CURRICULUM EVALUATION AND CURRICULUM CHANGE.ppt

Nursing education

3. The offering of socially valued knowledge ,skills
and attitude made available to students through a variety of
arrangements during the time theyareat school,college or
university
-Bell 1971
All the experience of children have under the guidance of
teachers
-Hollis.L.caswelland doaks

4. EVALUATION
Evaluation is the process of examining program or process
determine what is working what is not and why,
Evaluation determines the value of program and act as
blueprints for judgementand improvement
-Rosseltand sheldon2001
Obtaining and providing useful information for judging
decision .Evaluation is the process of delineatingon
alternatives.
-Scriven1991

5. It is the process of collecting data
on the program to determine its value or
worthwith the aim of decidingweather to
adopt, reject, or revised the program.
-Shabeerk basheer

7. Evaluation of curriculum involves
•An assessment of the philosophy of the institution
•Goals of the institution
•Nursing content taughtin each course
•Course objectives
•Teaching learning methods
•Course evaluation methods
•Relationship of non nursing courses to the overall
plan of study.

8. Need for curriculum evaluation
•It is determines the value of the curriculum
•To find out the cause for defective curriculum
•It leads to the improvement of institution, teaching
learning process
•To diagnose difficulties in curriculum
•Together information for administrative purpose
•To provide quality control in education

9. •CE is concerned with the measurement of the
achievement of objectives
•CEis the collection and use of information to make
decision about the educational program

10. Methods and techniques of curriculum evaluation
•Discussions
•Experiments
•Interview-individual,group
•Opinions
•Observations
•Questioneries
•Schedules
•Practicalperformance
•Anecdotalrecords

11. Types of curriculum evaluation
•Formative
•Summative
•Diagnostic

12. •Formative evaluation is generally any evaluation that take
place before or during a projects implementation to the
aim of improving the projects design and performance
 Judgementaldata
 Observationdata
 Studentlearning

13. •Judgementaldata
This type of evidence is gathered by waiting,
questionaries, interviews
•Observational data
This type of evidenceis obtained by direct
observations in a free manner

14. cont…..
•Student learning
This type of evaluation approaches the central
problems of curriculum development
what kind of students learning take place when
the curriculum materials and methods of used properly
Herethe main evidence has to do students
learning that takes place in the relation curriculum

15. Benefits of formative evaluation
•Identify problems in teaching and learning and help to
correct it
•It diagnose weakness at an early stage for purpose of
remediation are individual teaching
•Formative is also ideal for further planning in terms of
changing teaching methods and peoples activities through
resetting objectives,useof effective media,regroupingand
assesmentmethods as it help to plan also extension work
for the excellent student
•It is not used for certification

16. It is most oftenelytaken at the end of the project
It can also be referred to us exposed evaluation
Persons other than writer or the developer of curriculum
material will do it

17. BENEFITS OF SUMMATIVE EVALUATION
 Describethe extend to which the program has
attained objectives
 Provide guidelinesfor decision about curriculum
revision,modification and shift of emphasis
 Designed to protect the society by preventing
incomplete personal from practicing
 Establish overall attitude of teachers and people
to the course

18. DIAGNOSTIC EVALUATION
•It occurs when the content of curriculum is updated
something is added something is taken out
•Teachers takeevaluation by this methods

19. Benefits of Diagnostic Evaluation
•It helper in solving problems of students
•It ishelperin making teachers performance better
•It is helper in encouraging students and teachers

20. •Consist of finding out to what extend the objectives are
being achieved
•Objectives for evaluation should be in terms of behaviour
changes
•Becomprehensive enough to measure adequately the
significant behaviour
•Techniques and methods used in evaluation should be on
the basis of specific behaviour expected and measured
•Includes a variety of evaluation tools or instruments
•The decision on whether the student has had adequate
experience in a given area should be in terms of excellence
of performance and not in terms of times spent

21. Requirements for curriculum evaluation
5 M’S
•MAN,
•MONEY,
•MATERIAL,
•METHOD,
•MINUTES

22. Requirements for curriculum evaluation
•Manwhether curriculumhas been organisedand
implemented properly by the faculty members and other
personal involved
•Money whether money mean for curriculum development
is utilisedproperly
•Materials evaluation of text books literature and the like
used for the development and implementation of the
curriculum
•Methodsweather teaching learning methods which are
planned in curriculum or appropriate
•Minutesweather adequate time is given for theory and
practical in each course like medical surgical nursing

23. Evaluation strategies
Evaluation by outsiders
•Outsider's may be consultant inspector or administrator
•They are considersexperts because they have spent year
years teaching running projects are training, with the
drawback of not having being involved with the program
to be evaluated
When to use outsider
•Legal base evaluation and internal evaluation would not
meet the principles of objectivity and independence

24. Advantages
•It minimisationof biasat least internal bias
•Perceiveto be impartial
•Abilityto look at matters from a fresh perspective

25. DISADVANTAGES
•Costly
•Ittimeconsuming
•Evaluators may experience resistance from organisational
members
•The findings of external evaluation may not be well
received by stakeholders

26. Evaluation by insider
•Insider maybe teachers students, staffand anyone
else closely involved in the development and
implementation of the program
When to do
•Additionalvaluable knowledge can be gained
•The information that will be used to during the
evaluation is confidential
•No need to pay money for external evaluator

27. Advantages
•flexibility
•low cost
•Tentto have greater familiaritywith the organisationitself
and the evaluated program
Disadvantages
•actual and perceived bias
•subsequent findings may completely overlook significant
problem areas

28. Combined strategy
•Effective evaluation records a combination of
insiderand outsider
•An effective evaluation design encourages
stake holdersparticipation ,concentrates on
skill development
•Establishesthe usefulness of the report and
its recommendation
•It uses a variety of data collection and
analysis tools that encourages participation

