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Curriculum Review basic Tasks

Curriculum review is the process of evaluating and improving educational programs to ensure alignment with institutional goals and societal needs. It involves a committee that monitors existing curricula, designs new programs, and assesses effectiveness through various evaluation methods. The review process includes data collection, analysis, and recommendations for curriculum modifications to enhance quality, relevance, and student engagement.

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13 views6 pages

Curriculum Review basic Tasks

Curriculum review is the process of evaluating and improving educational programs to ensure alignment with institutional goals and societal needs. It involves a committee that monitors existing curricula, designs new programs, and assesses effectiveness through various evaluation methods. The review process includes data collection, analysis, and recommendations for curriculum modifications to enhance quality, relevance, and student engagement.

Uploaded by

awokegoshi
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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1. What is curriculum review?

Furthermore, Worthen and Sanders (1987), on their part defined curriculum evaluation as “the
formal determination of the quality, effectiveness, or value of a program, product, project,
process, objective, or curriculum.” Evaluation is the process of collecting data on a program to
determine its value or worth with the aim of deciding whether to adopt, reject or revise the
program/course of study.

Curriculum review/evaluation/ is the process by which University departments and partner


institutions will ensure that all taught undergraduate and postgraduate courses are aligned with
the education strategy/policy/ of the university in particular and a country in general.
(University of Calgary,2013).

Curriculum review is one important component of “curriculum cycles” based on which curricula
are being continuously adjusted/ improved. It implies to examine the curriculum with an eye to
(constructive) criticism or correction in order to determine the best possible links between
curriculum vision and planning, on the one hand, and curriculum implementation on the other
hand. Typically curriculum review is performed as a starting point for curriculum revision and/or
curriculum renewal.

Curriculum/Program evaluation is carefully collecting information about a program or some


aspect of a program in order to make necessary decisions about the program.

2. Curriculum Review committee


The Curriculum Committee is a standing committee of the each department having member of

 advanced teacher,
 top achiever students,
 specialist from employer sectors

Having primary Function of:

Monitor and evaluate the already officially approved curriculum and revising its relevancy,
validity, efficiency and effectiveness for further development.
Design new curriculum /educational programs / based on need analysis made from different
stake holders that can fit with need and interest of the prevailing science and technology,
society, students of a university in particular and country at large
3. When curriculum review is done?
At course level in each semester Formative evaluation
At module level Formative/summative
Program level at the end of the year (summative evaluation)
At industry level. (outcome/impact assessment )
4. Who can review the curriculum?
Program manager or director
Invited staffs from other university
Program staff (all levels)
Evaluation consultant
External stakeholders (such as government officials, funders, "sister" agencies)

5. Why we review curriculum?


1. Quality Assurance: To ensure that the curriculum meets educational standards and provides
quality education.

2. Relevance: To determine if the curriculum aligns with current societal needs, job market
demands, and student interests.

3. Effectiveness: To assess whether the curriculum successfully facilitates learning and achieves
desired educational outcomes.

4. Accountability: To demonstrate to stakeholders (students, parents, and the community) that


the educational institution is meeting its responsibilities.

5. Improvement: To identify areas for enhancement and make informed decisions about
curriculum revisions or updates.

6. Resource Allocation: To evaluate if resources (time, money, materials) are being used
efficiently and effectively within the curriculum.

7. Student Engagement: To assess how well the curriculum engages students and fosters their
motivation and interest in learning.
6. How curriculum/Educational program/ can be evaluate
To review the curriculum the following procedure should be done

6.1. Define why we evaluate the curriculum


6.2. Context evaluation/situational analysis
 Problems, background, environment, resources needs, etc.
 SWOT analysis in particular to program
6.3. Focus areas of evaluations,
Show each focus areas of key indicator data source, data collection
method
Program input
Program process and
Program product
Program efficiency
6.4. Develop data gathering tools

The most commonly used instruments in program evaluations are:

 Survey (self-administered or administered by evaluation staff)


 Interview (in person or telephone)
 Focus group
 Document review
 Observation
 Teachers reflective Journals
 Critical incident reports
6.5. Identify sources of data
 Graduate students
 Graduated students
 Employer/industries /
 Teachers , technicians
 program documentation, etc
6.6. Collecting data
Gather information using the selected methods.
Ensure data collection is systematic and covers all relevant areas.
 Qualitative and
 Quantitative

6.7. Analysis and interpretation


 Examine the collected data to identify trends, strengths, and areas for improvement.
 Relate the findings back to the evaluation questions and criteria. Discuss what the data
reveals about the curriculum's effectiveness.
 Uses both thematic narrations and quantitative analysis

7. Make Recommendations
Based on the findings, suggest actionable recommendations for improvement.
This may involve revising curriculum components, enhancing training for educators, or
reallocating resources.
May recommend to
 Continue as it is if it is relevant and has no problem
 Change /modification due some sort of problem/weakness
 Cancellation if some elements or the whole program is irrelevant

8. Writing and sharing report


Communicate the evaluation findings and recommendations to stakeholders,
including educators, administrators, and policy makers.
Evaluate the report by keeping its hierarchy
9. Modifying curriculum as recommended
Approve the modified curriculum from DC to senate
10.Implement the revised curriculum
11.Monitor and reevaluate the curriculum
Principles of Assessment Design

An assessment system includes different types of assessments that communicate results, facilitate
learner involvement, and promote ownership of learning. In designing a wide variety of
assessments, the following principles are considered:

● Alignment - There must be a genuine relationship between context, content, and cognitive
type, including the level of rigor as indicated in the standards.

● Authenticity - Authentic assessments are relevant and reflect real world uses of knowledge and
skills.

● Fairness - A variety of assessment types are utilized to provide fair and appropriate
assessments to learners, with various learning styles and backgrounds, an equal opportunity to
demonstrate the extent of their learning.

● Manageability - Efficiency in the use of assessments and the overall number of required
assessments mitigates the amount of instructional time required for assessment. Assessments do
not take away from instructional time but are part of the learning experience as evidence of
learning.

● Reliability - Reliability of assessment refers to the accuracy and precision of measurement.

● Transparency - Transparent assessments measure expectations for learners with clear task
descriptions, criteria, and exemplars.

● Validity - A valid assessment is closely aligned to the specific learning outcomes to ensure the
assessment measures what it is intended to measure and prevents biased or skewed d

what are the major areas this program addresses?

Key Indicators
What can we observe or measure to generate evidence?

Methods how will we collect the evidence?

Sources From whom or where will we obtain information

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