Framework For Curriculum Evaluation Research Articles

Curriculum Evaluation of Faculte des Sciences de Rehabilitation de Leogane (FSRL): An OT Program in Haiti

Abstract Date Presented 03/27/20 There is a need for a formal curriculum evaluation of the OT program in Haiti for future reapproval by the World Federation of Occupational Therapists (WFOT). This project aimed to develop an overall framework for curriculum evaluation using WFOT’s standards and curriculum-evaluation tools to evaluate courses within the program. The four components of this project include: a WFOT knowledge, skills, and attitudes (KSA) table; a program document review; and a faculty and student survey. Primary Author and Speaker: Diana Honorat

Constructing Deeper Meaning: A Museum Curriculum Evaluation Framework for Students

For students to understand the narratives of heritage sites, teachers must equip them with the skills to question the public curriculum, engage with it, create meaning from it, and when needed, challenge it.

Development and evaluation of a multimodality simulation disaster education and training program for hospital nurses.

To develop a multimodality simulation program for hospital nurses to enhance their disaster competency and evaluate the effect of the program. The program implementation started in October 2016 and ended in December 2016. It was developed using the ADDIE model (analysis, design, development, implementation, and evaluation). Evaluation consisted of formative assessment and summative assessment. Formative assessment was performed during triage, crisis management, and problem-solving simulation programs through direct feedback and debriefing from the teacher. Summative assessment was performed using the Kirkpatrick curriculum evaluation framework. Needs assessment using the modified Delphi survey resulted in these competencies for hospital disaster nursing: triage, incident command, surge capacity, life-saving procedures, and special situations. Each competency was matched with the appropriate simulation modalities. A total of 40 emergency nurses participated in the study program. The evaluation of the program resulted in improvement in perception, crisis management, problem solving, and technical skills in disaster nursing. Multimodality simulation training program was developed to enhance the competency of hospital nurses in disaster response. All participants improved their disaster response competencies significantly. The program that was developed in this study could be used as a fundamental tool in future research in disaster curriculum development.

A Study On Outcome-Based Education – Issues And Challenges

Outcome-based education, a performance- based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product-what sort of doctor will be produced-rather than on the educational process In study and unambiguously specified. These determine the curriculum content and its organization, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum time table. They also provide a framework for curriculum evaluation. A doctor is a unique combination of different kinds of abilities. A three-circle model can be used to present the learning outcomes in medical education, with the tasks to be performed by the doctor in the inner core, the approaches to the performance of the tasks in the middle area, and the growth of the individual and his or her role in the practice of medicine in the outer area. Medical schools need to prepare young doctors to practice in an increasingly complex healthcare scene with changing patient and public expectations, and increasing demands from employing authorities. Outcome-based education offers many advantages as a way of achieving this. It emphasizes relevance in the curriculum and accountability, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the teacher and the student to share responsibility for learning and it can guide student assessment and course evaluation. What sort of outcomes should be covered in a curriculum, how should they be assessed and how should outcome-based education be implemented are issues that need to be addressed. In the era of globalization, traditional education system is losing its relevance. In today’s world, everything changes very rapidly and continuously. More skills are required to work with very fast developing technology. The educational institutions should produce graduates to cope with technological development. Thus to overcome the requirement, it is mandatory to shift from traditional education system to Outcome Based Education (OBE), which includes Program Outcomes (PO), Program Specific Outcomes (PSO), and Course Outcomes.

Integrated virtual and cadaveric dissection laboratories enhance first year medical students\u2019 anatomy experience: a pilot study

BackgroundRadiology integration into medical anatomy courses is well established, but there is a paucity of literature on integrating virtual dissection into cadaveric dissection laboratories. Virtual dissection is the digital dissection of medical images on touchscreen anatomy visualization tables. The purpose of this pilot study was to investigate the feasibility of integrating virtual dissection into a first-year medical cadaver-based anatomy course and to assess students’ overall attitude towards this new technology.MethodsAll students in first-year medicine at a single medical school participated in this study (n = 292). Six virtual dissection laboratories, which focused on normal anatomy, were developed and integrated into a cadaver-based anatomy course. The virtual dissection table (VDT) was also integrated into the final anatomy spot exam. Following the course, students completed a short evidence-informed survey which was developed using a theoretical framework for curriculum evaluation. Numerical data were tabulated, and qualitative content analysis was performed on students’ unstructured comments.ResultsThe survey response rate was 69.2% (n = 202/292). Most (78.7%) students reported that virtual dissection enhanced their understanding of the cadaveric anatomy and the clinical applications of anatomy. Most (73.8%) students also felt that the VDT was an effective use of the laboratory time. Thirteen narrative comments were collected, most of which (61.5%) identified strengths of the curriculum.ConclusionsIn this pilot study, students perceived that their learning was enhanced when virtual dissection was combined with a cadaver-based anatomy laboratory. This study demonstrates that there is potential for virtual dissection to augment cadaveric dissection in medical education.

