school is highly associated with students’ achievement and interest levels. Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Digital games hold a lot of promise as tools for improving mathematics instruction at the school level. This chapter reports the main insights gained from a study that implemented a game-enhanced learning environment for the training of pre-service elementary school teachers. Teachers experienced some of the ways in which online educational games could help students internalize key mathematical concepts across the school curriculum and build their problem-solving skills, while at the same time improving their attitudes towards the subject. The course also familiarized teachers with the design principles for constructivist gaming environments. Findings indicate a positive impact on teachers’ competence in selecting, evaluating, and productively using online games as an instructional tool.
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Williams, Robert, and Dan Woods. "Assessment Shouldn't Be a Pay-Per-View Activity." In Advances in Educational Marketing, Administration, and Leadership, 239–56. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2101-3.ch014.
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This chapter begins with a consideration of the state of school-based assessments as an unavoidable consequence of the contemporary societal emphasis on accountability and curricular prescriptions at the state and national level in the United States of America. Additionally, the authors comment upon the potential inaccuracies inescapable in large scale, high-stakes, standardized assessment instruments, especially when such instruments are turned to the task of evaluation—whether norm- or criterion-referenced—in a teaching and learning engagement. Likewise, the chapter concludes with suggestions and templates (elaborately configured with specific activities and assessment rubrics included) to support teachers who want to develop their own, rigorous, valid, and reliable assessments instruments embedded seamlessly in student-centered learning activities, and that accommodate the reality of literacy as a culturally situated behavior that, for contemporary learners, includes all manner of meaning-making in all manner of modalities from the pencil and paper to the purely electronic (and potentially wordless, at times) video- or audio-based.
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Williams, Robert, and Dan Woods. "Assessment Shouldn't Be a Pay-Per-View Activity." In Learning and Performance Assessment, 1618–35. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch075.
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This chapter begins with a consideration of the state of school-based assessments as an unavoidable consequence of the contemporary societal emphasis on accountability and curricular prescriptions at the state and national level in the United States of America. Additionally, the authors comment upon the potential inaccuracies inescapable in large scale, high-stakes, standardized assessment instruments, especially when such instruments are turned to the task of evaluation—whether norm- or criterion-referenced—in a teaching and learning engagement. Likewise, the chapter concludes with suggestions and templates (elaborately configured with specific activities and assessment rubrics included) to support teachers who want to develop their own, rigorous, valid, and reliable assessments instruments embedded seamlessly in student-centered learning activities, and that accommodate the reality of literacy as a culturally situated behavior that, for contemporary learners, includes all manner of meaning-making in all manner of modalities from the pencil and paper to the purely electronic (and potentially wordless, at times) video- or audio-based.
Conference papers on the topic "School-level curriculum evaluation"
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Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.
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As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.
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Ishii, Kosuke, Sun K. Kim, Whitfield Fowler, and Takashi Maeno. "Tools for Project-Based Active Learning of Amorphous Systems Design: Scenario Prototyping and Cross Team Peer Evaluation." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86492.
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Whereas team project-based learning of engineering design has attracted wide acceptance, it is still rare to see a curriculum that addresses high level societal needs involving diverse students with a wide range of practical experience. Such a curriculum should develop a shared understanding of the use of scenarios for amorphous products and a process to objectively evaluate the project progress while the design concepts mature. This paper describes two key tools that respond to these challenges: 1) scenario prototyping and 2) cross-team project scorecarding. These tools evolved through a collaborative curriculum development of Keio University, MIT, and Stanford in the development of the Active Learning Project Sequence (ALPS), a capstone experience for Keio’s new Graduate School of System Design and Management (SDM). ALPS selected a theme from the “Voice of Society,” according to which the project teams generated solution scenarios, identified requirements, and described the proposed system using appropriate prototypes of not only hardware but other amorphous means as well. The twelve ALPS teams in 2008 addressed the theme “Enhancing the Lives of Seniors in Japan,” which led to more specific scenarios. The paper gives an overview of the ALPS workshop sequence, and describes in detail two key learning modules that were essential in integrating the multi-disciplinary teams: a) scenario prototyping and b) cross-team project scorecarding. These methods are going through further trials in Stanford’s own Design for Manufacturability curriculum involving 10 project teams in the US and Japan.
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Pleșoianu, Ana-Maria. "Performance Descriptors - Qualitative Assessment of the Product of Students’ Activity in Primary School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/24.
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Focusing education on competences is a major concern today. The evaluation of the school acquisitions, of the students' competences, becomes an important and difficult task. We can no longer afford to evaluate by asking for the restitution of knowledge and / or the application of isolated skills, but it is necessary to confront students with complex problem situations and ask them to solve them by mobilizing all that they have learned. According to the hypothesis of this research, if each school product will be evaluated on the basis of benchmarks that will be broken down into a set of performance indicators, each of them has performance descriptors, they will ensure the uniformity of the evaluation conditions, beyond the variety of conditions in which the education is carried out. The first purpose of the research was to identify how teachers for primary school can provide a unitary assessment for students, nationally, if the process and product of education or learning is related to the curricular and performance standards established at the national level. The results indicate that, it is not easy for the teachers to evaluate the competences of the students, because they do not know very well about what complex of situations reveal the learning achievements so they can estimate the level of students in mastery of competences.
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Dudek, Karol, Paweł Bernard, and Ewa Odrowąż. "FIRST STEPS IN ASSESSMENT OF STUDENTS’ INQUIRY: A CASE STUDY OF NON-EXPERIENCED CHEMISTRY TEACHER." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.42.
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Teaching methods based on inquiry are more and more widely used in teaching natural sciences. In accordance with the new curriculum, introduced to Polish schools in 2008, students should gain new knowledge based on an inquiry. This fact is related to a change of teachers’ approach in the didactic process and a change in the assessment system. This article undertakes an attempt to analyse how a teacher - who has theoretical knowledge in the field of IBSE teaching methods and evaluating students working in this manner - does the said in practice at the level of lower secondary school, during chemistry classes. The presented case study is based on didactic materials developed at the SAILS project. Key words: formative assessment, IBSE, case study, polymers.
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Barakat, Nael. "Professional and Soft Skills for Engineering Graduate Students." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41096.
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Graduate studies in engineering have always been a favorable choice for career advancement, in both the practice and the academic sides of the career. Graduate students constitute a significant population of engineering schools, which brings with it a whole spectrum of questions and issues. To verify the quality of students and their preparedness for graduate studies, checks and balances have been installed to filter these students through investigating their academic records. However, the soft and professional side of the skill set that these students have is not of much significance in these filters. These skills include, but are not limited to, communication, logical reasoning, management, autonomy, and ethics and professionalism. Embedded among these skills is also the intellectual and mental graduation of school. With most students realizing the importance of continuous education and life long learning, many of them are seeking graduate studies. The highly diverse background of these students creates an obvious differential in their ability to meet expectation at that level of academics. This has resulted in many issues arising in graduate schools about the preparedness of the incoming students. To better identify and treat these deficiencies, strategies and applications are being sought. In this paper, a list of the expected soft and professional skills in graduate engineers is provided. A discussion of the most common issues related to this skill set in incoming graduate students is presented. In addition, a strategy that has been designed and applied through a mandatory course in an existing graduate engineering curriculum, at Grand Valley State University (GVSU) School of Engineering (SOE), dealing with these issues, is included. Reflections on the course outcomes and evaluations are also provided.
Reports on the topic "School-level curriculum evaluation"
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.