Artículos de revistas: "Curriculum evaluation"

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Zhang, Kevin. "Curriculum Evaluation and Extra-curricular Activity". International Documentation 1, n.º 1 (2020): 27–40. http://dx.doi.org/10.47917/j.id.20190903.

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DiFlorio, Irene, Beverley Martin, Mary Ann Middlemiss y Patricia A. Duncan. "Curriculum evaluation". Nurse Education Today 9, n.º 6 (diciembre de 1989): 402–7. http://dx.doi.org/10.1016/0260-6917(89)90095-6.

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

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

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Trinklein, David H. y Judith A. Wells. "Involving Alumni in Curriculum Evaluation". HortScience 24, n.º 3 (junio de 1989): 425–26. http://dx.doi.org/10.21273/hortsci.24.3.425.

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Abstract A horticulture curriculum requires regular evaluation because of changing student needs. Traditionally, faculty have reviewed the curriculum and have made changes depending on their own observations. In recent years, an attempt has been made to improve this process by consulting others. For example, task forces in horticulture have been formed at the national level to assess groups representing education, government, business, and industry to determine student needs and establish curricular priorities (2).

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O'Neill, Eileen Ledden Sjoberg. "Comprehensive Curriculum Evaluation". Journal of Nursing Education 25, n.º 1 (enero de 1986): 37–39. http://dx.doi.org/10.3928/0148-4834-19860101-12.

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Cifu, Adam S. "Evaluation drives curriculum". Medical Teacher 34, n.º 5 (28 de marzo de 2012): 425. http://dx.doi.org/10.3109/0142159x.2012.669085.

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Norris, Nigel. "Curriculum Evaluation Revisited". Cambridge Journal of Education 28, n.º 2 (junio de 1998): 207–19. http://dx.doi.org/10.1080/0305764980280206.

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Howell, Kenneth W. "Curriculum-Based Evaluation". Diagnostique 16, n.º 4 (julio de 1991): 193–202. http://dx.doi.org/10.1177/153450849101600401.

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Kicha, Leni, Tini Mogea y Nihta V. F. Liando. "Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia)". Edumaspul: Jurnal Pendidikan 7, n.º 2 (1 de octubre de 2023): 3529–43. http://dx.doi.org/10.33487/edumaspul.v7i2.6978.

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The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the practical implementation of ELT curriculum within the classroom environment. By employing classroom observations, content analysis, the research scrutinizes the translation of curriculum design into instructional practice, including the strategies used, the learning materials selected, and the student-centered approaches employed. The third phase of this study centers on the evaluation of ELT curriculum effectiveness. It utilizes assessment tools, outcome measurements, and student and teacher evaluations to gauge the impact of the curriculum on language proficiency, teaching effectiveness, and learning outcomes. Through a systematic review of different curriculum models, the study seeks to identify disparities, strengths, and weaknesses in diverse ELT approaches. This comparative perspective helps inform recommendations for potential improvements and adjustments in curriculum design and implementation. In summation, this qualitative study contributes to the ongoing discourse on ELT curriculum by unraveling its development, implementation, evaluation, and comparative aspects. By gaining a deeper understanding of the intricacies and variations within ELT curriculum, educators and policymakers can make informed decisions to enhance the quality of English language education.

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Khairi, Ashabul, Niswardi Jalinus, Ambyar Ambyar y Waskito Waskito. "Evaluation of the Implementation of Independent Learning-Independent Campus (MBKM) Curriculum by Using the CIPP Evaluation Model". Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, n.º 2 (23 de julio de 2023): 543–59. http://dx.doi.org/10.37680/scaffolding.v5i2.3168.

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This study aims to evaluate the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) Curriculum in the PTIK program. This study uses a qualitative approach to the case study at Bung Hatta University. The research data is in the form of the evaluation of the MBKM Curriculum Implementation using the CIPP model. This study collected data through literature studies and interviews with students, lecturers, and heads of PTIK study programs. Evaluation is carried out on the dimensions of the context, input, process, and products of the MBKM curriculum. Evaluation data analysis was conducted with context evaluation, input evaluation, process evaluation, and product evaluation. The research results show that evaluation of the independent curriculum using the CIPP model in the Bung Hatta University PTIK study program by systemizing the evaluation context, input, process, and product evaluation: The context of the curriculum in the PTIK study program is by formulating identification and objectives rather than implementing an independent curriculum. The input step in the Bung Hatta University PTIK Study Program is carried out by analyzing the curriculum's design and structure, reviewing the lecture material offered, and evaluating Human Resources. The evaluation process reviews the independent curriculum, the obstacles encountered while using the curriculum, how students participate, and internal and external responses. Product evaluation is carried out by identifying the results and impacts of the MBKM curriculum, reviewing successes, and identifying the relevance and quality of graduates.

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Daud, Darmawan, Muhammad Nasir y Moh Salehudin. "Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)". Journal on Education 6, n.º 4 (14 de junio de 2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.

