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SCIENCES CURRICULA:
PRINCIPLES AND PROCESS
Workbook 3 for HSE 3704
Study Unit 7: Assignment 05 (S1)
2017
HSE 3704 Curriculum Development workbook Created by: Dr JC (Irene) Lubbe Page 1
HSE 3704 Curriculum Development workbook
Contents
Study Unit 7: CURRICULUM EVALUATION .............................................................. 3
7.1 OVERVIEW ................................................................................................... 3
7.1 Introduction ................................................................................................... 4
7.2 Definitions ..................................................................................................... 9
7.2.1 Curriculum evaluation as a process of making an informed judgement
about the merit of a programme ........................................................................ 10
7.2.2 Curriculum evaluation as a process of collecting information for decision
making 11
7.2.3 Curriculum evaluation as an effort to improve the programme ............. 12
7.2.4 A comprehensive definition................................................................... 12
7.3 Planning the evaluation ............................................................................... 16
7.4 Purposes of curriculum evaluation .............................................................. 16
7.5 Steps in curriculum evaluation .................................................................... 18
7.6 Focus areas of curriculum evaluation.......................................................... 20
7.6.1 Evaluating the mission of the educational institution and the curriculum
outcomes .......................................................................................................... 22
7.6.2 Evaluating the official curriculum .......................................................... 23
7.6.3 Evaluating teaching effectiveness ........................................................ 25
7.6.4 Evaluating the environment in which the curriculum is implemented:
learner dimension.............................................................................................. 25
7.6.5 Evaluating the environment in which the curriculum is implemented:
educator dimension ........................................................................................... 26
7.6.6 Evaluating the environment in which the curriculum is implemented:
delivery mode dimension .................................................................................. 31
7.6.7 Evaluating the environment in which the curriculum is implemented:
organisational dimension .................................................................................. 32
7.6.8 Evaluating the environment in which the curriculum is implemented:
inter-organisational dimension .......................................................................... 33
7.6.9 Evaluating the environment in which the curriculum is implemented:
micro context dimension ................................................................................... 34
7.6.10 Evaluating the environment in which the curriculum is implemented:
macro context dimension .................................................................................. 35
7.6.11 Outcome evaluation .......................................................................... 36
7.7 Conclusion .................................................................................................. 37
7.8 The Reflective report ................................................................................... 38
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Week
14 - 15
16 hours
7.1 OVERVIEW
In the previous study units you learnt what a curriculum is and how a curriculum is
developed. In study units 2 and 3 we explained that curriculum evaluation is part and
parcel of the curriculum development process. You already learnt how to conduct a
situation analysis and use the obtained data and information to make informed
decisions during the stage of curriculum design. You also learnt what designing a
curriculum entails.
The content of this study unit builds upon the knowledge you gained in the first and
second levels of the Health Sciences Education course. You are now required to revisit
and apply all your previously gained knowledge to curriculum evaluation.
Specific outcomes:
After you have worked through this study unit you will be able to discuss curriculum
evaluation, based on your ability to
define curriculum evaluation
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analyse definitions of curriculum evaluation and explain what curriculum
evaluation entails
explain why curriculum evaluation is performed
discuss the methods, required data and judgement criteria for each focus area
which is investigated during a curriculum evaluation project.
The reading that you need to do for this study unit is not restricted to the prescribed or
suggested reading material. You need to scan the Worldwide Web for other
appropriate material such as video-clips, articles, e-books or journal articles, etc. to
contribute to your knowledge-base. You might want to start with Chapter 28 in Billings
and Halstead (2012:503-549). Focus on the sections on programme evaluation
theories and the programme evaluation plan in Billings and Halstead (2012:506) for
background knowledge. (We will come back to this at a later stage.)
**Note that the authors use the term programme evaluation'', while we use the term
curriculum evaluation''.
7.1 Introduction
We all know that evaluation is important, because most often: what get measured gets
produced. Therefore, our curriculums should not be any different.
Activity 7.1: (10+5) If you think of the module(s) you are currently teaching (or hope
to teach one day), what would evaluation of these/those module(s) entail(s)? State the
name or topic covered by the modules and write down the aspects or concepts that
you think should be evaluated (10).
