curriculum evaluation handbook dw feb08.doc

8/9/2019 curriculum evaluation handbook DW feb08.doc

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PGCE (PCE)

Curriculum Evaluation

Derek Wise February 2008


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Content

Assignment 6b 3Definitions of Syllabus, Curriculum and Evaluation 4Curriculum Models 5

H! to Evaluate" A Sim#le Model for Evaluating S#ecifics $Success Criteria %!HA& to Evaluate" t'e C()) Model of )rogramme Evaluation *!HA& to Evaluate" t'e +S&ED of Course Evaluation -Curriculum Evaluation . &'e Sta/e'olders and (nterested )arties 6&'e 4 levels of training evaluation $Curriculum evaluation . an e0am board #ers#ective *Com#etence . a semantic differential -1Curriculum Evaluation 2 ess e#utable Evaluations -ennets Seven Curriculum (ssues -3Curriculum Evaluation . 7at'ering Data -4C'ange 2 t'e five categories of #roduct ado#ters" -$eading ist -$

Progress & Presentation of assignment 6b

Carry out an evaluation of curriculum, teaching and learning issues in the teaching of yoursubject specialism; measure the effectiveness of teaching and learning and make informedconclusions and recommendations as to the future development of the programme

Feb 7" brief informal discussions 8it' tutor on #ro#osed curriculum evaluation

Feb 28" ma0 31 minute #resentation of your #ro#osed curriculum evaluation in 3 or 4 grou#sof 495 course members

)resenters s'ould #rovide a seminar #a#er :ma0 - A4 sides; to su##ort t'eir #resentation .t'is 8ill #robably be bullet #oints res#onses to t'e 6 seminar issues above< Ma/e 3 co#ies 2 co#y #er - members and co#y for tutor< H&s s'ould =& be used< = #resenters 8ill besto##ed after 31 minutes to ensure e>ual time for all members

June 5 " ma0 31 minute final #resentations of your com#leted curriculum evaluationues to identify and analyse t'e res#onses of learners and

colleagues to as#ects of t'e curriculum and its delivery

e0#lain and a##ly models of curriculum to t'eir evaluation

identify strengt's and 8ea/nesses of t'e current #rogramme,

#ro#ose and ?ustify im#rovements to t'e design or delivery of t'e #rogramme

?ustify your analysis and recommendations 8it' reference to current researc' into

teac'ing and learning, 8it' s#ecific reference to you s#ecialist sub?ect

#resent your evaluation in a concise, 8ell28ritten and referenced re#ort

&as/

Candidates are re>uired to"

< carry out an evaluation of curriculum, teac'ing and learning issues in t'e teac'ing of yoursub?ect s#ecialism

-< measure t'e effectiveness of teac'ing and learning3< ma/e informed conclusions and recommendations as to t'e future develo#ment of t'e

#rogrammeuires ensuring t'at t'e common element is necessary G sufficient

E0am#le of use"#articular valueAny (n'erent #roblemsStyle:s; of teac'ing9learning best suited by t'is model"

5 Pro,ect centred curriculum

eads out from an initial central t'eme and #rovides net8or/ of to#ics as a ma# to s'o8 8'eret'e learner s'ould get to over a #eriod of time 2 can be accredited as accumulated9transferableunits< Jery #o#ular in #rimary education and syllabi for adult learners 8it' #articular needs

E0am#le of use"#articular valueAny in'erent #roblems"

Style:s; of teac'ing9learning best suited by t'is model"

6 -esearc%./n0uir# centred

Centred around substantive issue:s; or >uestion:s; 8'ic' t'e student 'as to in>uire into in orderto #rovide a co'erent, in de#t' and analytical researc' re#ort or dissertation or t'esis

E0am#le of use"#articular valueAny in'erent #roblems"Style:s; of teac'ing9learning best suited by t'is model"

(f t'e curriculum 8it' 8'ic' you engaged does not fit to any of t'e above models . 'o8 8ouldyou define itF

E0eter )7CE :)CE; 2 Curriculum Evaluation Handboo/" )age 6


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E0eter )7CE :)CE; 2 Curriculum Evaluation Handboo/" )age $


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Curriculum Evaluation 1 3 to Evaluate) A "im*le 'odel for Evaluating "*ecifics

Evaluation is EK&EME im#ortant to t'e teac'er as it #rovides t'e o##ortunity to ma/e aninformed o#inion about somet'ing 2 and 'el#s reflection< Evaluation is concerned 8it'loo/ing at t'e strengt's G 8ea/nesses of somet'ingL t'e efficiency G effectiveness of'o8 it is underta/en and t'e value to t'ose 8'o are involved< &'is can be remembered

by t'e acronym S!EE& :nb . t'e acronym S!EE& 8as created by Dere/ !ise and isnot #ublis'ed;< Evaluation s'ould be based on evidence rat'er t'an ?ust gut feelingsualitative :ie about t'e >uality or feeling or #erce#tion of somet'ing for e0am#le learnersfeelings, tutors feelings or t'e reaction to t'e learners to t'e lesson;uirement for 7overnment=e8 Deal; uired by t'e course contentDid t'e students original 8is' to do t'is courseF

utors

Are tutors >ualified :an area of current interest in #ost com#ulsory education;Are t'e tutors com#etent in t'e sub?ectL in current teac'ing met'ods and 8'ere necessary, incurrent industrial re>uirementsFAre t'ere ade>uate tutors for all as#ectsDo tutors 'ave ade>uate time for all t'e re>uirements of t'e course eg (J9doublemar/ing9tutorials