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The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adalah Pesantren Curriculum Development refers to the vision and mission of Trubus Iman Islamic Boarding School by enriching the curriculum content that integrates knowledge, faith, and practice. There is a close integration between religious and general knowledge in the curriculum, which is designed in the context of intra-curricular, extra-curricular, and co-curricular activities. The Implementation of the Mu'adalah Pesantren Curriculum Development begins with a curriculum orientation stage for the subject teachers. The mu'adalah curriculum program is developed by adopting learning processes inside and outside the classroom, reflecting the characteristics of Trubus Iman's integrative, comprehensive, and independent education system. The Evaluation of Curriculum Development involves supervision activities that include guidance, monitoring, and controlling the implementation of the curriculum.

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Karakuş, Memet y Fadime Mengi Us. "An examination of curriculum evaluation in elementary schools with regard to teachers' views". Pegem Eğitim ve Öğretim Dergisi 4, n.º 4 (1 de diciembre de 2014): 01–22. http://dx.doi.org/10.14527/pegegog.2014.019.

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The evaluation of curriculum is significant in terms of curriculum's working and being developed effectively. There are a lot of curriculum evaluation approaches. Recently, one of the most widely accepted paradigms in the field of curriculum evaluation is the opinion that the participants of curriculum are vital for curriculum evaluation. In this study, the views of teachers, who are among the important participants of the curriculum, related to the evaluation of present curriculum and how the evaluation should be carried out were analyzed. In this regard, the aim of this research is analyzing the curriculum evaluation at elementary level in relation with teachers' views. The research being a descriptive study regarding defining a case, is designed according to qualitative method. Accordingly, semi-structured interviews were conducted with determined 11 teachers using critical case sampling and snowball sampling methods. The data was analyzed with descriptive analysis method and presented being supported by direct quotations. As a result of research, it is observed that teachers find the curriculum evaluation activities in our country insufficient. In parallel with the results, the use of Participant-Oriented Evaluation Approach widely in elementary curricula is recommended.

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Wahab, Abdul, Gatot Sujono y Afif Zamroni. "Inovasi Manajemen Kurikulum Sanggar Kutubut Turots". Chalim Journal of Teaching and Learning 1, n.º 1 (15 de agosto de 2021): 56–72. http://dx.doi.org/10.31538/cjotl.v1i1.80.

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This article aims to describe and analyze curriculum planning; (2) curriculum organization; (3) curriculum implementation; and (4) curriculum evaluation at SMP Bilingual Terpadu 2 Junwangi Sidoarjo. This article uses a type of qualitative research with a case study approach. The results of this study are: (1) The curriculum planning of Kutubut Turost Studio in Bilingual Terpadu 2 Junior High School is based on the vision, mission, and goals of the school. (2) The organization of the Kutubut Turost Studio curriculum at the Bilingual Terpadu 2 Junior High School is divided into four areas that handle tasks proportionally with the aim of facilitating the implementation of the curriculum. The four fields include the Santrian Division which consists of the student council and the SKT and STE program, the Curriculum Division (7 student obligations) dealing with prayer discipline, language discipline, learning discipline, hygiene discipline, and security discipline, extra-curricular fields including tausiyah and ACEN recitations, PGPQ and reading the Qur'an, Muhadharah, Haulya qoryah, PJ Guest House and other extras and the field of pesantren economics including cooperatives, canteens & restaurants, ALBER and Wartel. (3) Implementation of the curriculum, namely the class level through the division of teaching tasks and the boarding school level through learning activities in the classroom and activities outside the classroom. (4) The evaluation of the curriculum carried out at the Kutubut Turost Studio at the Bilingual Terpadu 2 Junior High School was based on several things, namely: based on needs and suitability, and based on proposals based on semester exam results and observations made by homeroom teachers and tutors. Meanwhile, there are three curriculum evaluations conducted by Sanggar Kutubut Turost at SMP Bilingual Terpadu 2, evaluation in the cognitive field, evaluation in the field of character and personality, and the last evaluation in the field of discipline.

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Ariav, Tamar. "Curriculum analysis and curriculum evaluation: A contrast". Studies in Educational Evaluation 12, n.º 2 (enero de 1986): 139–47. http://dx.doi.org/10.1016/0191-491x(86)90003-9.

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Raman, Maitreyi, Eldon Shaffer y Jocelyn Lockyear. "Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation". Canadian Journal of Gastroenterology 22, n.º 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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Lailiyah, Siti y Agus Sulthon Imami. "Implementasi Kurikulum Merdeka di Lembaga Pendidikan Pesantren dalam Meningkatkan Mutu". EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, n.º 2 (20 de diciembre de 2023): 2737–46. http://dx.doi.org/10.62775/edukasia.v4i2.664.

