CURRICULUM
CURRICULUM
EVALUATION
CURRICULUM EVALUATION
Curriculum is a standards-based sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills.
Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies, methods and techniques. It provides feedback to the teachers about their teaching and the learners about their learning.
CURRICULUM EVALUATION ACTIVITIES
• Identify specific purposes for assessing student learning; • Develop a comprehensive assessment plan; • Select/develop assessment tools and scoring procedures that are valid and reliable; • Identify procedures for collecting assessment data;
The process of measuring and judging the extent to which the planned courses, programmes, learning activities and opportunities as expressed in the formal curriculum actually produce the expected results.
Curriculum evaluation is a necessary and important aspect of any national education system.
It provides the basis for curriculum policy decisions, for feedback on continuous curriculum adjustments and processes of curriculum implementation
Curriculum evaluation may be an internal activity and process conducted by the various units within the education system for their own respective purposes.
These units may include national Ministries of Education, regional education authorities, institutional supervision and reporting systems, departments of education, schools and communities.
Curriculum evaluation may also be external or commissioned review processes. These may be undertaken regularly by special committees or task forces on the curriculum, or they may be research-based studies on the state and effectiveness of various aspects of the curriculum and its implementation.
• With the objective improving the process of development
• Sumative
• At the end of the total programa or each pase to judge the effectiveness of the instructional design
EVALUATION OF DIFFERENT COMPONENTS
• Formative • Some commonly used data collection methods for qualitative data include interviews, focus groups, document/material review, and ethnographic participation/observ ation.
QUANTITATIVE
QUALITATIVE
Curriculum Evaluation – important points
• Objectives, Content, Methods, and Evaluation procedures for student assessment to determine whether the curriculum caters to the needs and the educational purposes of the target group
Examine
and
evaluate
the
historical,
philosophical, ethical, social, economic, and political influence on curriculum.
Evaluate curriculum methods and structures in relation to national curricular standards and to national value-added mandates.
Relate cognitive and brain-based research to curricular methods, structure, and intents. Analyze the compatibility of curriculum and relate assessments.
Explore the effects of curriculum on teaching, learning, supervision, and policy.
Define personal philosophy and approaches regarding curriculum design, development, and implementation.
Evaluate the curricular demands of a digital age. https://es.slideshare.net/CarlRichardDagalea/objectives-of-curriculum-evaluation
According to Scriven, following are the 3 main types
Formative Evaluation
Summative Evaluation
Diagnostic Evaluation
It occurs during the course of curriculum development. Its purpose is to contribute to the improvement of the educational programme. The merits of a programme are evaluated during the process of its development. The evaluation results provide information to the programme developers and enable them to correct flaws detected in the programme.
In summative evaluation, the final effects of a curriculum are evaluated on the basis of its stated objectives. It takes place after the curriculum has been fully developed and put into operations.
Diagnostic evaluation is directed towards two purposes either for placement of students properly at the outset of an instructional level (such as secondary school), or to discover the underlying cause of deviancies in student learning in any field of study.
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Placement (function) ❖ Determine possession of prerequisite skills, degree of mastery of course ❖ Reading tests; aptitude tests, pretests on course objectives; observational techniques.
Summative(approach) ❖ Determine end-of-course achievement for assigning grades or certifying mastery of objectives ❖ Teacher-made tests, performance rating scales; product scales.
Criterionreferenced (natureof reference) ❖ Describe pupil performance in terms of a specific domain of instructionally relevant tasks (how much students know before instruction begins) ❖ Teacher made mastery tests; observational techniques.
Formative (approach) ❖ Determine learning progress, provide feedback for reinforcement of learning and correct learning errors. ❖ Teacher-made mastery tests, observational techniques. ❖
Diagnostic (function)
❖ Determine causes (intellectual, emotional & environmental) of persistent learning difficulties. ❖ Published diagnostic tests, teacher-made diagnostic tests.
Norm-referenced (nature of reference) ❖ Describe pupil performance in terms of relative position in some known group (to rank each student with respect to others). ❖ Standardized aptitude and achievement tests.
https://es.slideshare.net/CarlRichardDagalea/https://humanaseducaciononline.uta.edu.ec/pluginfile.php/134131/mod_resource/content/0/Unit%203%20Evaluation%20of% 20curriculum.pdf-of-curriculum-evaluation
Student evaluation has two meanings:
Student Evaluation
Student evaluation sometimes involves an evaluation of all aspects of the learning experience provided by the institution, including teaching, library, information technology, through to the sport facilities and catering. The student evaluation might be restricted to feedback on the performance of teaching staff, usually undertaken at the unit (course or module) level.
