CURRICULUM EVALUATION AND CURRICULUM CHANGE.ppt
- 3. The offering of socially valued knowledge ,skills and attitude made available to students through a variety of arrangements during the time they are at school, college or university -Bell 1971 All the experience of children have under the guidance of teachers -Hollis.L.caswell and doaks
- 4. EVALUATION Evaluation is the process of examining program or process determine what is working what is not and why, Evaluation determines the value of program and act as blueprints for judgement and improvement -Rosselt and sheldon 2001 Obtaining and providing useful information for judging decision .Evaluation is the process of delineating on alternatives . -Scriven 1991
- 5. It is the process of collecting data on the program to determine its value or worth with the aim of deciding weather to adopt, reject, or revised the program. -Shabeer k basheer
- 7. Evaluation of curriculum involves • An assessment of the philosophy of the institution • Goals of the institution • Nursing content taught in each course • Course objectives • Teaching learning methods • Course evaluation methods • Relationship of non nursing courses to the overall plan of study.
- 8. Need for curriculum evaluation • It is determines the value of the curriculum • To find out the cause for defective curriculum • It leads to the improvement of institution, teaching learning process • To diagnose difficulties in curriculum • Together information for administrative purpose • To provide quality control in education
- 9. • CE is concerned with the measurement of the achievement of objectives • CE is the collection and use of information to make decision about the educational program
- 10. Methods and techniques of curriculum evaluation • Discussions • Experiments • Interview-individual, group • Opinions • Observations • Questioneries • Schedules • Practical performance • Anecdotal records
- 11. Types of curriculum evaluation • Formative • Summative • Diagnostic
- 12. • Formative evaluation is generally any evaluation that take place before or during a projects implementation to the aim of improving the projects design and performance Judgemental data Observation data Student learning
- 13. • Judgemental data This type of evidence is gathered by waiting, questionaries, interviews • Observational data This type of evidence is obtained by direct observations in a free manner
- 14. cont….. • Student learning This type of evaluation approaches the central problems of curriculum development what kind of students learning take place when the curriculum materials and methods of used properly Here the main evidence has to do students learning that takes place in the relation curriculum
- 15. Benefits of formative evaluation • Identify problems in teaching and learning and help to correct it • It diagnose weakness at an early stage for purpose of remediation are individual teaching • Formative is also ideal for further planning in terms of changing teaching methods and peoples activities through resetting objectives,use of effective media,regrouping and assesment methods as it help to plan also extension work for the excellent student • It is not used for certification
- 16. It is most oftenely taken at the end of the project It can also be referred to us exposed evaluation Persons other than writer or the developer of curriculum material will do it
- 17. BENEFITS OF SUMMATIVE EVALUATION Describe the extend to which the program has attained objectives Provide guidelines for decision about curriculum revision, modification and shift of emphasis Designed to protect the society by preventing incomplete personal from practicing Establish overall attitude of teachers and people to the course
- 18. DIAGNOSTIC EVALUATION • It occurs when the content of curriculum is updated something is added something is taken out • Teachers take evaluation by this methods
- 19. Benefits of Diagnostic Evaluation • It helper in solving problems of students • It is helper in making teachers performance better • It is helper in encouraging students and teachers
- 20. • Consist of finding out to what extend the objectives are being achieved • Objectives for evaluation should be in terms of behaviour changes • Be comprehensive enough to measure adequately the significant behaviour • Techniques and methods used in evaluation should be on the basis of specific behaviour expected and measured • Includes a variety of evaluation tools or instruments • The decision on whether the student has had adequate experience in a given area should be in terms of excellence
- 21. Requirements for curriculum evaluation 5 M’S • MAN, • MONEY, • MATERIAL, • METHOD, • MINUTES
- 22. Requirements for curriculum evaluation • Man whether curriculum has been organised and implemented properly by the faculty members and other personal involved • Money whether money mean for curriculum development is utilised properly • Materials evaluation of text books literature and the like used for the development and implementation of the curriculum • Methods weather teaching learning methods which are planned in curriculum or appropriate
- 23. Evaluation strategies Evaluation by outsiders • Outsider's may be consultant inspector or administrator • They are considers experts because they have spent year years teaching running projects are training, with the drawback of not having being involved with the program to be evaluated When to use outsider • Legal base evaluation and internal evaluation would not meet the principles of objectivity and independence
- 24. Advantages • It minimisation of bias at least internal bias • Perceive to be impartial • Ability to look at matters from a fresh perspective
- 25. DISADVANTAGES • Costly • It time consuming • Evaluators may experience resistance from organisational members • The findings of external evaluation may not be well received by stake holders
- 26. Evaluation by insider • Insider maybe teachers students, staff and anyone else closely involved in the development and implementation of the program When to do • Additional valuable knowledge can be gained • The information that will be used to during the evaluation is confidential • No need to pay money for external evaluator
- 27. Advantages • flexibility • low cost • Tent to have greater familiarity with the organisation itself and the evaluated program Disadvantages • actual and perceived bias • subsequent findings may completely overlook significant problem areas
- 28. Combined strategy • Effective evaluation records a combination of insider and outsider • An effective evaluation design encourages stake holders participation ,concentrates on skill development • Establishes the usefulness of the report and its recommendation • It uses a variety of data collection and