Student Based Curriculum Evaluation: A Case Study of “Contemporary World History and History of Science”

This study provides an important contribution to the literature by attempting a more systematic curriculum evaluation based on Stufflebeam’s Context, Input, Process and Product (CIPP) curriculum evaluation framework, it provides the first attempt at a systematic evaluation of the effectiveness, sustainability and impact of of a recently introduced elective course titled Turkey in Contemporary World History curriculum in North Cyprus. The study developed a scale, based on the (CIPP) evaluation framework, and its reliability and validity were tested based on the Kaiser-Meyer-Olkin and Bartlett Sphericity tests which indicated that the scale was available for factor analysis. Accordingly, primary data for the study was generated through a sample survey of 399 students in North Cyprus. Preliminary results and analysis reveal that, the objectives, contents, teaching-learning process and textbook for the TCWH course were not effective. The study concludes with some recommendations to enhance the effectiveness and impact of the course.

Investigating Students’ Perspectives of Foreign Language Distance Education Curriculum According to Some Variables

This study was carried out to investigate the students’ satisfaction levels of foreign language distance education curriculum in a state university according to some variables. In the study, it was aimed to answer these questions: “What are the students’ opinions about the distance education curriculum of Foreign Language I course and do their opinions differ according to some variables?” Context, Input, Process and Production (CIPP) evaluation model was used as a curriculum evaluation framework and descriptive survey model, one of the quantitative research models, was used in this study. Sample of the study is composed of 715 freshman students who are enrolled in the faculties and colleges of university and took the Foreign Language I course in 2015-2016 academic year. 5-point likert scale was developed by the researchers to collect data. Independent samples t-test and one-way Anova was used to analyze the collected data with the help of SPSS 20. As a result of the study, it was found out that the students’ responses are gathered around the "I neither agree nor disagree" option. The component which has the highest satisfaction level is process component of curriculum and product component has the least satisfaction level. Opinions of the students about curriculum don’t differ significantly according to their gender and age. However, their opinions differ significantly according to their education type, daily internet connection hours and final grades. Also the students, who have personal computer and have attended another distance education, have more positive opinions than the students who don’t have computer and any distance education experience.

Nursing English in Pakistan: Instructors’ Perceptions of Language Curriculum

Nursing English in Pakistan is an important domain that comes under the ambit of ESP ‘English for Specific Purposes’. English cogitates as a lingua franca and a cornerstone for success in any field. However, in ESL/ELT it is imperative to design a course that caters to the needs of the learners. Thereby this study attempts to evaluate the existing English for Nursing Purposes curriculum of BScN Programme prescribed by HEC/PNC to corroborate its relevancy and adequacy in preparing the musing professionals for their professional English language requirements using Stufflebeam’s curriculum evaluation framework. This investigative study measures the level of existing linguistic (in)adequacy of the professional nurses pertaining to the specific roles they are required to perform so that their problematical areas could be identified systematically and subsequently reported with recommendations. A qualitative research approach has been used to measure the needs of the nurses. Tools like open-ended questionnaires and semi-structured interviews have been used to collect data from the sample sizes nursing heads and language instructors consecutively. The findings of the study divulge that the course is inadequate and yet relevant. It is recommended to review the English language curriculum considering the needs of the nurses for their work place that may improve the standards of nursing English in Pakistan.Journal of NELTA, Vol 21 No. 1-2, December 2016, page: 1-10

FCE

This paper is an attempt to conceptualise the scope of an evaluation framework for curricula in higher education. The framework presented in this paper (FCE) considers static and dynamic aspects of curricula. While briefly showing the state of the art requirements to an evaluation framework are summarised. After introducing the research setting and the methodology applied for this work, the Framework for Curriculum Evaluation (FCE) is presented with its two levels: definition level and execution level. For the execution level the questionnaires used for students, teachers and administration staff are briefly presented to make the utilisation of the FCE explicit. Some of the questions are exemplified to demonstrate their use in real settings. Discussion and conclusions finalise the paper.