1. The Educator:
*The tone of the voice, eye contact with the students and use on non-verbal communication
all should be evaluated.
2. Content:
*The title of the topic and its relevance to the curriculum.
*The objectives to be used that needs to be achieved and whether they are achieved.
3. Equipment:
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* All the equipment used should be evaluated whethr they support the presentation and
whether they are useful.
4. Environment:
Would it differ from evaluation of the entire curriculum or programme? Why / Why not?
(5)
Activity 7.2: (45) Before you move to the other readings of this study unit, please
watch the video-clip by Richard Kiely on Programme Evaluation and Curriculum
Ctrl
click
Development.
Note: The video is of about one hour duration. The important section you need to listen
to and take notes is from 6 minutes to 46minutes on the video time line. If possible,
use headphones when listening to the video presentation. Be nice to your ears and
hearing. Rather use headphones than earphones and mind the sound level.
Give a detailed structured summary of the points Kiely touched upon (40)
* Programme evaluation is a set of strategies to document and understand the
programme. It involves research activity (conventional studies or action research
by which teachers learn about and transform aspects of their practice) and
assessment data (conventional measures of outcomes). In addition to these,
evaluation has to engage with the social, cultural and historical identity of the
programme, as a product of the institution, as a phase in the biographies of
participants, and as a context of personal investments of individual stakeholders.
Kiely 2009: 114
TYPE 1 TYPE 2
Experimental/ Comparative Case study
Probability Possibility
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Policy-oriented Practice-oriented
Programme theory (explicit) Programme theory (implicit)
Product-focus Process-focus
External Internal
References
Kiely, R. (2012) Designing evaluation into change management processes.
Overview chapter in Tribble, C. (Ed) Managing Change in Language Education.
London: The British Council pp 75-91
Kiely, R. & P. Rea-Dickins (2009) Evaluation and learning in language
programmes. In Knapp, K. and B. Seidlhofer with H. Widdowson (eds) Handbooks
of Applied Linguistics: Volume 6: Handbook of foreign language communication
and learning. Amsterdam: Mouton de Gruyter. Pp. 663-694
Kiely, R. (2011) Understanding CLIL as an innovation. Studies in Second
Language Learning and Teaching. Vol 1, No 1, pp 153-71.
http://ssllt.amu.edu.pl/images/stories/volume.1/SSLLT_11_153-171_Kiely.pdf
Kiely, R. (2009) Small answers to the big question: Learning from language
programme evaluation. Language Teaching Research Vol 13, No 1: 99-116
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Sponsored professionalism
Independent professionalism
K W L
Curriculum evaluation is used The denotative meaning The definition.
for research purpose of programme evaluation.
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The people involved in The actual purpose. The main purposes.
curriculum evaluation.
The use of reflection by the The strategies used. All the different types of
people involved in curriculum designs used for
evaluation. evaluation.
The purpose of stake The designs and methods The whole and outcome
holders involvement in used. of curriculum evaluation.
curriculum evaluation.
The role of learners in The techniques used for How to use evaluation
curriculum evaluation. data interpretation. for change.
How to implement change
based on evaluation
findings.
But before we drift off to responsibilities and accountabilities, lets first take a proper
look at exactly what curriculum evaluation is how will you define it?
7.2 Definitions
Ctrl
click
The original activity was to: Look at the presentation by Dr Asgari. This presentation
is however no longer available. Nonetheless, on slide 49 she describes curriculum
evaluation as:
the collection and provision of evidence, on the basis of which
decisions can be taken about the feasibility, effectiveness and
educational value of curricula.
Ctrl Activity 7.3: (5) Write down Denise Buotes definition of program Evaluation in the
click
space below.
*
*
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In its broadest sense evaluation is concerned with making a judgement or appraising
something to determine its worth (Keating 2010:298). It is no coincidence that the root
word for evaluation is value or worth. According to Worthern and Saunders (Keating
2010:381), evaluation:
includes obtaining information for use in judging the worth of a
programme, product, procedure, or objective or the potential for the
utility of alternative approaches to attain specific objectives.