- 29. Advantages • It increase the reliability and validity of the results evaluation become more democratic Disadvantages • Finding the ideal point of balanced with in and between internal and external evaluation • The issue of evaluators, expertise and professionalism
- 31. Meaning of curriculum change • Curriculum change means changing the existing curriculum and making the curriculum different in some way • To improve the existing curriculum • Alteration can be in any area where there is a deficit • The philosophy, objectives, courses,teaching learning methods or evaluatory procedures
- 33. Need for curriculum change • To restructure the curriculum according to the need of learner's society • To eliminate unnecessary units teaching methods and contents • To introduce latest and updated methods of teaching and content new knowledge and practices • To add or delete numbers of clinical hours of instruction
- 34. Factors influencing change in curriculum General societal changes Population growth population pattern move towards urbanization conception of natural resources
- 35. Factors influencing change in curriculum Healthcare changes Increasing government control in healthcare increasing need of healthcare professionals increasing socialisation in health field rapid increase of practice skill and knowledge level
- 36. PHASES OF CURRICULUM CHANGES Planning implementing evaluation
- 37. PHASES -1 PLANNING • Review of curriculum • Curriculum should be reviewed by committee to identify areas that need to be changed • The curriculum committee have to study report and make plans for the change in curriculum • Involvement of faculty administration and student in curriculum change is necessary
- 38. PHASES -1 IMPLEMENTATION • Once a curriculum has been finalized course modification step have to taken • The change plan will be implemented by formulating objectives, course content, learning methods ,teaching approaches and evaluation process • The behaviour changes expected in the students with their implementation of the curriculum
- 39. PHASES -3 EVALUATION • Evaluation must be used to monitor the progress of the students learning to determine the extent to which the objectives have been achieved and to find ways of improving teaching and learning methods • Implementing the plan of change in curriculum required a system development of the content, learning experience and evaluation • Certain principles to be made for the use of curriculum when changing a curriculum • Change occurs within the institution and in the participants of change
- 40. Role of students / parents in curriculum change Student have an essential need to be actively involved in curriculum development, changes and implementation If parents or qualified they may be involved in syllabi modification and evaluation
- 41. Role of faculty in curriculum change Helps to propagate the concepts and principles of curriculum development and its implementation conduct evaluation and research in curriculum change
- 42. Role of coordinators in curriculum change Planning Develop philosophy and objectives for educational program Identify the present need related to educational program Formulates the plan of action Select and organizes learning experience Participating in formation of admission and recruitment policies
- 43. Organising Determine the number of position and scope and responsibility of each faculty and staff Analysis and prepares the job description Indicates line of authority Responsibility in the relationship and channels of communicating by means of organisational chart Delegates authority with responsibility Maintain a plan of work load among staff members
- 44. Directing Recommends appointment and promotion based on qualification and experience Provides adequate orientation to staff members Guides and encourages staff members in their job activities Consistently makes administrative decision based on establishment policies Create staff involvement in designing educationally sound program
- 45. Role of the union government It has an advisory role It has advisory bodies like NCERT which helps in developing necessary guidelines for development of curriculum instructional and evaluation materials
- 46. Role of national bodies Formulates philosophy, objectives syllabus and framework of all courses It will give permission to start and to continue the course It can stop the program
- 47. Role of state government It a permits the school / college to start and continue the course according to the infrastructure It has responsibilities to produce and publish textbooks teachers handbook and other instruction material to be used for classroom It responsible for curriculum development and implementation in schools
- 48. Role of statutory bodies and other stake holders Educational organisations play active role in planning developing, implementing ,evaluating and producing educational materials methodology experts-helps in curriculum planning / making syllabus / evaluating curriculum / reviewing curriculum
- 49. Role of administrator in curriculum change To ensure the educational policies and goal are properly reflected by the curriculum Responsible for the realisation of the curriculum goals through its effective implementation Try out is made properly after curriculum changes
- 51. JOURNAL PRESENTATION • Curriculum reform: Why? What? How? and how will we know it works? • Shmuel Reis • Israel Journal of Health Policy Research volume 7, Article number: 30 (2018) Cite this article • The Original Article was published on 20 February 2018
- 52. ABSTRACT • In a recent IJHPR article, Dankner et al. describe a reform in one longitudinal strand within Basic Medical Education i.e.“ public health and preventive medicine curriculum” using a Competency Based Medical Education approach. This reform raises several concerns: What should prompt a medical school to change a curriculum? How should such change be conducted? What kinds of paradigms may inform such a change? What constitutes a success in a curricular reform? And, how can
- 53. CONCLUSION • Curricular reform, be it of an entire medical school curriculum or a significant longitudinal component should follow as much as possible the current wisdom of educational innovation and change strategy. . The design should allow for the emergence of unintended consequences. Implementation needs careful planning and monitoring and the evaluation should be multi-faceted, employing a mixed-method innovative design with short- and long-term components. Since all Israeli medical schools are now using the CBME approach and aligning their curriculum and testing
- 54. • BME: • Basic medical education (medical school) • CBME: • Competency based medical education • EPAs: • Entrustable professional activities