!eliver#

(s t'ere an a##ro#riate amount of time in line 8it' a8arding body s#ecificationsAre resources a##ro#riate, ade>uate and availableF(s t'e environment conducive to learning and a##ro#riate to t'e 8orld of 8or/F

E0eter )7CE :)CE; 2 Curriculum Evaluation Handboo/" )age -


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Process %e a**ro*riateness of ;%at %a**ens on t%e course$

"tudents Do students 'ave a voice :eg staff9student forums;

(s t'ere a##ro#riate course grou# su##ort and interactivity facilities (s t'ere an effective student guidance9counselling system

utors Do tutors receive9access, understand and use, all available documents related to

t'e curriculum, ie information from e0amining bodies regarding syllabus and assessment

re>uirements Are t'ere regular and useful course team meetings

Do team members 'ave access to necessary #rofessional develo#mentF

!eliver# Are teac'ing strategies a##ro#riateF

Are a##ro#riate teac'ing aids and learning resources usedF

(s t'ere a##ro#riate9ade>uate general access to information tec'nologyF

(s t'ere a##ro#riate9ade>uate general access to library and academic su##ort F

Are course accommodation G timetabling facilities maintained :eg no constant room or

timetable c'anges;

'onitoring & Assessment (s t'e monitoring9tutoring9su##ort system a##ro#riate and ade>uateF

(s t'e assessment system valid and reliableF

(s t'ere an effective system of feedbac/ to learners F

Product ;%at %as been gained ie value added and ac%ieved

"tudents

Attendance rate and *ossible com*arison to ac%ievement!'at is t'e staying2on rate as a trend :t'is year com#ared to t'e last -or 3;F!'at is t'e >ualification ac'ievement rate as a #ercentage of startersFHas t'e course contributed to t'e students ability to meeting t'e needs of 8or/ :eg#resentation s/illsF!'at is t'e #rogression rate to furt'er industry9+E9HEF!'at 8as t'e students res#onse to t'e course . :eg results of student #erce#tion>uestionnaires

utors!'at staff develo#ment 8as identified and satisfied at individual and course team levelFAre tutors motivated by t'eir involvement in t'e courseF

!eliver#&o 8'at e0tent 'as t'e course been modified in t'e lig't on on2going feedbac/F(f a##ro#riate, 8'at do em#loyers feel about t'e courseF(s t'ere an effective system for evaluating and gaining feedbac/ about t'e #rogrammeF

Develo#ed by Dere/ !ise from Stufflebeam D< :*$;< Educational Evaluation and DecisionMa/ing< (n Stufflebeam, D


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:note" t'e C()) model 8as develo#ed over many years 8it' s#ecific as#ects added at eac'revie8 and develo#ment


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Curriculum Evaluation 1 3A to Evaluate) t%e F"E! of Course Evaluation

&'e ffice for "tandards in Education:fsted; is a non2ministerial governmentde#artment,establis'ed in **3under t'e Education :Sc'ools; Act**-< (t is res#onsible forins#ecting t'e standards of inde#endentandstatesc'ools,local education aut'orities,c'ildday care andc'ildmindinginEnglandL it also monitors t'e 8or/ of t'e (nde#endent Sc'ools

(ns#ectorate< fsted is also re>uired to #rovide inde#endent advice to t'e nited Bingdomgovernmentand #arliamenton matters of #olicy and to #ublis' an annual re#ort to #arliamenton t'e >uality of educational #rovision in England< &'e legal name is t'e O


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Satisfactory

(nade>uate

E0eter )7CE :)CE; 2 Curriculum Evaluation Handboo/" )age 6


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F"E! 1 "CL "ELFE CA-ACE-/"/C" F ?=- "CL

(a Please outline t%e main c%aracteristics of t%e learners$ including)

2 t'eir attainment on entry and 'o8 you /no8 t'isL2 t'eir social and economic bac/grounds, indicating t'e level of #ros#erity or de#rivationualitative :standardisation of assessment and #ossibly >uantitative :eg

#ass rates;

%e College. Educational rganisation:t'roug' t'e >uality unit;)rimarily formal and >uantitative :eg #ass rates; #ossibly >ualitative :student #erce#tions ofcourse;

%e A;arding od#:t'roug' t'e e0ternal verifier9 moderator;Eg 3 main grou#s :CL Ede0elL APA9C7(; #lus AC A8ardsL C=)rimarily formal and >uantitative :eg #ass ratesL standards of assessmentL #ortfolios;L#ossibly >ualitative :student #erce#tions of course;