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This research explores the implementation of the Merdeka Curriculum at the Islamic Studies Institute, a pesantren (Islamic boarding school) in Indonesia. Utilizing a qualitative approach involving observation, interviews, and documentation, the study subjects include the institution's head and teaching staff. The research context revolves around the existence of pesantren as Islamic educational institutions with a longstanding presence in Indonesia, influenced by the majority of the population adhering to Islam. The study aims to comprehend the planning, implementation, and evaluation of the Merdeka Curriculum in pesantren. Given the backdrop of the dynamic changes in curricula in Indonesia, from KTSP (School-Based Curriculum) to the 2013 Curriculum, this research highlights the role of the Merdeka Curriculum in influencing learning patterns and enhancing the quality of education. The findings indicate that the implementation of the Merdeka Curriculum requires careful planning and ongoing impact evaluations. The primary focus of the research is on the perspectives of the institution's head and teaching staff regarding the Merdeka Curriculum, as well as their efforts in curriculum design, implementation, and evaluation. The research concludes by emphasizing the importance of effective management in adopting the Merdeka Curriculum in pesantren, ensuring a significant improvement in the quality of education in line with the curriculum's objectives.

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Mejia-Mejia, Elias y Francis Díaz-Flores. "Discrepancy analysis in university curriculum evaluation". Salud, Ciencia y Tecnología - Serie de Conferencias 2 (11 de noviembre de 2023): 541. http://dx.doi.org/10.56294/sctconf2023541.

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Curriculum evaluation in university education is crucial to improve the quality of professional education. This paper proposes a rubric to evaluate the university curriculum in order to obtain accurate information on its current state and to guide its restructuring according to the needs of updating and institutional demands. Emphasis is placed on the adoption of an objective methodological approach as opposed to subjective criteria. The methodology used, called "discrepancy analysis", is based on a theoretical model of an ideal curriculum with 10 components, each with a weighted value according to its importance. The evaluation of the curriculum is based on how close or far it is from this ideal model, reflecting its effectiveness and quality. The professional profile stands out as a fundamental source in the development of the curriculum, and must be relevant, comprehensive and consistent with the educational concept adopted by the institution. A rubric is presented to evaluate the professional profile in terms of coherence, relevance, completeness, clarity and structure. The constituent elements of the curriculum, such as the situational diagnosis, the doctrinal framework, the institutional decisions and the scope of work performance, are evaluated to ensure their alignment with the professional training objectives and the needs of the labor market. The organizational structure of the curriculum, the generation of curricular units, the design of the syllabus, the writing of summaries and the recommendations for the development of syllabi are crucial aspects that are evaluated to ensure the coherence and effectiveness of the university curriculum.

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Toteles, A. Risky Heris y Raditya Pratama. "EVALUATION OF THE PHYSICAL EDUCATION SPORTS AND HEALTH CURRICULUM FOR JUNIOR HIGH SCHOOL". EDUCATUM: Scientific Journal of Education 1, n.º 2 June (8 de junio de 2023): 41–52. http://dx.doi.org/10.59165/educatum.v1i2.19.

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This study used a sample of participants taken from a population of 31 participants. The sample is done not by random sampling but in a pandemic situation the sample is directly designated as needed. The sample required as many as 31 participants are participants who work in the Junior Secondary Education Unit. Based on the results of qualitative data in the form of conclusions and suggestions that have been obtained, it can be concluded that the curricular objectives of physical education and sports, student learning experience, curriculum structuring, curriculum practicality and the results of curriculum implementation in general do not meet the feasibility of curriculum evaluation of physical education subjects sports and health although with notes such as curriculum must keep up with the Times and in accordance with needs. In addition, the curriculum should be able to help the teacher to plan a lesson. A very constructive suggestion in the form of a curriculum is expected to be used and easy to use in the subjects of Physical Education Sports and health . There are further developments and improvements to refine the curriculum of physical education, sports and health subjects. Aspects of physical education and sports curricular objectives, student learning experience, curriculum structuring, curriculum practicality and the results of curriculum implementation in general do not meet the eligibility criteria for curriculum evaluation results of physical education and health subjects even with notes such as curriculum must keep up with the Times and in accordance with needs. In addition, the curriculum should be able to help the teacher to plan a lesson. The curriculum of the subjects of Physical Education Sports and health must be developed in detail referring to the objectives of National Education by giving priority to aspects that can be used and easy to use.

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Arias, Luz Dary, Emma Campo y Julieta Zuluaga G. "APROPOS OF ACCREDITATION: COURSEBOOK EVALUATION AND CULTURE IMPLEMENTATION IN FLC". Revista Folios, n.º 13 (7 de mayo de 2017): 103. http://dx.doi.org/10.17227/01234870.13folios103.111.

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For more than four years, the Language Department of Universidad PedagogicaNacional engaged in the process of designing a new curriculum for theundergraduate language programs. In 1998, the Department finished designing thenew curriculum for those programs in order to get their official accreditation.Nowadays, after the new curriculum has been accredited, the teacher staff isworking on the design of the programs for each “espacio académico”. taking intoaccount some pedagogical, psychological, sociological and curricular referents.

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Merritt, Brenda K., Andrea I. Blake, Alison H. McIntyre y Tanya L. Packer. "Curriculum Evaluation: Linking Curriculum Objectives to Essential Competencies". Canadian Journal of Occupational Therapy 79, n.º 3 (junio de 2012): 175–80. http://dx.doi.org/10.2182/cjot.2012.79.3.7.

