Learning outcomes and curriculum development in psychology in Australia

2008 ◽  
Author(s):  
P. Wilson ◽  
D. Bath ◽  
G. Hannan ◽  
F. Martin ◽  
G. Farrell ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes

Towards a Model of School-based Curriculum Development and Assessment Using the SOLO Taxonomy

1989 ◽  
Vol 33 (2) ◽  
pp. 151-163 ◽  
Author(s):  
John Biggs ◽  
Kevin Collis
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Two Dimensions ◽  
Learning Cycle ◽  
Solo Taxonomy ◽  
Level Of Abstraction ◽  
School Based ◽  
Learning Tasks ◽  
Criterion Referenced ◽  
Curriculum Topics

One factor preventing the wider acceptance of school-based curriculum development and assessment is the problem of comparing performances of different students, in different schools, in different areas of study. A framework is needed to describe the complexity of learning outcomes in a language that is generally applicable across the curriculum. Such a framework is provided by the SOLO taxonomy which describes the growth in complexity of performance in many learning tasks, from the earliest engagement in the task to expertise. Learning grows along at least two dimensions: (a) the level of abstraction, or mode, of the contents learned (five such modes are recognisable from infancy to adulthood); and (b) the cycle of increasing complexity that learning undergoes within any given mode. It is possible, by specifying both the mode or modes to be used and the level of the learning cycle to be attained, to state the desired level of performance in many important curriculum topics in a way that can be used (a) for criterion-referenced assessment in particular subjects, and (b) for discussing comparable levels of attainment across different subjects and different schools.

scholarly journals KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES

2015 ◽  
Vol 12 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Imroatus Solikhah
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Core Competency ◽  
Wide Range ◽  
Competency Based ◽  
Qualification Framework

This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices.  The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed.  In addition, a substantial discussion on the learning outcomes, core competency, competency, and objectices from where curriculum development is based upon is outlined.  In the perspective of Indonesian policy, Competency-Based Curriculum will be no longer implemented as the advent of KKNI would give great impact on the Outcomes-Based Curriculum.  

scholarly journals Innovating Through Structured Curriculum Development

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Catherine Sutton-Brady ◽  
Nicole Stegemann
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Student Feedback ◽  
Course Development ◽  
Course Structure ◽  
Innovative Methods ◽  
Poster Sessions ◽  
Exam Anxiety ◽  
Improved Learning ◽  
Innovative Curriculum

Structured and innovative curriculum development can have a profound impact on learning outcomes.  This paper provides interesting and innovative ideas for educators in higher education institutions to allow them to achieve improved learning outcomes.  This paper showcases how engaging students throughout the course and supporting them through consistent, incremental course development leads to innovative curriculum development.  The improved course structure and students’ increased engagement achieve maximum learning outcomes.  Various research studies support the use of innovative methods though not much is said about consistency of assessments and course structure in curriculum development with the aim to reduce exam anxiety and ultimately enhance learning outcomes.  In our unit of study, seminar presentations and poster sessions in conference style were used to engage students and introduce them to a different way of learning other than reports.  The paper not only provides information for educators on how to design engaging course structures but more significantly supports the outcomes through the analysis of student feedback based on objective teaching evaluation conducted before exams.

scholarly journals Graduate Attributes: Intentional Mapping and Assessment Portfolios

2011 ◽  
Author(s):  
Peter Wolf ◽  
Warren Stiver
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
White Paper ◽  
Current Status ◽  
Program Leaders ◽  
Graduate Attributes ◽  
Faculty Input ◽  
Course Outcomes ◽  
Undergraduate Programs ◽  
The University