Various definitions of curriculum evaluation are found in the literature; these definitions
clearly indicate the meaning of the concept and the purpose of curriculum evaluation.
See whether you can identify the central theme in each definition as illustrated below.
Does this not remind you of some of the basic steps of the nursing process? Anyway,
lets get back to our definitions. Lets take a look at the various types of definitions.
Some definitions depict curriculum evaluation in terms of how the results would be
utilised. Pendleton and Myles (1991:185-187) define curriculum evaluation as:
systematic collection and interpretation of evidence leading to a
process of judgment that aims at taking corrective measures.
Why else would you want to do a curriculum evaluation, if improvement of the module
and bettering the profession, is not part of your modus operandi?
Lets take all the key-words that we have identified in the previous definitions that
describe curriculum evaluation:
Judgement / merit and value: character, quality, effectiveness
Collecting information: evidence-based, decision-making
Improvement: evidence-based.
Activity 7.4: (10+10) Now, use these words (you may add more) to draw in
MindMeister your own diagram using MSWord (Insert Shapes) or mind map to
compile a comprehensive definition (10). Paste it in the space below and upload it to
your personal e-portfolio.
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Billings and Halstead (2012:503) provide a comprehensive definition. Note that the
authors use the term program evaluation''.
Program evaluation is systematic assessment of all components of a
program through the application of evaluation approaches,
Sources
1. Developing Health Science curricula.: Principles and processes. Only study guide for HSE 3704 University of South Africa Pretoria,
2017
2 Billings & Halstead 2012:79 Teaching in nursing: a guide for faculty 3rd edition. St Louis: Elsevier Saunders
HSE 3704 Curriculum Development workbook Created by: Dr JC (Irene) Lubbe Page 13
techniques, and knowledge in order to improve the planning,
implementation and effectiveness of programs.
The definitions also indicate that the curriculum evaluation results (evidence) are used
to judge:
the worth of the existing curriculum based on appropriate and relevant data
its implementation
its effectiveness, namely whether it has produced the desired results.
The definitions also tell us that the curriculum evaluation results enable the curriculum
committee to make informed (evidence-based) decisions on which corrective
measures are required to improve the existing curriculum.
Quickly go back to the previous two mind-maps you have created on curriculum
evaluation. Did it include all these important aspects? Most probably not and that is
OK. As we progress, our initial definition(s) will change and evolve. The important fact
however, is that we do not stay stuck on an initial idea or definition and refuses to
adapt and elaborate. Please re-work your mind-map and paste it in the space below
(10).
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Sources
1. Developing Health Science curricula.: Principles and processes. Only study guide for HSE 3704 University of South Africa Pretoria,
2017
2 Billings & Halstead 2012:79 Teaching in nursing: a guide for faculty 3rd edition. St Louis: Elsevier Saunders
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** You have progressed well. How about a cup of coffee? **
Go ahead you deserve the break!
Planning forms the solid foundation of most of our professional activities. Curriculum
evaluation is no different. Uys and Gwele (2005:102) list a few crucial questions that
we need to ask while planning the evaluation.
Why are we doing it?
What is the purpose of the evaluation or review?
What should be evaluated?
Are there specific standards or benchmarks?
For what purpose will the findings be used?
What resources are needed?
How do we evaluate this?
What data are required and how can we collect them?
Who will do the evaluation?
Is outside consultation required?
Who will use the data obtained?
When will the evaluation be done?
When should results and recommendations be expected?
Once we know what needs to be evaluated and who will conduct the evaluation, we
need to compile a formal plan on the how and the when of the evaluation.
Why are
7.4 Purposes of curriculum evaluation we doing
it?
According to Asgari, (NB: Link no longer open) we should evaluate a curriculum to:
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bring the curricular content abreast of modern advances (stay contemporary)
remove the Dead Wood from the curriculum
improve the effectiveness of the curriculum (Effectiveness = AO PO)
review the entry behavior requirements for admission into the course
identify:
o How an Intended Curriculum is enacted
o How it becomes operational
o The factors which may affect it and result in unintended effect.
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Activity 7.5:(5) Now write your own comprehensive purpose statement in one or two
sentences.