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Haynes, Felicity. "Curriculum, Democracy, and Evaluation". Teachers College Record: The Voice of Scholarship in Education 88, n.º 1 (septiembre de 1986): 81–94. http://dx.doi.org/10.1177/016146818608800104.

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Reisberg, Leon. "Curriculum Evaluation and Modification". Intervention in School and Clinic 26, n.º 2 (noviembre de 1990): 99–105. http://dx.doi.org/10.1177/105345129002600206.

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Perry, Jan F. y Carol Endebrock Lee. "Model for Curriculum Evaluation". Journal of Physical Therapy Education 2, n.º 2 (julio de 1988): 13–17. http://dx.doi.org/10.1097/00001416-198807000-00004.

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Ouellet, Louiselle L. y Kathy L. Rush. "Forces influencing curriculum evaluation". Nurse Education Today 9, n.º 4 (agosto de 1989): 219–26. http://dx.doi.org/10.1016/0260-6917(89)90074-9.

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Hoeben, Wijnand Th J. G. "Curriculum evaluation and productivity". Studies in Educational Evaluation 20, n.º 4 (enero de 1994): 477–502. http://dx.doi.org/10.1016/0191-491x(94)00038-i.

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Krikas, Vangelis. "Curriculum Evaluation in Greece". Journal of MultiDisciplinary Evaluation 6, n.º 12 (6 de junio de 2009): 177–91. http://dx.doi.org/10.56645/jmde.v6i12.248.

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The role of curriculum in the official educational process is widely recognized by the international scientific community. Beginning in the 19th century, and perhaps even earlier, curriculum research began, not only to be systematized, but to also constitute an autonomous field of study. On the other hand, curriculum evaluation has captured the attention of experts involved in the Science of Education over the last few years. This article will present the results arising from research with respects to curriculum evaluation in Greece along with a micro-model proposed for the evaluation of the Cross-Thematic Unified Curriculum Framework (C-T.U.C.F.) and the corresponding Individual Subject Curricula (I.S.C.) that are applied today in compulsory Greek education.

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., Munajad. "STUDI IMPLEMENTASI MANAJEMEN KURIKULUM BERBASIS KECAKAPAN HIDUP (LIFE SKILLS) SISWA SD IT AL-FITRAH BINJAI". JURNAL MUTIARA PENDIDIKAN INDONESIA 4, n.º 2 (8 de febrero de 2020): 38–47. http://dx.doi.org/10.51544/mutiarapendidik.v4i2.1024.

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This study aims to analyze the curriculum management of life skills of students in SD IT Al-Fitrah Binjai, starting from the planning, implementation, and evaluation processes. This research is a quantitative descriptive study, by taking the location of research at SD IT Al-Fitrah Binjai. Data collection techniques using observation, interviews, and documentation. The results showed that: (1) life skills curriculum management planning, including determining the education of skills to be carried out, conducting socialization, setting goals, distributing questionnaires, determining the time of implementation, selected skills education curriculum, preparing infrastructure; (2) the implementation of the development of students' life skills programs is divided into four main things, namely reorienting learning by integrating life skills programs through curricular, extracurricular and intracuricular activities; (3) the evaluation of the education program is in accordance with the target vision, mission and goals through evaluation per semester conducted by all the board of teachers together with the headmaster of madrasas and annual evaluations carried out by the headmaster, the madrasah committee found that the application of life skills-based curriculum in primary schools was not yet optimally implemented.

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AKSOY, Fatih, Bayram ÖZER y Nurgun GENCEL. "Evaluation of training workshop curriculums for gifted and talented students". Journal for the Education of Gifted Young Scientists 11, n.º 4 (30 de diciembre de 2023): 569–86. http://dx.doi.org/10.17478/jegys.1380004.

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One of the critical points that can determine the future of a country is the education of the gifted and specially talented children there. Many civilizations from past to present have attached importance to this education. The aim of this study is to evaluate the educational workshop curriculums applied for gifted children according to the Context-Input-Process-Product (CIPP) model. For this purpose, a research was carried out with six teachers, a psychologist, an education coordinator and two administrators working as practitioners in the workshop training curriculums for the gifted students implemented in the 1st semester of the 2019-2020 academic year. In the study, semi-structured interviews according to CIPP steps were collected by interviewing the participants one-to-one for 8 weeks within a 16-week training curriculum. According to the findings obtained; The quality of education given to gifted children should be increased. In addition, it was seen that it was necessary to systematically examine the opinions expressed by the curriculum practitioners and to make the necessary changes to the curriculum in a planned manner. In the light of these findings, about workshop training curriculums; increasing the adequacy of the physical environment, disseminating studies on creative thinking skills, opening different trainings for all areas of development and ensuring that children can participate in the areas they want have been achieved. The strengths and weaknesses of the implemented curriculum will be revealed, allowing its practitioners to create a more efficient training system.

