Curriculum Evaluation : A Case Study

1998 ◽  
pp. 106-115 ◽  
Author(s):  
Hugo Dufort ◽  
Esma Aïmeur ◽  
Claude Frasson ◽  
Michel Lalonde
Keyword(s):  
Curriculum Evaluation

scholarly journals Responses to COVID-19 in the Context of Quality Assurance, Quality Improvement and Scholarship Requirements for Curricula

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Tina Acuna ◽  
Jo-Anne Kelder
Keyword(s):  
Evaluation Research ◽  
Curriculum Evaluation ◽  
Education Standards ◽  
Teaching Teams ◽  
Guidance Note ◽  
Institutional Structures ◽  
Minimum Requirements ◽  
The University ◽  
Stem Teaching

Our Curriculum Evaluation and Research-STEM Teaching Fellowship embeds leadership for active engagement in scholarship within teaching teams. It is a response to Higher Education Standards Framework (HESF) minimum requirements for continuous evaluation informing ongoing curriculum transformation, specifically the TEQSA Guidance Note: Scholarship (2018). The Fellowship contextualised the existing ‘Curriculum Evaluation Research (CER) framework’ (Kelder & Carr, 2017) for the specific characteristics of STEM degrees and teaching teams. The framework supports team-based planning and doing activities that are aligned with institutional structures, processes and governance instruments, so that scholarship can be made visible, monitored, measured, met and reported at the level of degree curriculum. Here we describe fellowship outcomes in the context of responses to COVID-19 using a case study at the University of Tasmania.

Implementing curriculum evaluation: case study of a generic undergraduate degree in health sciences

2010 ◽  
Vol 35 (4) ◽  
pp. 477-490 ◽  
Author(s):  
Lynne Harris ◽  
Peter Driscoll ◽  
Melinda Lewis ◽  
Lynda Matthews ◽  
Cherry Russell ◽  
...  
Keyword(s):  
Curriculum Evaluation ◽  
Health Sciences

scholarly journals Co-producing a Community University Knowledge Strategy

2021 ◽  
Vol 2 ◽  
Author(s):  
Sarah Bell ◽  
Richard Lee ◽  
Daniel Fitzpatrick ◽  
Sona Mahtani
Keyword(s):  
Citizen Participation ◽  
Community Organization ◽  
Good Practice ◽  
Curriculum Evaluation ◽  
Relationship Building ◽  
Community Groups ◽  
Knowledge Strategy ◽  
Working Together ◽  
History Of

This community case study describes the process of developing a strategy for community-university engagement, as an example of co-production, and presents the strategy and early outcomes of the work. Based in London, the strategy and the process of co-production are of international relevance in supporting more productive relationships between universities and their cities, as a foundation for repurposing universities for sustainable human progress. The case study is presented in the context of literature related to community engagement with universities and co-production, an area of growing concern as universities seek to strengthen relationships and contribution to sustainable human progress in their home cities. London is one of the world's great university cities, with more than 40 higher education institutions contributing ground-breaking research and educating students from across the globe. London is also home to vibrant local communities, with a strong tradition of grassroots action, community organization and citizen participation. Community groups and universities have a strong history of working together, often without formal recognition or resources. The Community university Knowledge Strategy for London, known as Collaborate!, was a collaboration between universities and grassroots community groups in London, co-convened by Just Space and University College London (UCL). A series of workshops, guided by two steering committees of community and university members, explored principles for working together, cultural and institutional barriers, decolonization, industrial strategies, community spaces and case studies of good practice. The final conference outlined the basis for a London-wide strategy to enable better engagement between universities and grassroots community groups. The strategy addresses core principles, curriculum, evaluation and evidence, resources, relationship building, governance and structures to support collaboration. Co-production ensured high levels of trust between participants and commitment to the outcomes. Implementation of the strategy actions requires ongoing resources to support intermediary structures to overcome misalignment between universities as large, hierarchical institutions and community groups as dynamic, informal, social organizations.

scholarly journals EVALUASI MATA KULIAH PIANO UNTUK MENGHASILKAN GURU MUSIK DI SEKOLAH

