Assessment instruments are very important in the curriculum review as these would determine whether or not the goals/objectives of the curriculuum were met. The latter is especially important now with the increasing integration of technology in teaching and learning. In the latter, the lesson may be delivered with a lot of technology, even requiring students to engage in games and quizzes for formative assessment. However, when it comes to assessment, such technology is absent, requiring students to write and submit a 2500-word paper. But, if the lessons were primarily delivered predominantly with technology, then the assessment should also include the integration of technology.

Many thanks,

Debra

Thanks Dr. Debra,

Assessment methodology and instruments are among the most important determinants that should be considered for curriculum analysis. Moreover, sound articulation between assessment and technology can be instrumental for effective accomplishment of learning outcomes and objectives.

Thanks for your answer.

I am looking forward for more information underlying the theme.

Best regards

Faraz

I'd suggest what's called the BEKA (bench-marking, evaluating, knowing and applying) model which may be helpful in your endeavor.

Thanks Professor Wolde

If there is any good review article available on ''BEKA Model"?

Thanks for your guidance.

Best regards

Faraz

I'll see if I can find that in my file. Please bear with me

Syllabus, Textbook, Recommended reading list, Blackboard pages, industrial practice and needs, competing practices at other universities, and of course exams and model answers to ensure alignment. Lastly, student feedback forms.

Hi dear,

I fully agree with Dr. Debra.

With my best regards!

Adel

Hi Faraz,

Sorry for a belated response- I've been out of office for some time. Please find the article attached for your perusal.

Wondwosen

Thanks Dr. Wondwosen

I really appreciate your endeavor and guidance.

I found this article very informative and interesting. It provided a comprehensive summary about the effective use of ''BEKA model'' for curriculum analysis. It is well written piece of work.

Thanks once again.

Faraz

It is important to use the technology in teaching & learning , lesson plan and Assessment

No problem, Faraz

For Curriculum analysis start with looking at your program goals and see how those goals can be measured within the program. Each course in the program should measure the goals in formative and summative manner using both qualitative and quantitative methods. You can create surveys, questionnaires, open-ended descriptive questions, tests, quizzes, simulations, etc. Additionally, you can use both direct and in-direct measures of assessment. A bigger job is to sit with the data collected and complete yearly analysis to see if the goals is being met or not. This will help you to revise the curriculum and have the data as evidence to support the need for curricular change. Hope this helps. Lilly

1. Vision, Mission and goals of the education system of the country or regions or administration or institutions

2. Educational Policy, Strategies and Implementation Guidelines need to be reviewed

3. Program or Curriculum Framework...syllabus...textbooks ...handbooks... manuals

4. Report of institutions, Evaluation document...Teachers and other implementer or actors on the process of implementations

Thanks a lot Ms. Mathew and Mr. Awgichew

I found your answers very appropriate, precise and relevant. This ongoing discussion reinforced my level of understanding in curriculum planning and analysis.

Thanks once again to all for your valuable output.

Best regards

Faraz

I suggest reviewing the alignment of your curriculum with the education standards and any assessment students will take.

I am interested in following your research, as my dissertation is regarding the effect of math curriculum on college readiness. My research has found many discrepancies in the alignment of math standards and the standardized tests. I look forward to seeing the progress of your research.

Good luck in your endeavors,

Nancy DeLuca

Hi Faraz,

For me the book 'Cultures of Curriculum' by Pamela Bolotin Joseph was definetely the one that organised my mind and made the connection between deeper convictions and practice.

Good luck!

Erik Meij

Assessment Methodology is important

How and what you do will depend a bit on what the curriculum is for - what you expect the students who complete it to be able to do. Looking at that aspect is in fact the critical element because you then need to determine whether the content will deliver those outcomes.

Looking at what outcomes the curriculum should be delivering can be done in several ways.

One approach is critical incident analysis - which is based on the assumption that you want your graduates to be able to cope when things go wrong - so you look at what can go wrong, and then at what workers need to know and be able to do to solve or ameliorate those problems. This approach is used in designing programs fro pilots for instance, where problems might be rare but when they occur they are critical.

Another approach is DACUM (Developing a Curriculum) which is essentially based on brainstorming by a group of experts in the field.

Once you know what needs to be taught, you then have to work out how it will be taught and how it will be assessed. Is the content that you want to teach assessable? Or more to the point, what level and type of (partial) assessment will give you reasonable confidence that the students do know their stuff, and also that they will be able to, and will apply it? These are not necessarily the same thing.

Not all courses aim to create mastery in the students. In some cases skill development really only occurs on the job and course content aims to make ideas and concepts familiar enough so that the workers who come across them on the job have a point of reference and background knowledge that enables rapid skill development when it is required. In some cases this can just involve demystifying material or making it less scary than it might be. Training school teachers often takes this approach and graduates only discover if they will be good teachers when confronted with a class. So what you look for in curriculums of this type might be quite different from a curriculum designed to develop a specific, well defined skill.

Philosophy and theories of curriculum building and educational objectives and cognitive construction of the curriculum

Thanks Ms. Nancy for your input. I wish you all the best for your 'dissertation'. The question was put forward to get an insight about one of my assignment related query for my postgraduate studies in Health professional education. I appreciate the efforts of all the RG colleagues for their thorough guidance and help.

Dear Erik, thanks for suggesting the book 'Cultures of Curriculum' by Pamela Bolotin Joseph. If you have a PDF version of that book, can you kindly forward it to me? I will be very grateful to you.

Dear Dr. Thorn; Many thanks for an detailed and comprehensive answer. Your answers provided more dimensions that can be effectively utilized for curriculum designing and analysis. Thanks for your valuable inputs.

Thanks Dr. Nasir & Dr. Alshamy for the answers.

The contribution from a range of scholars across disciplines made this experience worth-learning for me.

Thanks to all of you.

Good comments from Faraz Khurshid

sorry, I bought the paperback...

I find Prof. Wolde's pdf file very informative and educative. Thanks, Prof.

I agree with the excellent view of Dr. Faraz

assessment styles

The curriculum is generally evaluated in terms of student outcomes. It implies that how good the curriculum is to produce the desired abilities in students. Now how to measure desired abilities is an active area of research these days