29. Advantages
•It increase the reliability and validity of the results
evaluation become moredemocratic
Disadvantages
•Findingthe ideal point of balanced with in and
between internal and external evaluation
•The issue of evaluators,expertise and
professionalism

30. curriculum change

31. Meaning of curriculum change
•Curriculum change means changing the existing
curriculum and making the curriculum different in some
way
•To improve the existing curriculum
•Alterationcan be in any area where there is adeficit
•The philosophy, objectives, courses,teaching learning
methods or evaluatoryprocedures

32. Approaches of curriculum
ADDITION
DELETION
RECOGNITION

33. Need for curriculum change
•To restructure the curriculum according to the need of
learner's society
•To eliminate unnecessaryunits teaching methods and
contents
•To introduce latest and updated methods of teaching and
content new knowledge and practices
•To add or delete numbers of clinical hours of instruction

34. Factors influencing change in curriculum
General societal changes
Population growth
population pattern
move towards urbanization
conception of natural resources

35. Factors influencing change in curriculum
Healthcare changes
Increasing government control in healthcare
increasing need of healthcare professionals
increasing socialisation in health field
rapid increase of practice skill and knowledge
level

36. PHASESOF CURRICULUMCHANGES
Planning
implementing
evaluation

37. PHASES -1 PLANNING
•Review of curriculum
•Curriculum should be reviewed by committee to identify
areas that need to be changed
•The curriculum committee have to study report and make
plans for the change in curriculum
•Involvement offaculty administration and student in
curriculum change is necessary

38. PHASES -1 IMPLEMENTATION
•Once a curriculum has been finalized coursemodification
step have to taken
•The change plan will be implemented by formulating
objectives,course content,learning methods ,teaching
approaches and evaluation process
•The behaviour changes expected in the students with
their implementation of the curriculum

39. PHASES -3 EVALUATION
•Evaluation must be used to monitor the progress of the students
learning to determine the extent to which the objectives have
been achieved and to find ways of improving teaching and
learning methods
•Implementing the plan of change in curriculum required a
system development of the content,learning experience and
evaluation
•Certain principles to be made for the use of curriculum when
changing a curriculum
•Change occurs within the institution and in the participants of
change

40. Role of students / parents in curriculum change
Student have an essential need to be
actively involved in curriculum
development, changes and
implementation
If parents or qualified they may be
involved in syllabi modification and
evaluation

41. Role of faculty in curriculum change
Helps to propagate the concepts and
principles of curriculum development
and its implementation
conduct evaluation and research in
curriculum change

42. Role of coordinators in curriculum change
Planning
Develop philosophy and objectives for
educational program
Identify the present need related to
educational program
Formulatesthe plan of action
Select and organizes learning experience
Participating in formation of admission and
recruitment policies

43. Organising
Determine the number of position and scope and
responsibility of each faculty and staff
Analysis and prepares the job description
Indicates line of authority
Responsibility in the relationship and channels of
communicating by means of organisational chart
Delegates authority with responsibility
Maintain a plan of work load among staff members

44. Directing
Recommends appointment and promotion based
on qualification and experience
Provides adequate orientation to staff members
Guides and encourages staffmembers in their job
activities
Consistently makes administrative decision based
on establishment policies
Create staff involvement in designing educationally
sound program

45. Role of the union government
It has an advisory role
It has advisory bodies like NCERT which
helps in developing necessary guidelines
for development of curriculum
instructional and evaluation materials

46. Role of national bodies
Formulatesphilosophy,
objectives
syllabus and framework of all courses
It will give permission to start and to continue the course
It can stop the program

47. Role of state government
It a permits the school / college to start and
continue the course according to the
infrastructure
It has responsibilities to produce and publish
textbooks teachers handbook and other
instruction material to be used for classroom
It responsible for curriculum development
and implementation in schools

48. Role of statutory bodies and other
stake holders
Educational organisations playactive role
in planning developing, implementing
,evaluatingand producing educational
materials
methodology experts-helps in curriculum
planning / making syllabus / evaluating
curriculum / reviewing curriculum

49. Role of administrator in curriculum change
To ensure the educational policies and goal
are properly reflected by the curriculum
Responsible for the realisation of the
curriculum goals through its effective
implementation
Try out is made properly after curriculum
changes
Priorities to be given to different programs

51. JOURNAL PRESENTATION
•Curriculum reform: Why? What? How? and how will we
know it works?
•Shmuel Reis
•Israel Journal of Health Policy Research volume 7, Article
number: 30 (2018) Cite this article
•The Original Article was published on 20 February 2018

52. ABSTRACT
•In a recent IJHPR article, Dankner et al. describe a
reform in one longitudinal strand within Basic
Medical Education i.e.“ public health and preventive
medicine curriculum” using a Competency Based
Medical Education approach. This reform raises
several concerns: What should prompt a medical
school to change a curriculum? How should such
change be conducted? What kinds of paradigms
may inform such a change? What constitutes a
success in a curricular reform? And, how can
curricular reform be evaluated within a reasonable

53. CONCLUSION
•Curricular reform, be it of an entire medical school
curriculum or a significant longitudinal component should
follow as much as possible the current wisdom of
educational innovation and change strategy.
. The design should allow for the
emergence of unintended consequences. Implementation
needs careful planning and monitoring and the evaluation
should be multi-faceted, employing a mixed-method
innovative design with short-and long-term components.
Since all Israeli medical schools are now using the CBME
approach and aligning their curriculumand testing
accordingly, a fascinating collaborative opportunity exists to

54. •BME:
•Basic medical education (medical school)
•CBME:
•Competency based medical education
•EPAs:
•Entrustable professional activities