The purpose of curriculum evaluation is to identify trends in health care services that directly
affect curriculum development and learning.
* It is used to identify critical elements that need to be adopted for curriculum change and
innovation. It helps to keep the health services curriculum abreast of latest developments and
respond to the changes, i.e. technology, cultural and societal practices.
Activity 7.6: Take the 5 steps in curriculum evaluation, draw a diagram (also known
as a mind map) and add the most important activities or concepts to the diagram.
Past it in the area below.
Attach this final mind map in the myUnisa discussion area created for it.
Evaluate at least 2 other students mind maps and write an educational,
evaluative response to it (also on myUnisa).
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Activity 7.6: Take the 5 steps in curriculum evaluation
Sources
1. Developing Health Science curricula.: Principles and processes. Only study guide for HSE 3704 University of South Africa Pretoria,
2017
2 Billings & Halstead 2012:79 Teaching in nursing: a guide for faculty 3rd edition. St Louis: Elsevier Saunders
HSE 3704 Curriculum Development workbook Created by: Dr JC (Irene) Lubbe Page 19
Copy and paste the two responses on your mind map here:
Response 1: * *
Response 2: * *
*
Focus areas of curriculum evaluation
Curriculum evaluation entails scrutinising the official curriculum and its foundations,
and investigating whether the operational curriculum is congruent with the official
curriculum.
What
should be
evaluate?
Activity 7.7: (5) A little bit of revision: Return to study unit 1 and enter the definitions
in the blocks above. Is it clear why these should align?
Very often the worth of a curriculum is judged by determining the competencies of its
graduates, and how satisfied the employer and health care consumer are with these
graduates' services. Specific methods are employed to investigate each of the focus
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areas. Billings and Halstead (2012) comprehensively covers curriculum evaluation in
Chapter 28.
The following table serves as a structure according to which you could summarise the
focus areas which we specify in sections 7.6.1 - 7.6.11.
Identify the data Which strategies are used to obtain the data
collection methods for each focus area? Examples:
that are relevant to modified Delphi approach
each focus area curriculum matrix
curriculum audit
teaching goals inventory
focus group discussions
administering questionnaires
conducting interviews
observations
learning material reviews
pre-test post-test experiments
document analysis (reviewing records,
analysing existing data)
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7.5.1 Evaluating the mission of the educational institution and the
curriculum outcomes
Billings and Halstead (2012:508-513) described the concepts that need attention when
the mission and the outcomes of a curriculum are evaluated.
The process starts with an in-depth look at the philosophical underpinnings and
outcomes of the module or program. Firstly one needs to identify and determine the:
Mission
Philosophy Are aligned with
Mission of the
University / NEI
Program goals
Outcomes
When deciding whether the mission of the nursing department/school is aligned with
the mission of the university/institution, you will need to look for similar key-phrases.
Do you think that the students are also part of the stakeholders? If so, add them to the
stakeholder block where they belong. You can consult Uys and Gwele (2005:99). (It
is a free e-book.)
The lecturers form an important part of the stakeholders and it is essential that they
also have consensus amongst themselves regarding the mission and philosophy of
the NEI. A modified Delphi-technique might be useful here.
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Table 7.2: Mission and outcomes (8)
Study Billings and Halstead (2012:514-516) and summarise this section according to
the structure provided in table 7.1. Note that the authors use the term curriculum
evaluation'' when they refer to evaluation of the official curriculum document. Refer to
previous study units to familiarise yourself with the term official curriculum. Copy the
definition here:
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* Official curriculum is a curriculum with a philosophy and mission. It includes the
stated curriculum framework. It recognizes lists of outcomes, competences and
objectives for the programme and individual courses.
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7.5.3 Evaluating teaching effectiveness
Study Billings and Halstead (2012:516-521) and summarise this section according to
the structure provided in table 7.1.
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Study Billings and Halstead (2012:512-524) and summarise this section according to
the structure provided in table 7.1.
Study Billings and Halstead (2012:525-530) and summarise this section according to
the structure provided below.
