Curriculum evaluation

The study aimed to evaluate the content of the "Science and Interactions of Objects" unit in the first intermediate grade science curriculum using the Hilda Taba reflected model. A descriptive approach was employed through content analysis, which relies on objective, structured, and quantitative description. The study tool was devised by defining Hilda Taba's criteria, utilizing several sources including the theoretical framework, specialized scientific sources, and previous studies and their findings. This study focused on the content of the "Science and Interactions of Objects" unit in the 2023 academic year. Analysis results indicated that the standards of the Hilda Taba model were generally met to a high degree. The findings showed a clear effort in preparing the content, as many standards were evidently applied. The study recommended ongoing evaluation of science curriculum units at various stages and emphasized the critical role of teachers in the curriculum evaluation process.

Participant perceptions of the effectiveness of the Middle School Project Partnership (pseudonym) professional development course strategies were evaluated using Q Methodology. Factor analysis of participant sorts of a Q set developed from interviews and observations yielded three teacher types, with one group preferring social activities, the second preferring activities promoting deeper understanding, and the third preferring autonomy in their learning. These teacher types are consistent with the basic needs identified in Self-Determination Theory which is commonly employed as a theory to explain motivation associated with positive outcomes in the field of education.  Participant types did not differ by gender, course location, teaching experience, or scores on measures of teacher conceptual understanding of mathematics. Findings indicate that professional development activities should be varied to meet the learning needs of teachers, which tend to differ based on the range of tea...

Curriculum plays a vital role in any educational system so textbooks, being the main part of curriculum in Pakistan, need to be designed, evaluated and enhanced systematically according to the needs of the learners in Pakistan. The present research evaluated English textbooks selected for implementation by Dar-e-Arqam School in grades 6th and 7th. It analyzed those textbooks, before their implementation in the classrooms according to the English language needs of learners in Pakistan. The evaluation was done through the evaluation criteria developed by the researchers themselves. The study revealed that according to the needs analysis, the focus should be on the speaking skills of the learners mostly, which is the main requirement. But the present syllabus pays maximum attention on teaching the grammar of English language, which has the least requirement for the students. Thus, the study concludes that the prescribed textbooks do not meet the needs of the learners of Pakistan and su...

Nowadays, development, improvement and quality assurance are requirements of academic systems in the world. Application of evaluation to know the present status and recognizing the requirements and challenges of higher education systems as well as surveying the purposes fulfillment could be sufficient action to improve the quality of higher education systems. Obviously, the poor quality of higher education will have an unfavorable effect on the scientific and technical future of the country. Hence, increasing the number and variety of universities and institutions for distance learning in a few decades leads to focus on their quality more than past. ­As a result, this paper is aimed at studying the framework of accreditation and quality assurance of distance learning in some countries through documentary study and comparative analysis. It proposed recommendations in areas of evaluation and quality assurance of distance learning in higher education using mentioned results.

Editors J.D. Kanofsky Mark Dembert Entertainment Robert Breckenridge Joe Conti Gary Kaskey Photographer Scot Kastner Overseas Editor Mike Sinason Circulation Jay Amsterdam Humorist Jim McCann Staff Ken Jaffe Bob Sklaroff Janet Welsh Dave Jacoby Phil Nimoityn Frank Chervane

This report provides the findings from a rapid curriculum review conducted in May and June 2016. This study has been undertaken by a team of international and national advisors. It has involved preparing a literature review; administering a small survey; undertaking a review of curriculum documents, instructional materials and assessment items for Grade 1, 4, 7 and 10 in Science, Mathematics, Bahasa Indonesian and English; making school visits; conducting focus group discussions with teachers, principals, district superintendents and senior officials in the Ministry of Education and Culture (MoEC); the presentation of public lectures and the conduct of a workshop to present some initial findings from the review. Although it has been a short review, it has generated some results that have led to the proposal of policy options to guide future directions, and has identified issues that ideally warrant further investigation.

Meaning of Curriculum Evaluation Simply curriculum evaluation is a continuous and systematic process of evaluating the extent to which curriculum objectives have been achieved. In others words it is a process of collection of evidences on the basis of which decisions can be taken about the feasibility, efficiency, effectiveness and educational value of a curriculum. It is a process of providing feedback to the curriculum planners, designers and practitioners to revise, reorient and modify the curriculum. Further, it is carried out in order to reorient the curriculum on the lines of the students' needs and demands of the contemporary society. It is a process of evaluating the proficiency/ mastery level of any programme in terms of qualitative assessment with a value judgement. Thus, curriculum evaluation is a cyclic, continuous and flexible process. Worthen and Sanders (1987) define curriculum evaluation as "the formal determination of the quality, effectiveness, or value of a programme, product, project, process, objective, or curriculum" Curriculum Evaluation is the process of obtaining information for judging the worth of an educational program, product, procedure educational objectives or the potential utility of alternative approaches designed to attain specified objectives (Glass and Worthem, 1997).

En esta investigación, analizamos la representatividad de los significados pretendidos para la función por el currículo chileno de matemáticas. Para ello, se realiza tanto la reconstrucción del significado holístico de referencia, mediante una revisión documental de estudios histórico-epistemológicos, como la determinación del significado pretendido por el currículo chileno de matemáticas, para la función, a través del análisis de sus programas de estudio y de libros de texto sugeridos. Los resultados permiten evaluar la riqueza matemática de los significados pretendidos por el currículo chileno, además de proporcionar información que los profesores deberían conocer para gestionar adecuadamente los aprendizajes de sus estudiantes.