The Institutional Evaluation is a mechanism, established by law, for quality assurance and improvement.
Institutional Evaluation
The evaluation processes must have general and specifics objectives. The evaluation criteria must be clearly established for all parts of the institution that would be involved in it. This put the higher education institutions in a permanent process of self-regulation focusing on the improvement of the quality in all the activities carry out by the institution.
It is a systematic way to examine how well an employee is performing in his or her job.
Programme evaluation
Teacher evaluation should not be seen as an act of supervision, but rather as a way of encouraging and favoring their improvement. There are a number of things to consider before designing or revising an existing performance appraisal system. The advantage to giving an evaluation twice per year, of course, is more feedback and opportunity for teacher development.
Personnel Evaluation
Program evaluation is a systematic method for collecting, analyzing, and using information to answer questions about projects, policies and programs, particularly about their effectiveness and efficiency. The process of evaluation is considered to be a relatively recent phenomenon. Program evaluations can involve both quantitative and qualitative methods of social research. People who do program evaluation come from many different backgrounds
“Supervision of instruction is what school personnel do with adults and things to maintain or change the school operation in ways that directly influence the teaching process employed to promote pupil learning.” Harris Supervision is instructional leadership that relates perspectives to behavior, clarifies purposes, contributes to and supports organizational actions, coordinates interactions, provides for maintenance and improvement of the instructional program, and assesses goal achievements.” Krey & Burke
Academic and clinical instruction are the foundations of training for professional counsellors. In order to develop professional competence, students need to step outside of the classroom and practice their skills in laboratory or clinical settings. Fieldwork experiences (e.g., practicum, internship) provide opportunities for development through experiential learning. Because counsellor development and competence is not simply related to experience, but is related to supervised practice, supervision is a vital aspect of fieldwork experiences. As a student, it is natural for you to rely on your supervisor to facilitate the supervision process and choose interventions to aid in your growth and development as a counsellor. It is important to understand that YOU also contribute to a successful supervision experience. This module is designed to facilitate your learning to work productively with a supervisor and to use supervision effectively.
Podcast Information about Supervision: https://vimeo.com/475519504
There are unique competencies and skills involved in supervision that allow the supervisor to help the supervisee. Models of supervision exist that provide a framework for the process. In addition, supervisors incorporate various modes and interventions to facilitate supervisee development. Awareness of these models, modes, and interventions will help the supervisee understand the underlying processes of supervision and therefore, be a more active participant in the supervision process. A dialogue can develop between supervisor and supervisee as a means to share personal styles and preferences for frameworks and interventions to be used in supervision.
A clinical supervisor is more advanced, at least in some important ways, than the supervisee. During fieldwork experiences, supervisors typically include a course instructor and an individual clinical supervisor. Depending on the level of the fieldwork experience and the program, the clinical instructor may be the course instructor or other professor from the training program, a doctoral student from the training program, and/or a professional counselor affiliated with the site at which the student is engaged in the fieldwork experience.