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Al-Rasheed, Noora Abdullah Hamad y 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, n.º 1 (15 de diciembre de 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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Talwalkar, Jaideep S. y Ada M. Fenick. "Evaluation of a Case-Based Primary Care Pediatric Conference Curriculum". Journal of Graduate Medical Education 3, n.º 2 (1 de junio de 2011): 224–31. http://dx.doi.org/10.4300/jgme-d-10-00118.1.

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Abstract Background Our goal was to assess the impact of a standardized residency curriculum in ambulatory pediatrics on residents' participation, satisfaction, and confidence. Methods A case-based curriculum for weekly primary care conference was developed to replace the existing free-form review of topics at the Yale Pediatrics Residency Program. Before the curricular switch, faculty preceptors and members of the academic year 2005–2006 intern class completed surveys designed to measure conference occurrence and resident attendance, participation, satisfaction, and confidence in clinical skills. One year after the curricular switch, identical surveys were completed by faculty preceptors and members of the academic year 2006–2007 intern class. Results Faculty surveys indicated that conferences took place significantly more often after the curricular switch. The number of residents at conference each day (3.18 vs 4.50; P < .01) and the percentage who actually spoke during conference (45% vs 82%, P < .01) significantly increased. There were 18 demographically similar interns in each of the 2 classes. Members of the academic year 2006–2007 intern class, having trained exclusively with the standardized curriculum, were significantly more likely to respond favorably to survey items about participation, satisfaction, and confidence. In addition, they were more likely to endorse survey items that reflected explicit goals of the standardized curriculum and the Accreditation Council for Graduate Medical Education core competencies. Conclusion Implementation of a structured curriculum for ambulatory care improved interns' self-reported participation, satisfaction, and confidence. The primary care conference occurred more dependably after the curricular change, and improvements in attendance and participation were documented. Pediatric residency programs may make better use of conference time in the ambulatory setting through the use of structured, case-based educational material.

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Barata, Alvin, Lilis Patria y Shilvani Shilvani. "Comparison Curriculum Analysis between Indonesian KTSP 2006 and 2013 Curriculums". Proceedings International Conference on Teaching and Education (ICoTE) 4, n.º 1 (27 de marzo de 2024): 29. http://dx.doi.org/10.26418/icote.v4i1.78270.

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Education has become a part of human life. It is given to individuals differently depending on where the educational activities take place. In order to maintain the consistency of education in certain areas, there is a need for a curriculum that defines the materials and learning standards that must be taught and achieved in educational institutions based on the customs of each area around the world. One method of curriculum implementation is through textbooks. They are tools in which curriculum materials and standards are implemented to support teaching and learning activities. Textbooks always have problems with the content related to the implemented curriculum. There is a need for evaluation to assess the effectiveness and efficiency of textbooks. This study examines the existing implemented curriculum with the textbook contents. Two textbooks, "Bahasa Inggris" based on Indonesian Curriculum 2013 and "Developing English Competences" based on Indonesian KTSP 2006 curriculum, are used for assessment and evaluation. Qualitative method called document analysis is used by implementing McGrath's theory to evaluate textbooks. The results are the difference and validity between the textbooks contents and both the 2013 and 2006 KTSP curriculum. Both are considered suitable, but with some difficulties in certain degrees in teaching and learning activities.

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Juminingsih, Juminingsih y Samino Samino. "MANAJEMEN KURIKULUM DAN PEMBELAJARAN BAHASA INDONESIA DI SDIT MUHAMMADIYAH AL KAUTSAR KARTASURA TAHUN 2013/2014". Profesi Pendidikan Dasar 2, n.º 1 (13 de junio de 2016): 23–31. http://dx.doi.org/10.23917/ppd.v2i1.1498.

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The objective of this research was to describe: Curriculum Development and learningIndonesian, Curriculum Implementation in learning Indonesian and Curriculum Evaluation inlearning Indonesian in SDIT Muhammadiyah Al Kautsar Kartasura. This study is a qualitativeresearch. The research approach used in this study is a case study of data collection techniquesused in this study are in-depth interviews, observation, and documentation. In developing thecurriculum SDIT Muhammadiyah Al Kautsar Kartasura have considered the principles orexisting curriculum development theory. These principles are general principles and specifi cprinciples. The general principles include fl exibility, continuity, effectiveness, and practical.Specifi c principles with regard to arranging goals, learning experiences, content and assessment.Learning Curriculum Implementation in Indonesian in SDIT Muhammadiyah Al Kautsar is thecharacter education learning using learning model that is interesting and fun, which can increasethe value of the character of students. Character development curriculum that is implementedinto the learning activities, extra-curricular activities of students, the fl agship program ofthe school, nursery Competition and activities of daily student. Curriculum evaluation todetermine the effectiveness of the curriculum implemented in SDIT Muhammadiyah Al Kautsarin an effort to improve and enhance the curriculum. Aspects of curriculum evaluation in SDITMuhammadiyah Al Kautsar is appropriate stages of curriculum development stage is thedetermination of objectives, planning, testing, fi eld testing, implementation and quality control.

