Assessment of Curriculum Design by Learning Outcomes (LO) (original) (raw)
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The Role of Assessment in Curriculum Design.doc
No single method works for everyone and no single combination works for all classrooms. It is important for professional education programs to acknowledge and accommodate multiple learning styles (individual study, group learning, online learning, cooperative learning, experiential learning, life-long learning, reflective teaching and learning, action-learning, etc) considering learner-centered, knowledge-centered and assessment-centered approaches. Assessment provides a way to measure students’ demonstration of learning. It helps us answer the questions how much and how well students learn and how well we teach. Evaluation is the process through which we-teachers judge the quality of work -- our own or our students’. Therefore, the article highlights essential components of a curriculum design process (aims, intended learning outcomes, syllabus, learning and teaching methods) and stresses the role of assessment (self-assessment, peer-assessment, tutor-assessment, formative and summative) in the process prioritizing and identifying together with students activities that could be done to foster learner autonomy, agreeing on how progress will be assessed, how we will be giving feedback, etc.
METHODOLOGY FOR THE DESIGN AND VALIDATION OF CURRICULA IN HIGHER EDUCATION FOCUSED ON LEARNING OUTCOMES (Atena Editora), 2023
El artículo presenta un análisis del diseño curricular en el contexto educativo de Colombia, enfocándose en la ley 1330 del 2019 y su decreto reglamentario 21795 del 2020. Del que se deriva l una propuesta una propuesta unificada denominada Desagregación Didáctica de los Aprendizajes Tomando; que resulta del análisis de la implementación de la normatividad en 33 programas académicos de cinco universidades en Colombia. Se aplicaron herramientas de análisis del currículo para comprender y diseñar los aspectos esenciales del currículo. El abordaje permitió identificar deficiencias en la verificación de los perfiles de egreso, la consistencia en la formulación de los perfiles y la falta de articulación entre los cursos y asignaturas, pero también se encontraron patrones comunes en el diseño curricular Se proponen cinco categorías clave para el diseño curricular en la educación superior, que incluyen la integralidad del perfil de egreso, la articulación de los espacios académicos, la unificación de la estructura sintáctica, el enfoque en el estudiante y la interdependencia del nivel micro curricular. Como conclusión se establece la necesidad de mejorar la coherencia, consistencia y articulación en el diseño curricular proponiendo pautas y categorías clave para lograr una mayor calidad académica, a través del ajuste y actualización del diseño curricular, la adecuación de mecanismos de evaluación, la trazabilidad de los procesos formativos, la articulación entre cursos, entre otros aspectos.
Analysis of 100 years of curriculum design 2013 article
Fifteen historical and contemporary curriculum designs were analyzed for elements of assessment that support student learning and inform instructional decisions. Educational researchers are purposely paying attention to the role assessment plays in a well-designed planning and teaching process. Assessment is a vital component to educational planning and teaching because it is a way to gather accurate evidence of student learning and information to inform instructional decisions. The purpose of this review was to analyze 100 years of curriculum designs to uncover elements of assessment that will support teachers in their desire to improve student learning. Throughout this research the author seeks to answer the question: Do historical and contemporary curriculum designs include elements of assessment that help teachers improve student learning? The results of the review reveal that assessment elements were addressed in all of the curricular designs analyzed, but not all elements of assessment were identified using similar terminology. Based on the analysis of this review, it is suggested that teachers not be particular about the terminology used to describe assessment elements, as all curriculum models discussed use one or more elements similar to the context of pre, formative, and summative assessments.
Design for Learning: a guide to the principles of good curriculum design (2009)
Good design has become a major strategic factor in enabling companies, organisations and institutions to achieve and maintain a sustainable advantage. Having trained as a professional designer, Paul Kleiman casts a critical designer's eye on some of the problems that confront those learning and teaching in higher education. He finds that poor design lies at the heart of many of the problems, and he offers ten established principles of good design for designing educational curricula and systems.