Learning & "4ills Council L"C . local L"C LL"C%roug% F"E! and AL/ AL/ ceasing 26)rimarily formal and >uantitative :eg com#letion9ac'ievement ratesL retention rates;L #ossibly>ualitative :student #erce#tions of course gained during ins#ections;

!fE")rimarily formal and >uantitative gained from fStEd re#orts

%e Deneral Public)rimarily formal and >uantitative gained from fStEd re#orts available on2line :o#en


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@ir4*atric4Gs Four Levels of Evaluation in raining

(n Bir/#atric/s :**%; four2level model, eac' successive evaluation level is built oninformation #rovided by t'e lo8er level< According to t'is model, evaluation s'ould al8aysbegin 8it' level one, and t'en, as time and budget allo8s, s'ould move se>uentially t'roug'

levels t8o, t'ree, and four< (nformation from eac' #rior level serves as a base for t'e ne0tlevels evaluation< &'us, eac' successive level re#resents a more #recise measure of t'eeffectiveness of t'e training #rogramme, but at t'e same time re>uires a more rigorous andtime2consuming analysisuestions regarding t'e #artici#ants #erce#tions 2 Did t'eyli/e itF !as t'e material relevant to t'eir 8or/F &'is ty#e ofevaluation is often called a smiles'eet


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Level B Evaluation ransfer

&'is level measures t'e transfer t'at 'as occurred inlearners be'aviour due to t'e training #rogrammeuestion 2 Aret'e ne8ly ac>uired s/ills, /no8ledge, or attitude being usedin t'e everyday environment of t'e learnerF +or manytrainers t'is level re#resents t'e truest assessment of a#rogrammes effectiveness< Ho8ever, measuring at t'is levelis difficult as it is often im#ossible to #redict 8'en t'e c'angein be'aviour 8ill occur, and t'us re>uires im#ortant decisionsin terms of 8'en to evaluate, 'o8 often to evaluate, and 'o8to evaluateuality, decreased costs, reduced fre>uency of accidents,increased sales, and even 'ig'er #rofits or return oninvestment< +rom a business and organiNational #ers#ective,t'is is t'e overall reason for a training #rogramme, yet level

four results are not ty#ically addressed< Met'ods for ong2&erm Evaluation include"

Send #ost2training surveys

ffer ongoing, se>uenced training and coac'ing over a #eriod of time

Conduct follo82u# needs assessment

C'ec/ metrics :e


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Curriculum EvaluationCom#arison of t'e roles of t'e internal and e0ternal moderators9verifiers as a #art ofcurriculum9#rogramme >uality control

nternal #eri$ication

@ob S#ecifications

Eternal #eri$ication

@ob S#ecifications A##ointed by a8arding body

ccu*ational com*etence ccu*ational com*etence

=eed RJ unit for =JPs =eed J- unit issued by a8arding body

Can be mar/er9assessors, but not (J t'eiro8n 8or/

=ot in t'eir familiar area, conflicts of interest mustbe declared

=eed /no8ledge of using current (Jsystems and #rocedures and needs of t'ea8arding body documents andsyllabus9standards of a8ard

Attend regular meetings for currency Suitably>ualified and e0#erienced in t'e area

-es*onsibilities -es*onsibilities)rovide su##ort, feedbac/ and guidancefor mar/er9assessors

e familiar 8it' t'e syllabus9standards of a8ards

(dentify and su##ort training needs forassessors

e#orts to and receives advice from t'e a8ardingbody :#rinci#al verifier or 'ead office;

Set u# and com#lete an (J system inaccordance 8it' t'e a8arding bodyregulations

)rovide su##ort, feedbac/ and guidance formar/er9assessors

C'ec/ t'at assessor9mar/ers are 8or/ingto a common standard

Ma/e a##roval visits to organisations 8is'ing tobecome an accredited centre

Sam#le mar/ed 8or/ :All learners9 units9met'ods; to c'ec/ standard and to givefeedbac/ to t'e assessors

Ma/e visits to a##roved centres 8'o 8is' to offerfurt'er >ualifications

Hold standardisation meetings to s'areideas of good #ractice 8it' assessor team,information from t'e a8arding body

Ma/e routine verifier visits to centres to c'ec/ t'atall as#ects of t'e centre delivery is Rsafe :H9S,e>ual o#s, #rocedures, #a#er8or/, recordingsystems etc;

C'ec/ t'at t'e recording of all results andenrolments are com#leted

(ntervie8 candidates, assessors, verifiers, :observeassessment or (J ta/ing #lace in =JPs;

C'ec/ t'at any action #lans f rom t'e EJare im#lemented in t'e timescale agreeduiry is not 8arranteduesL:b; understanding of t'e social conte0t and t'e uni>ue substance of t'e evaluation

ob?ectL:c; t'e ability to maintain correct 'uman relations and to develo# ra##ort 8it' individuals

and grou#s involved in t'e evaluationL and:d; a conce#tual frame8or/ to integrate t'e above2mentioned ca#abilities

curriculum evaluation handbook dw feb08.doc

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