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Wallace, Keith M. "Domestic Globalization: Evaluation of Curriculum Design for Future Global Citizens". International Journal of Higher Education Pedagogies 2, n.º 4 (27 de agosto de 2022): 21–27. http://dx.doi.org/10.33422/ijhep.v2i4.145.

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Higher education in the U.S. is a $490 billion dollar a year industry for over 5,300 institutions. If higher education wishes to continue to be more internationalized with a goal to produce global citizens, specific curricular pathways are needed in order to provide international exposure in many forms. This article discusses best practices in redesigning curriculum with an international lens for U.S. higher education institutions. Curriculum redesign requires three pillars which include a first-year curriculum foundation, retaining diverse staff and students, and providing pathways for all to achieve a global citizenship mentality. These pillars will help design curriculum that can be self-directed or lectured that releases the outside contingent financial support and empowers a newly internationalized inside of the institution to better serve the global leaders of tomorrow.

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Diana Riski Sapitri Siregar y Bahrissalim. "Desain Pengembangan Kurikulum". Jurnal Mahasiswa Pendidikan 2, n.º 2 (1 de octubre de 2022): 137–48. http://dx.doi.org/10.37286/jmp.v2i2.183.

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The curriculum is one of the components and guidelines that facilitate the implementation of education to achieve its goals. The curriculum is an important component in education, because it regulates all educational processes from planning to evaluation. The purpose of this study is to discuss the design of curriculum development. The method used in this research is qualitative research with library research method, by reviewing some literature on curriculum development. The results of this study indicate that the micro curriculum goals can be seen from the institutional goals, curricular goals, and instructional goals. On a macro level, it aims to reconstruct and innovate the previous curriculum which still has weaknesses and shortcomings after being evaluated. Furthermore, curriculum development aims to adapt education to social change and explore knowledge that has not been touched before. While the curriculum development process generally consists of planning, implementation, and evaluation.

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Suyatmini, Suyatmini, Yetty Sarjono, Titik Asmawati y Wafrotur Rohmah. "Accounting Learning Management on Curriculum 2013 Based on Lesson Study at Vocational School Surakarta". International Journal of Education 7, n.º 4 (20 de diciembre de 2015): 87. http://dx.doi.org/10.5296/ije.v7i4.8763.

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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 scientific approach, or difficulty in authentic evaluation.

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Choi, Seyoung, Chaeyoung Yoon y Hyunhee Cho. "A multi-case study on the development and implementation of convergence curriculum for pre-service teachers: Focusing on the three instructors’ experiences". Korean Association For Learner-Centered Curriculum And Instruction 23, n.º 3 (15 de febrero de 2023): 61–84. http://dx.doi.org/10.22251/jlcci.2023.23.3.61.

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Objectives The purpose of this study is to examine the development, implementation, and evaluation process of convergence curricular for pre-service teachers, and to analyze the instructors’ internal and external factors that influenced their practice of the curricula along with the related difficulties. Methods In this study, three cases of developing and implementing convergence curriculum for pre-service teachers were explored. First, individual interviews were conducted with the instructor in charge of each case, and various literature data were collected for a comprehensive understanding and explanation of each case. The collected data were analyzed in inductive methods and procedures focusing on the development-implementation- evaluation process and related factors of the convergence curriculum for pre-service teachers. Results The convergence curricula for pre-service teachers were practiced in various ways in the form of interdisciplinary content integration(webbed, integrated, shared), learner needs survey, evaluation method(criteria- based evaluation, relative evaluation, alleviated relative evaluation), collaboration between instructors, connection with various sites including school sites, and evaluation-and-feedback. Next, the instructors' perceptions of teacher education and convergence education, the form of subjects(liberal arts, major subjects), and human and material support emerged as factors influencing the practice of the convergence curriculum. Finally, communication and collaboration between instructors were identified as one of the biggest difficulties in the practice of convergence curriculum for pre-service teachers, which was closely related to the fragmented culture and system in the current teacher preparation programs. Conclusions For further development and implementation of convergence curriculum for pre-service teachers, first, in the development stage of the convergence curriculum, teacher educators need to select academic (curricular) integration models, and actively reflect the learner's needs in designing their instruction contents and methods. Second, it is necessary to expand the criteria-based evaluation system to facilitate the practice of the convergence curriculum (i.e., increasing the preference of pre-service teachers for convergence education subjects and the flexibility of teaching and learning). Third, in order to invigorate the convergence curriculum for pre-service teachers, it is necessary to promote cooperation between instructors from various academic backgrounds, expand opportunities to apply what they learned to the context of school and classroom, and provide opportunities to get involved in diverse field experiences.

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Durante Montiel, Irene. "El vínculo entre el currículo y la docencia en el proceso de actualización del Plan de Estudios 2010". Revista de la Facultad de Medicina 66, n.º 4 (10 de julio de 2023): 25–36. http://dx.doi.org/10.22201/fm.24484865e.2023.66.4s.03.