Instructional design has been a key strategy in ensuring the quality of higher education; therefore, it is essential to evaluate its effects on learning processes through the use of tools that comply with defined technical standards. Hence, the purpose of this study is to validate a scale used to evaluate the degree to which the students perceive the five aspects of instructional design: objectives, curricular content, learning activities, educational resources, and the existing evaluation strategy at the Costa Rica Institute of Technology (TEC). Through the use of an analytical and descriptive study, as well as qualitative and quantitative techniques, a Likert evaluation scale was designed. According to the results, the final version of the instrument consisted of 33 items and had a confidence coefficient of 0.923. In regards to the evidence associated to its validity, it was possible to verify the representability and relevance of the instructional design components and their factorial structure. The main conclusion obtained from this study is the importance of measuring, from a systemic perspective, the instructional design components, in classroom, blended learning and virtual courses with tools that are properly validated in order to guarantee the confidence level and valid interpretation of the results.
Curriculum Design: Inception to Execution
This module attempts to look into the nuances of Curriculum, Syllabus and Course Designing and its importance in today's modern world. In a nutshell, the sequence of the life experiences through which an academic institution attempts to promote a pupil's growth is known as a curriculum and here we have tried to look into the fact that any curriculum should focus on learner's needs, interests, abilities and deficiencies in order to make the process of Teaching-Learning effective. Curriculum is an organised course of study undertaken by a student in or under the aegis of a school, college, university or any other institution of learning and more commonly, the set of studies organised for a particular group of students by a school, college etc. It is the set of desired learning outcomes or the structured set of learning experiences aimed at achieving such outcomes. It is a very tricky process as it involves philosophical, social and administrative factors of a programme and as result one should be aware of various perspectives and its impact upon the learners (that to a successful and a positive one) after the completion of the programme. Any curriculum should be holistic in its significance and purpose in order to inculcate in the learner the knowledge, attitudes, values, and techniques that have cultural relevance. Course and curriculum design is continuously evolving and changing. There are escalating social and economic pressures on higher education to generate a wider range of knowledge, skills and attitudes for coping with the demands of our 'super complex age'. The current velocity of technological and social change is impelling teachers to think in terms of educating students not for today's problems but for those of tomorrow.
2011
In this paper we describe an analysis of the curricular elements which organize the online courses in the University of Murcia during the period 2004-2005 and 2008-2009. In addition, we also examine the analysis model we built. This model was the basis of the study and was the result of a far seaching review of the current literature and includes, in a single tool, every element included in the development of an e learning course. The majority of teachers in traditional universities are not professional teachers. They are experts in their areas of knowledge. Because of this, their interest in the role of curriculum development is quite low. This study reveals that even when they are trying to innovate, they still continue to use only the elements they know; despite those elements not fulfilling the needs of their courses.
A Possible Approach of Course Design
Procedia - Social and Behavioral Sciences, 2014
Quality in education is in general as complex as controversial and it is mainly due to the multitude of factors and variables it implies. One of the essential aspects giving quality to educational services is curriculum. Similarly to any other product or service, curriculum quality begins from the design stage. The present day market is a dynamic one and especially a very competitive one. The education providers-and we refer here particularly to universities-take, as any other enterprise, certain risks when projecting and launching a certain product on the market. The present paper envisions an original approach to quality at course level, as a university product, by promoting a ninestep curriculum design model. For each particular stage, the model proposes, in an inter-disciplinary methodology several techniques, methods and tools meant to offer a reflective, structured approach, meant to contribute to reducing the possible risks with the idea of a pertinent and in real time answer to the expectations and needs of the stakeholders.
Competencies for learning design: A review of the literature and a proposed framework
British Journal of Educational Technology, 2011
The term 'learning design' is used in this paper to refer to the process of designing effective learning experiences for a variety of contexts: in the classroom or laboratory, in the field, online and via standalone packages using a range of media. Learning design involves a wide set of knowledge, skills and competencies, including: learning theory and its applications, course design principles and procedures, use of media, use of different technologies, relevant business processes and so on. This paper briefly introduces a research project that investigated the field of learning design in the UK and elsewhere, and describes the production of a competency framework derived from the results of that research.