A need for a framework for Curriculum Evaluation in Oman

A need for a framework for Curriculum Evaluation in Oman

Evaluating a Developed Framework for Curriculum Evaluation in Oman

The field of curriculum evaluation is a key part of the educational process. This means that this area needs to be developed continuously and requires ongoing research. This study highlights curriculum evaluation in Oman, different evaluation procedures and methods and instruments used. The need for a framework for curriculum evaluation is a vital part of this research. This study-which includes 34 samples- evaluates of the framework developed by the researcher. In this study the curriculum officers are included along with English language supervisors from different regions in Oman and selected officers from the Office of the Undersecretary of Curriculum and Learning who seem to be closer to the policy makers and who have an English language background. These were involved in evaluating the framework which led to the development of a modified framework which they agreed to use in their own and the whole Omani ELT context. The study highlights the need for making the framework public and continuing to develop and evaluate it regularly. One of the key issues, presented within this study, is the need to develop a general framework for ELT in Oman. This covers all aspects related to the area with the focus on different parties such as learners’ assessment and teacher training by highlighting their role in the whole process. The research ends by discussing the need for two future research projects in similar contexts. This includes research into stakeholders’ needs and expectations in Oman and also developing specific learning outcomes for each grade of the curriculum.

Developing a Framework for Curriculum Evaluation in Oman

The field of curriculum evaluation is a key part of the educational process. This means that this area needs to be developed continuously and requires ongoing research. This study highlights curriculum evaluation in Oman, different evaluation procedures and methods and instruments used. The need for a framework for curriculum evaluation is a vital part of this research. A whole clear process of developing the framework using selected experts from different organisations including the Ministry of Education and national universities, colleges and institutes, who have the knowledge of both the English teaching context and the curriculum development and evaluation in Oman, is introduced. The research can be selected and agreed with the elements on a good basis for any other framework for the Omani context and even for other contexts

The Reading Motivation and Reading Strategies Used by Undergraduates in University Teknologi MARA Dungun, Terengganu

Abstract This paper presents and discusses the findings of the first evaluation conducted to the teaching component of a recently revised English language curriculum in an international Japanese university, which conducts bilingual education for Japanese and international students. The paper has examined: 1) how the teaching component of the English language curriculum meets the students’ academic needs; and 2) what has been the response of students and teachers throughout the first year of implementation of the revised curriculum. The findings show results focusing on the reading, writing and vocabulary skills of this component of the curriculum. These have been gathered and analyzed through case study design using the curriculum evaluation framework. In-depth semi-structured and open-ended interviews were conducted to students and teachers. The author also conducted class observations of the skills that are object of analysis. This qualitative formative evaluation, with some aspects of summative evaluation, is expected to serve as preliminary judgement of the programme’s effectiveness throughout its first year. The results show the impact that the vocabulary skill is having on students’ reading and writing skills. The new curriculum has been effective in fostering self-learning skills; and class attendance has increased considerably. The findings and discussion made for each of the curriculum components throughout this year are expected to contribute to the collection of necessary data for future changes and adaptations as the graduate needs change together with the society.

National comparative curriculum evaluation of baccalaureate nursing degrees: A framework for the practice based professions

The primary aim of the study was to determine whether Australian undergraduate nursing curricula incorporate the necessary skills and knowledge to prepare graduates for the current health care environment in Australia. The eligibility criteria for inclusion in this evaluation included Australian university undergraduate pre-registration nursing programs. All of the 29 universities offering such programs in Australia were contacted by letter to the Deans of Nursing and their current curriculum document requested. Twenty six of 29 (90%) eligible Australian curricula were included in the curriculum evaluation. A comprehensive and flexible curriculum evaluation framework was developed for the analysis of the 26 curricula. The evaluation revealed the ways in which nursing curricula balance various aspects of courses, respond to changes in society, education and health care industries. Overall it was found that graduates are well prepared for practice. However questions of quality and coordination of clinical learning were highlighted for future focus and major challenges lie in addressing excessive workload and assessment. Also work needs to be done in improving the inclusion of issues around the health of Aboriginal and Torres Strait Islander (ATSI) peoples, people living in remote or rural Australia and older people.

University of Manitoba Faculty of Medicine.

University of Manitoba Faculty of Medicine.

AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education

Outcome-based education, a performance-based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education.The emphasis is on the product-what sort of doctor will be produced-rather than on the educational process. In outcome-based education the educational outcomes are clearly and unambiguously specified. These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable.They also provide a framework for curriculum evaluation. A doctor is a unique combination of different kinds of abilities. A three-circle model can be used to present the learning outcomes in medical education, with the tasks to be performed by the doctor in the inner core, the approaches to the performance of the tasks in the middle area, and the growth of the individual and his or her role in the practice of medicine in the outer area. Medical schools need to prepare young doctors to practise in an increasingly complex healthcare scene with changing patient and public expectations, and increasing demands from employing authorities. Outcome-based education offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the teacher and the student to share responsibility for learning and it can guide student assessment and course evaluation. What sort of outcomes should be covered in a curriculum, how should they be assessed and how should outcome-based education be implemented are issues that need to be addressed.