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In a process of curricular evaluation and updating, it is important to account for the teacher’s artiopinion in relation to the challenges that the curriculum has implied for them, in such a way that it is possible to identify which elements of this require restructuring and which are the teacher training needs, in addition to the requirements to manage the educational process. This paper seeks to establish the link between the Surgeon degree curriculum and teaching practice, in order to identify some of the main problems faced by teachers and possible recommendations for updating the curriculum. Keywords: Teaching; didactics; curriculum; assessment and medical training. In a process of curricular evaluation and updating, it is important to account for the teacher’s artiopinion in relation to the challenges that the curriculum has implied for them, in such a way that it is possible to identify which elements of this require restructuring and which are the teacher training needs, in addition to the requirements to manage the educational process. This paper seeks to establish the link between the Surgeon degree curriculum and teaching practice, in order to identify some of the main problems faced by teachers and possible recommendations for updating the curriculum. Keywords: Teaching; didactics; curriculum; assessment and medical training.

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Al-Ghifary, Dwi Fikry, Mohammad Erihadiana y Hariman Surya Siregar. "Curriculum Evaluation Islamic Religious In Al-Barokah Elementary School". Jurnal Inovasi Pendidikan Agama Islam (JIPAI) 3, n.º 2 (2 de enero de 2024): 140–49. http://dx.doi.org/10.15575/jipai.v3i2.31329.

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This research aims to determine the PAI curriculum evaluation model used at SD Al-Barokah Bandung. This research is motivated by the urgency to assess success in education. So curriculum evaluation becomes an important part implemented continuously as a basis for controlling the effectiveness and efficiency carried out to perfect the curriculum. This research uses a qualitative approach using analytical descriptive methods and is included in field research. Data collection was carried out using triangulation techniques, combining interviews, observations, and documentation studies. The results of all the data in this research are then analyzed, consisting of reduction, display, and verification of the data so that conclusions can be drawn. The results of his research at Al-Barokah Elementary School have carried out regular evaluations of the PAI curriculum, namely at the beginning of each school year. PAI teachers carry out evaluations approaching the CIPP evaluation model where what is evaluated is context, input, process, and product.

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Armando, Diego, Huaita Acha y Yangali Vicente. "Semantic Correlation Model of Socio-Formative Data for Curricular Planning Evaluation". European Journal of Educational Research 12, n.º 1 (15 de enero de 2024): 69–87. http://dx.doi.org/10.12973/eu-jer.13.1.69.

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The study presents a semantic correlation model (SCM) of socioformative data, which is designed to support the evaluation of curriculum planning (CPE) that is developed from indicators derived from curriculum components such as graduate profile, study plan, area plan and subject plan. The objective of the research was to design a semantic correlation model of socio-formative data to support the evaluation of curriculum planning in accordance with the objectives of sustainable development in education. The study is a quasi-experimental research based in a Likert questionnaire applied on a group of 10 students (16 and 18 years old) belonging to the eleventh grade of the urban official educational institutions of Marsella, in the department of Risaralda in Colombia. The results indicate that the model has an impact on the evaluation of curricular planning, concluding that the design and implementation of a semantic correlation model of sociodemographic data does have an impact on the evaluation of curricular planning of a classroom subject in an educational institution in Marsella.

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Klomim, Kamolchart y Boonsong Kuayngern. "Development of Competency-Based Learning Management Training Curriculum to Enhance Teachers’ Competency". Rajabhat Chiang Mai Research Journal 24, n.º 2 (10 de abril de 2023): 56–70. http://dx.doi.org/10.57260/rcmrj.2023.262621.

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The goals of this study were to: (1) create and evaluate a competency-based learning management training curriculum to improve teachers' competencies; (2) compare teachers' competencies before and after the training curriculum was implemented; and (3) investigate trainees' satisfaction with the competency-based learning management training curriculum to improve teachers' competencies. The following three research and development phases were used in conducting the study: to improve instructors' capabilities, the first step is to establish and evaluate the training program for learning management. The study produced a document that includes training programs that last a total of 24 hours for the learning management training curriculum. Five specialists were given the plans to assess the suitability of the course manual and curriculum for learning management. A guidebook for learning management training was created via study. The study tools comprised a competency-based learning management cognition test ability assessment form for learning management plan creation, a competency-based learning management training curriculum evaluation form, and curriculum manual evaluation form. Then in step two, the training program was put into practice with a sample of 30 participants that was chosen on purpose. This study used a one-group pretest-posttest design, and the data were analyzed using the means, standard deviations, and reliable t-tests, and the third step examined how satisfied trainees were with the execution of the program. The research results found that: 1. the created training curriculum emphasizes group learning and employs a role-played teaching methodology with 8 components, including the curriculum's background, guiding principles, objectives, content, and structure, as well as training activities, training sessions, instructional materials, assessment, and evaluation. The designed training curriculum scored highly for appropriateness and scored similarly for the curriculum manual in the findings of the curriculum quality evaluation, 2. according to the results of the training curriculum's implementation, (1) teachers' competency-based learning management design knowledge and understanding were significantly higher than before at the.05 level, and (2) teachers' competency-based learning management design ability and evaluation measures were at 70%, which was higher than the stated criteria and significantly higher than before training at the.05 level, and 3. The degree of teachers' satisfaction with the competence-based learning management training curriculum to improve instructors' competency was 0.5.