2013 ◽  
Vol 16 (2) ◽  
pp. 457-473
Author(s):  
Diah Latifah
Keyword(s):  
Music Teachers ◽  
Research Result ◽  
Curriculum Evaluation ◽  
Course Evaluation ◽  
Music Educators ◽  
Music Instruction ◽  
General Music ◽  
Social Inquiry ◽  
The Subject

Studi ini bertujuan untuk mengevaluasi mata kuliah instrumen pilihan wajib piano dan relevansinya terhadap tujuan kurikulum Jurusan Pendi-dikan Seni Musik Universitas Pendidikan Indonesia yang berkomitmen untuk menghasilkan pendidik musik profesional. Untuk memenuhi tuntut-an ini, metode penelitian yang digunakan adalah studi kasus sosial inkuiri. Instrumen penelitian yang digunakan adalah pedoman observasi, pedoman wawancara, lembar pertanyaan lanjutan hasil informasi, dan kajian doku-men serta dokumentasi. Hasil Penelitian menyatakan bahwa partisipan ma-ta kuliah ini belum mampu untuk mengggunakan piano sebagai pengantar pembelajaran musik umum. Informasi ini ditindaklanjuti dengan rekomen-dasi, penyempurnaan silabus dan implementasi pembelajaran mata kuliah instrumen pilihan wajib piano, seyogyanya dilengkapi dengan subjek peng-gunaan piano sebagai pengantar pembelajaran musik di sekolah.Kata kunci: ketidaksesuaian kurikulum, evaluasi, rekomendasi______________________________________________________________ COURSE EVALUATION IN PIANO SUBJECT TO PRODUCE MUSIC TEACHERS IN SCHOOLS Abstract This study was aimed at evaluating “piano as compulsary course” and its relevancy toward the objectives of the curriculum of music edu-cation department of UPI that stated a commitment to provide proffesio-nals music educators. To meet this demand,  the  research methode used is Case Study In Social Inquiry. The research instruments are observation manual, interview manual, information question, and documentation. The research result shows that participants of this course have not shown capability of using piano as introduction to general music instruction. This information is followed up by the recommendations, syllabus improve-ments, and instruction implementation on the subject. It is recommended that ”piano as compulsary course” is equiped with subject of piano usage as introduction of music instruction at schools.Keywords: inappropiate curriculum, evaluation, recommendation

Curriculum Evaluation: Theory and Practice with a Case Study From Nursing Education

1979 ◽  
Vol 16 (1) ◽  
pp. 87
Author(s):  
Louise L. Tyler ◽  
Elizabeth Coffman ◽  
Joan L. Green ◽  
James C. Stone
Keyword(s):  
Nursing Education ◽  
Curriculum Evaluation ◽  
Theory And Practice ◽  
Evaluation Theory

Curriculum Evaluation; Theory and Practice with a Case Study from Nursing Education

1978 ◽  
Vol 78 (10) ◽  
pp. 1785
Author(s):  
G. Maureen Chaisson ◽  
Joan L. Green ◽  
James C. Stone
Keyword(s):  
Nursing Education ◽  
Curriculum Evaluation ◽  
Theory And Practice ◽  
Evaluation Theory

scholarly journals Ongoing Development: Pathways and Challenges

2014 ◽  
pp. 173-177
Author(s):  
Elizabeth Lammons
Keyword(s):  
Curriculum Evaluation ◽  
The Self ◽  
Current Status ◽  
International Studies ◽  
Environment Changes ◽  
Ongoing Development

Since 2011, the Learning Advisors (LAs) at the Self Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) have been engaged in a curriculum evaluation and modification project. This project is still ongoing and we are continuing to make strides in providing an informed curriculum for students. This is the final column in the self-access case study on the SALC at KUIS, so it is fitting that we briefly review what we have learned from this process and discuss what has been accomplished since the beginning of the project. Following this a basic overview of the current status of the project for the curriculum is not static and there will always be possibilities for growth and potential challenges as the environment changes.

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