On the one hand, India is a growing economy that needs skilled labour, self-employed entrepreneurs and employees to tackle its economic and social challenges. On the other hand, India faces high unemployment rates, especially among young people. Graduates from industrial training institutes (ITIs) in particular are often facing difficulties in pursuing self-employment. Entrepreneurship education is an essential element in preparing young people for self-employment. This paper analyses how and to what extent entrepreneurship education has been conceived and implemented in vocational schools in and around Bangalore to face these challenges. Methodologically the authors use a three-step approach following the theories of a `prescribed', `adopted' or `enacted' curriculum. Qualitative interviews are used for the analysis of the adopted and enacted curriculum. The authors conclude that whereas the prescribed curriculum includes several elements of entrepreneurship education an...

This report provides the findings from a rapid curriculum review conducted in May and June 2016. This study has been undertaken by a team of international and national advisors. It has involved preparing a literature review; administering a small survey; undertaking a review of curriculum documents, instructional materials and assessment items for Grade 1, 4, 7 and 10 in Science, Mathematics, Bahasa Indonesian and English; making school visits; conducting focus group discussions with teachers, principals, district superintendents and senior officials in the Ministry of Education and Culture (MoEC); the presentation of public lectures and the conduct of a workshop to present some initial findings from the review. Although it has been a short review, it has generated some results that have led to the proposal of policy options to guide future directions, and has identified issues that ideally warrant further investigation.

Bu makale matematik ve fen bilimleri alan öğretmenlerinin ölçme ve değerlendirme bilgi ve becerilerini artırmak için tasarlanan bir mesleki gelişim programının ortaya çıkardığı fırsatları, programın uygulanmasında karşılaşılan engelleri ve zorlukları öğretmenlerin ve araştırmacıların gözüyle sunmaktadır. Öğrenme topluluğu yaklaşımıyla tasarlanan bu programda öğretmenlerin araştırmacı rolünde olmaları sağlanarak kendi sınıflarında yaşadıkları ölçme ve değerlendirmeyle ilgili sorunlara çözüm bulmaları amaçlanmıştır. Program süreçleri nitel durum çalışması yöntemiyle incelenmiştir. Veriler, program katılımcılarından seçilen öğretmenlerin katıldığı program başında, ortasında ve sonunda olmak üzere üç farklı odak grup görüşmesi ve uygulamanın sonunda, çalışmayı yürüten araştırmacıların katıldığı tek bir odak grup görüşmesi yoluyla toplanmıştır. Sonuçlara göre bu mesleki gelişim programı iş birliği, ortak hedef, sınıf uygulamalarına uygun içerik gibi nitelikli mesleki gelişim programı öze...

A variety of creative convergence education studies have been conducted around the world, but the study of creative convergence education based on problem-oriented learning is insignificant. STEAM education development research for engineering human resources also recognizes important factors like ethics awareness and consideration, cooperation, leadership, and communication skills. This study developed a model of interdisciplinary classes between marketing and commercial English classes as a way to effectively learn to cultivate the creative and fusion talents required by modern society. A model was developed for the process of convergence classes to be developed for evaluation after class by designing courses, selecting subjects, designing classes, drawing questions, and developing problems, as well as for discussion of pre-convergence courses, class performance, and class evaluation. The Mongolian university discussed in this paper plans to introduce a suitable educational environment by developing a problem for interdisciplinary classes in marketing and business English. Based on the need to nurture talent required by the rapidly changing knowledge-based society, Mongolian universities should continue the strategy of fostering creative convergence talent through the convergence of technology. This is because creativity is the most important thing in the current situation.

Resumen En este artículo presentamos una propuesta para explorar los significados relativos a la multiplicación y división que se construyen en libros de texto de matemáticas de Educación Primaria. Para ello, realizamos un análisis multimodal de las tareas centradas en la multiplicación y división de dos propuestas editoriales con amplia difusión en España. El análisis realizado permite desarrollar una caracterización de las tareas en base a los significados potenciales de la multiplicación y división que se derivan del uso y coexistencia de los diferentes tipos de representaciones simbólicas, gráficas y verbales que se presentan y se demandan en las tareas. Los resultados apuntan un dominio de las representaciones simbólicas y un bajo uso de representaciones verbales en las tareas de multiplicación y división de las dos propuestas editoriales.

En este artículo trataremos de mostrar que el desarrollo histórico de los conceptos matemáticos constituye un factor importante que se debe considerar cuando se elabora una propuesta didáctica para la enseñanza de las matemáticas. Creemos que el conocimiento de dicho desarrollo contribuye a visualizar en una dimensión más amplia la verdadera complejidad del concepto a enseñar. En particular, en este artículo trataremos el concepto de función. Mostraremos que siendo el concepto de función uno de los más importantes en la matemática y en la modelación de fenómenos naturales, los problemas de su enseñanza y aprendizaje son un reporte frecuente. Y esto sucede a pesar de poner una cuidadosa atención en su enseñanza. En contradicción a este hecho, la mayoría de los matemáticos y maestros, consideran que este no es un concepto difícil de enseñar y aprender. Consideramos que un conocimiento de la historia evolutiva del concepto de función, ayudará a juzgar si es difícil de aprender y por su...

Article history: Received 28 July 2020 Received in revised form 26 August 2020 7 September 2020 Accepted 18 September 2020 The purpose of this study was to analyze the characteristics of students’ academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students’ mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that adva...