In 1987, the University of Guelph introduced Learning1. CurricKit Outcomes Mapping has been created to support intentional curriculum development through aggregating faculty input on course outcomes to a program perspective.2. Progression Maps have been created to aid in the visualization of a program’s curriculum structure, through courses, semesters and program years3. A Portfolio System has been developed to permit student, educator and program portfolios to be built. These portfolios allow for reflection and for assessment of learning outcomes based on the artefacts of student work.This presentation will share current status and Guelph’s visions for the future - a future in which every student has a learning outcomes based portfolio and every program has an intentional curriculum map and a program level portfolio.By the end of this session, participants will be able to:• Describe the processes and tools being used at the University of Guelph,• Consider how to apply or adapt them for use in theirObjectives for all of its undergraduate programs. In 2004, the NSERC Chairs in Design Engineering released a white paper on Engineering Design Competencies. In 2009, the Province of Ontario mandated University Undergraduate Degree Level Expectations (UUDLEs). And finally, in 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing and assessing progress towards twelve graduate attributes. These initiatives are based on an outcomes philosophy towards curriculum development that is distinctly different from our historical, and still common, inputs based approach. Success in a learning outcomes approach relies on engaging students,educators and program leaders and is data-informed, educator- and student-driven, intentional and assessed. Guelph has been developing a combination of tools and processes to advance learning outcomes pedagogy:local context.

scholarly journals Pelatihan Penyusunan KTSP PAUD 2013 Untuk Kepala Taman Kanak-Kanak di Bekasi Utara

2020 ◽  
Vol 5 (1) ◽  
pp. 262-268
Author(s):  
Khusniyati Masykuroh
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Learning Process ◽  
Development Team ◽  
Unit Level ◽  
Development Direction

The Head of Kindergarten (TK) is expected to be able to develop an operational curriculum in an Education Unit Level Curriculum (KTSP) which has the uniqueness because it is the institution's reference in organizing programs, implementing various services in the institution, implementing the learning process, and evaluating learning outcomes in accordance with the characteristics PAUD unit. Based on preliminary observations obtained information that most of the kindergartens in North Bekasi sub-district do not have KTSP PAUD 2013 yet. This shows that these institutions do not have a curriculum development direction yet,  the Kindergarten Head has not carried out their functions in managing the institution especially in leading the development team curriculum. Therefore the service team organized the 2013 PAUD KTSP Preparation Training for the Head of Kindergarten in North Bekasi District, which was attended by 30 Head of Kindergarten, Deputy Head of Kindergarten, and PKG PAUD management. The results of the training are an increasing of  trainees knowledge on the importance of curriculum development and an increasing of trainees skills developing  the KTSP.

Structure, Form and Organisation for the Evaluation of Curriculum

1976 ◽  
Vol 3 (1) ◽  
pp. 22-50
Author(s):  
Desmond Broomes
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Subject Matter ◽  
The State ◽  
Structure Form ◽  
The World ◽  
The Way

Curriculum development and evaluation activities are inextricably inter­woven. Evaluation gathers and systematically orders evidence so that teachers and other curriculum workers may make decisions about the state of the learner, about organising and teaching subject matter, and about learning-outcomes. Thus the structure, form, and organisation for evaluation of the curriculum are most usefully described not as separate, distinct entities removed from curricu­lum activities, but as the way by which the persons (in particular teachers), materials and machinery are brought together for certain purposes. And all these purposes may be realised through enabling schools to become directly in tune with the world as it is.

scholarly journals Teaching Risk Management and Safety as a Tool for Supporting Sustainable Development - A Curriculum Development

2011 ◽  
Vol 13 (1) ◽  
pp. 62-71
Author(s):  
Mohammad Shahriari
Keyword(s):  
Risk Assessment ◽  
Sustainable Development ◽  
Risk Management ◽  
Curriculum Development ◽  
Learning Outcomes ◽  
Work Efficiency ◽  
Loss Prevention ◽  
Main Factors ◽  
Doctoral Programmes

Teaching Risk Management and Safety as a Tool for Supporting Sustainable Development - A Curriculum DevelopmentTraining of engineers as one of the main factors for implementing sustainability in industry is a key task. Due to this fact, the courses given in Chalmers should be adapted to the goal of sustainability. This could not be gained without integrating of risk assessment, as a tool of loss prevention, into different course curricula. To meet the demands, a course entitled "Risk Management and Safety" is offered two times a year to pre-service teachers that study in Chalmers master and doctoral programmes. This paper is concerned with presenting a method for developing a course curriculum including designing, control and evaluation of the projects as an essential part of the course. Industrial patterns have an important role especially in designing and evaluating the projects. The learning outcomes and the work efficiency are also controlled and evaluated through a questionnaire and personal interviews.

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