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Table 7.6: Educator dimension (8)
The following aspects need consideration when evaluating the educator or faculty
dimension. These factors include:
The number of qualified faculty
Qualifications of faculty
Faculty development
Faculty scholarship
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Evaluation of faculty performance
Activity 7.7: (5) In the institution where you are currently employed, what is the
prescribed number of faculty members for your department? How was that number
calculated? You might need to consult the HoD (Head of Department), Campus
Manager or Principal for this answer.
*
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But, before you and all your colleagues register at your current institution where you
are employed: Billings and Halstead (2012:525) warns against a situation called
inbreeding, where all the faculty members acquired their qualifications at the same
institution. This is not a healthy situation as it does not allow for diversity in contexts
or openness to new ideas. We need to allow new blood and though-patterns into our
community of practice.
When you visit the South African Nursing Councils website (www.sanc.co.za), the
statistics on age distribution can be retrieved. The diagram below contains the age
distribution of professional registered nurses (PRN) in South Africa (including nurse
educators). Nearly half of the PRNs on the diagram is 50 years or older. That paints a
daunting picture for our profession.
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At the beginning of 2013, there were only 12 400 (out of a possible 129 015) PRN with
an additional qualification in nursing education on SANCs register. However, not
every PRN with a qualification in nursing education is in a teaching post.
Activity 7.8 (5) Look at the faculty age distribution in the institution where you are
currently working. Make a pie-diagram and paste it in the space provided below. Write
one or 2 sentences to elaborate.
There are four educators in the faculty
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out-dated content, using out-dated teaching strategies. Therefore, when one evaluate
a programme, it is important to look at aspects of CPD.
Study Billings and Halstead (2012:530+) and summarise this section according to the
structure provided in table 7.1.
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Table 7.7: Delivery mode dimension (8)
Study Billings and Halstead (2012:533+) and summarise this section according to the
structure provided in table 7.1
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Table 7.8: Organisational dimension (8)
Study Billings and Halstead (2012:537+) and summarise this section according to the
structure provided in table 7.1.
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Table 7.9: Inter-organisational dimension (8)
Study Billings and Halstead (2012:538+) and summarise this section according to the
structure provided in table 7.1.
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Table 7.10: Micro context dimension (8)
Study Billings and Halstead (2012:539) and summarise this section according to the
structure provided in table 7.1.
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Table 7.11: Macro context dimension (8)
Study Billings and Halstead (2012:539) and summarise this section according to the
structure provided in table 7.1.
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Table 7.12: Outcomes evaluation (8)
7.6 Conclusion
This concludes the module on the principles and process of curriculum development.
We trust that you enjoyed working through this challenging module. We anticipate that
you will now be able to participate in curriculum development activities and apply what
you have learnt to improve your teaching practices.
End that is (nearly) the end of this module! You deserve a good cup of coffee! Make
yourself one and please come back there is just ONE more thing left to do before
this module id done-and-dusted
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7.7 The Reflective report
As a faculty member, reflection should form part of our daily activities. I hope that you
make use of this in your own classes as well.
Reflective report: Please write a short reflective paragraph (minimum 200 words) on
how you have experienced these activities (study unit 1-7). Your reflection can be
positive or negative (as long as it is honest). You will be rewarded for your effort with
an additional 5 points added to the marks of your portfolio.
HSE3704 would have been difficult to understand if the modules were not designed in
the manner in which they are designed. Some activities were found to be straight
forward, which made it useful and eager to go forward with the rest of the work. The
activities were planned in a way that facilitates distance learning and makes it an
enjoyable experience. The activities that required mind maps made understanding
difficult concepts easy. This forced me to challenge my computer skills to accomplish
my tasks. I think if more modules are structured this way, to enable the students to
remember content in the examination in order to gain a better grade. These modules
covered a vast area and assisted in placing the fist year content in context and bring
all the material together.
Informed consent: I Monica Blignaut (insert your name) hereby **gives / do not give**
permission to my lecturer to collate my feedback with those of other students (thus
protecting my identity and ensuring anonymity).
My feedback will be used for quality control purposes and to adapt the HSE-module
as well as for possible research purposes.
** Please choose by deleting the not applicable option, e.g. I, Dr. JC Lubbe (insert
your name) hereby **gives / do not give** permission to
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