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Wood, Victoria, Lynda Eccott y Philip Crowell. "iEthics: An Interprofessional Ethics Curriculum". Pharmacy 10, n.º 1 (6 de enero de 2022): 12. http://dx.doi.org/10.3390/pharmacy10010012.

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This article discusses the development, content, implementation, and evaluation of an interprofessional ethics curriculum that has been integrated as a required component of learning in the Faculty of Pharmaceutical Sciences at the University of British Columbia (UBC), along with 12 other health professional programs. We start by giving a background and rationale for the development of the integrated ethics (iEthics) curriculum, led by UBC Health, and provide an overview of the pedagogical approach used, curriculum model, and content. We outline the way in which the iEthics curriculum has been implemented in the Faculty and share findings from program evaluations. In the discussion section, we reflect on our experience as facilitators for the interprofessional workshops and link these experiences with the findings from the program evaluations. These reflections highlight the way in which the iEthics curriculum has been successful in meeting the desired outcomes of learning in terms of the interprofessional delivery, and provide insights into how the findings from the iEthics evaluation informed other modules in the integrated curriculum and its implementation in the Faculty of Pharmaceutical Sciences.

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Huang, Wenting. "Curriculum Leadership of Academic Administrators in Selected Higher Vocational Schools in China". Journal of Education and Educational Research 7, n.º 2 (29 de febrero de 2024): 16–21. http://dx.doi.org/10.54097/mx0bs655.

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In today's ever-changing and developing educational environment, the curriculum leadership ability of school administrators has become a key factor in improving the quality of school education. Therefore, an in-depth understanding of teachers’ and administrators’ evaluations of administrators’ curriculum leadership abilities and best practices in school curriculum development is of great significance for promoting educational innovation and improving the overall quality of schools. This study aims to delve into this topic through literature research, logical analysis, interviews and other methods, provide scientific guidance and practical experience for school administrators, and deeply explore the evaluation of teachers and administrators on the curriculum leadership ability of school administrators and their best practices for administrators in school curriculum development. In terms of evaluation, the current design status shows the characteristics of diversification, comprehensiveness, combination of quantitative and qualitative, dynamic and interactive, providing managers with more comprehensive course leadership feedback. In terms of instructions, clear, specific, and consistent features provide a clear direction for evaluation and ensure that the evaluation is fair and effective. The implementation process focuses on standardization, comprehensiveness, objectivity, effectiveness and sustainability, making evaluation a continuous driving force for the development of managers. The evaluation process emphasizes science, comprehensiveness, combination of qualitative and quantitative, dynamic and developmental nature, and provides managers with targeted development suggestions. Finally, in terms of best practices in school curriculum development, managers can effectively lead the development of school curriculum through steps such as needs analysis, curriculum design, teacher training, resource integration, feedback and improvement, curriculum evaluation and quality assurance, and curriculum promotion and sharing, improve the quality of education. These findings provide a useful guidance framework for school administrators to better understand and improve their own curriculum leadership.

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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking". Journal of Education and Learning 5, n.º 2 (6 de marzo de 2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.

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

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Khalil al-Haddad, Mohammed y P. T. Jayawickramarajah. "Problem-based curriculum: outcome evaluation". Medical Teacher 13, n.º 4 (enero de 1991): 273–79. http://dx.doi.org/10.3109/01421599109089905.

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CRAWFORD, N. B. y J. GARDNER. "Curriculum Planning Workshop: an evaluation". Journal of the Institute of Mental Subnormality (APEX) 7, n.º 4 (26 de agosto de 2009): 130–33. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00483.x.

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Weidner, Jeanne, Robert Michielutte, J. Dennis Hoban, M. Robert Cooper y Stephen Davis. "Evaluation of an oncology curriculum". Journal of Cancer Education 5, n.º 1 (1990): 37–41. http://dx.doi.org/10.1080/08858199009528033.

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Schooley, Angela, Jonathan Kuhn y Charlotte Strahm. "Curriculum Evaluation Using Path Analysis". Nurse Educator 43, n.º 6 (2018): 334–37. http://dx.doi.org/10.1097/nne.0000000000000505.

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EL-HAZMI, M. A. F. y S. M. S. HAQUE. "Curriculum evaluation: status and options". Medical Education 19, n.º 1 (enero de 1985): 48–53. http://dx.doi.org/10.1111/j.1365-2923.1985.tb01138.x.

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RHODES, ROBERT S., MARCIA Z. WILE, JERRY M. SHUCK y MARJIE L. PERSONS. "A Model for Curriculum Evaluation". Annals of Surgery 205, n.º 2 (febrero de 1987): 208–12. http://dx.doi.org/10.1097/00000658-198702000-00018.

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Kelley, Bridget, John L. Hosp y Kenneth W. Howell. "Curriculum-Based Evaluation and Math". Assessment for Effective Intervention 33, n.º 4 (septiembre de 2008): 250–56. http://dx.doi.org/10.1177/1534508407313490.

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