CURRICULUM EVALUATION AND REVISION V.Thanikachalam
CIIP Model • C- Context of the Environment, State of Economy, Growth
of Industries, Impact of Digital Technology, Human Resources Expected, Government Policy, Availability of Bank Loans for Education, Availability of Competent, Availability of Internet, You tube videos, Rich parents
Input • Curriculum, text books, library, class rooms, LCD
• • • • • • • •
projectors, Laptops, Desk tops, i Pads, Fiber optic connections, resources, infrastructure,… Excellent Students Excellence Faculty Excellence Administrators Grants- in-aid Academic Environment Policies Vision Mission
Process • Teaching learning process • Transformation process • Examination Process • Evaluation Process • Recruitment Process • Certification Process • AICTE Approval Process • Accreditation Process…
Primary Products • Industry Ready Graduates • Skilled and Competent Graduates • Innovators • Risk takers • Creative Designers • Entrepreneurs • Researchers…
Secondary Products • Research Publications • Proto Types • New Software • New services • New Processes • Innovations
Tertiary Products • Regional Competitiveness • Establishment of New Industries • New Patented Products • Intellectual Properties • Fast Growth in GDP • Less foreign Debt • Assistance to Industrial Hubs and Corridors • Value Added Exports • Stronger Currency • Low inflation
Research Studies Assessment of Adequacy of Courses, Credits allotted, Balance of the Courses (Basic, Core, Applied, Advanced and Electives) Relevance of the Courses Objectives, Focus on Key Competencies
Program Outcomes • 1. The ability to derive and apply solutions from a
knowledge of sciences, engineering sciences, technology and mathematics;
Program Outcomes‌ • 2. The ability to identify, formulate, analyse and solve
engineering problems;
Program Outcomes‌ • 3. The ability to design a system, component or
processes to meet specified needs, to design and conduct experiments and to analyze and interpret data;
Program Outcomes‌ • 4. An understanding of the need for high ethical standards
in the practice of engineering, including the responsibilities of the engineering profession towards people and the environment;
Program Outcomes‌ • 5. The ability to work effectively as an individual, in terms
and in multi-disciplinary settings together with the capacity to undertake lifelong learning;
Program Outcomes‌ • 6. Ability to communicate effectively with the engineering
community and society at large.
Formative Evaluation
Formative Evaluation • Before implementing the programs • At the time of approval by the Academic Council/
Senate • At the time of approval by the State Board of Technical Education • Self check by the members of Board of Studies • Validation from employers
Sources of Information • Feedback from Curriculum Audit • Feedback from Program Assessment Committee • Feedback from the Program Advisory Committee
Need for Curriculum Evaluation • Participation of all the stakeholders • Opportunity to identify the gaps • To provide the upcoming needs the society • To get feedback from the key stakeholders • 360 degree evaluation
How will you Evaluate the Curriculum ? • Through Newspapers reports • Through Website • Through Public debate • Through Circulation of the draft • Through Alumni • Through Professional Associations • Through Seminars
What should be reviewed ? • Goals • Programme Objectives • Courses, Contents , assignments, tests,
seminars • Instructional process • Evaluation process • Instructional Activities, industrial training, design • Infrastructure, facilities • Resources
Sources of Information • Student performance • Formal students’ course evaluation • Exit interview • Exit survey • Alumni survey • Feedback from the Advisory Board • Achievement in national tests and entrance examinations
Outcome of the Review • Revision of the goal • Revision of the objectives • Improvement in the contents • Upgrading the instructional process • Improved activities • Additional infrastructure • Additional resources
Faculty Development • In-service training • Pre-service training • Industrial training • Overseas training • In-house training • Distance education (MOOCs) • On –line education • Self study
Innovative Training Programs • Sequential training programs during vacations • Flexible programs • Distance education programs • Seminars • Part-time programs • Life-long education
Stages of Evaluation • Proposal stage • Draft • First revision • Pilot testing • Mid - term review • Summative evaluation • Focused Research
Summative Evaluation
Summative Evaluation • By students • By teachers • By administrators • By the specialists
Tracer Study/ Longitudinal Study Getting the feedback from Alumni and the Employers on the curriculum and instruction
Getting the Feedback from the Alumni and Employers • Jobs/tasks/ technology/ resources/pay • Skills and Competencies • Balance of the Instructional Activities • Adequacy of Courses • Relevance of Courses • Additions Suggested • Deletions Suggested
Impact study
Impact study • To assess the impact made by the pass-outs • The gain received by the society • The felt changes in human resources • The benefits received by the industry/government • Total contribution to the society
Academic Audit
Academic Audit • Achievements of all Programmes • Evaluated against mandate • Decisions to improve the resources, infrastructures • Steps to be taken for capacity development • Steps to be taken for quality improvement • Steps to be taken for efficiency improvement
Thank you