The process of supervision occurs within the relationship established between the supervisor and supervisee. It is important to keep in mind that both the supervisor and supervisee contribute to the relationship and have responsibilities within the process. As assumption of supervision is that it will last long enough for some developmental progress of the supervisee. Supervision is differentiated from brief interactions (such as workshops), and consultation that, by definition, is time and session limited, although all of these interactions share common goals (e.g., training in a skill, clarification of process, regaining objectivity). The fact that supervision is ongoing allows for the relationship to grow and develop
Clinical supervision for mental health professionals started out much like “apprenticeships” in other fields. That is, a student/apprentice with minimal skill/knowledge would learn the work by observing, assisting, and receiving feedback from an accomplished member of the same field. It was believed that because the “master” was quite good at the work, he or she would be equally good at teaching/supervising. In fact, this is not the case. Today, we realize that, though clinical supervision and counseling have much in common (e.g., the ability to engage in an interpersonal relationship), the two tasks also utilize separate and distinct skills. This means that a “master” clinician may not always be a “master” supervisor without the addition of training and competency in supervisory knowledge and skills. Furthermore, the concept of “master-apprentice” supervision evokes a hierarchy of power that favors the
master as the “authority,” a dynamic that is not supported in today’s literature on supervision. -Observing experienced clinicians at work is without question a useful training tool, but is not sufficient to help students develop the skills necessary to become skilled clinicians themselves -Development is facilitated when the supervisee engages in reflection on the counseling work and relationship, as well as the supervision itself. -Clinical supervision is now recognized as a complex exchange between supervisor and supervisee, with supervisory models/theories developed to provide a frame for it
-Supervisors have an ethical and legal responsibility to monitor the quality of care that is being delivered to the supervisee’s clients. -The supervisor also serves as a gatekeeper for those who want to enter the counseling profession. -The supervisor is charged to evaluate the counselor based on work done with current clients, and to assess potential for working with future clients. -As part of this role, supervisors formally evaluate supervisees -These summative evaluations occur after there has been enough supervision to expect a certain degree of competence. For example, during fieldwork experiences, summative evaluations typically occur at the midpoint and end of semesters. Video explanations about how supervision works:
https://www.youtube.com/watch?v=Art1XHGH7E0
Supervision, concepts and theories: https://www.youtube.com/watch?v=oYDSigqGQvA
Supervision is needed to provide expert technical assistance
Supervision is needed for teacher growth
Supervision is needed to help prepare teachers for learning.
Supervision is needed to keep teachers up to date
Supervision is necessary to provide democratic professional leadership
Expert assistance consists of applying methods and strategies to achieve the objective set out in the curriculum, in such a way that the student captures the necessary information.
The growth of the teachers will be achieved through the constant supervision carried out by the personnel in charge, in this way the teacher will develop the necessary skills to teach their students.
When supervised, teachers learn new things that will be useful in planning classes according to the needs of the students.
Updating teachers is very important so that they know how to adapt to new technologies. .
A very important point is democratic leadership, and supervision generates the necessary principles to achieve them. .
Educational innovation is the systematic and planned incorporation of transformative practices, aimed at improving teaching and learning processes. Educational innovation refers to the implementation of a change in the teaching-learning process that includes technology, didactics and pedagogy, as well as the use of materials, methods and content to promote teaching.
Change is a learning process (and therefore needs to be regarded as such)
The important points to keep in mind while bringing innovation and is resource hungry (to change Change be successful, this fact must be recognised, and, implicitly, provision must be made)
Change is a journey, not a blue print – it involves not just one-off solutions, but continuous planning and adjusting
Change requires local power to manage it; it can't be managed by remote control from a central power source
Problems arise from the change process; these are natural and expected and must be identified and solved
Change is systemic: it involves linkages and interconnections among many systems and issues in the organization.
Decision making is one of the most difficult processes that human beings face. Choosing in turn implies a resignation and carries the possibility of error, which is what can lead to indecision. Still, what you can't do is not make decisions. If we decide not to do it, we are already making a decision, but in this case we would not have control and we would leave the future to chance. Decision-making, both in the personal sphere and in studies or in future professional life, is a process that can be learned. You only need to internalize a series of basic steps, which with practice will make you a great decision-maker. Decisions do not have an exact answer like mathematics. There are many factors in making a choice at any given time. Each person, according to their circumstances, makes some decisions or others. The important thing is not to get it right, but to decide well. In the following articles we show you how to do it.
1. Institutional Decisions- decisions related scheduling or policy making concerning programmes and activities and curricula. They include allocation decisions, expenditure decisions, planning decisions, facilities decisions, and so on. Quality of an institution largely depends upon these decisions
2. Strategy DecisionsAfter the institutional decisions are made, it remains to see how it should be implemented. This calls for identifying appropriate strategies or tactics to move the institutions from one existing to another expected situation. Strategy decisions are about who should be involved in what, when and how
3. Administrator’s Behaviours Decisions- No administrator can have a random manner. His own behaviour is important in all situations. Hence all new administrative situations require specific, relevant and meaningful behaviours for success. To take decisions about one’s own response and behaviours, administrators must know themselves well and also others.
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Thank you for finding out about our magazine, it is a pleasure to share our knowledge with you. Remember "Learning is like rowing against the current: as soon as you stop, you go back." Edward Benjamin Britten