Best Practices in Curriculum Design, Delivery System and Assessment and Evaluation

Rozinah Jamaludin4 April 2013

Bengkel Training for Master Trainers: Higher Education Learning and Teaching, 3& 4 April 2013, AKEPT, Negeri Sembilan.

• Best practice is a method or technique that has consistently shown results superior to those achieved with other means, and that is used as a benchmark. In addition, a "best" practice can evolve to become better as improvements are discovered (Wikipedia, 2012).

APEX 2nd PHASETRANSFORMING BEYOND 2013

AcademicBy: Profesor Ahmad Shukri Mustapha

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Lecturers

Curriculum

Accountability

Pedagogy

Learning Environme

nt

Leadership Modes & medium of

deliveryQuality

Assessment

Recognition

Students

Academic Ecosystem

Program

APEX 2nd PHASETRANSFORMING BEYOND 2013

AcademicBy: Profesor Ahmad Shukri Mustapha

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What is global citizen?

Source: www.LTScotland.org.uk/globalcitizenship

APEX 2nd PHASETRANSFORMING BEYOND 2013

AcademicBy: Profesor Ahmad Shukri Mustapha

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Prominence in Sustainability Programs to Nurture

Responsible Global Citizens (RGC)

• Joint program with universities renowned for its sustainability programs.

• Flagship program from each cluster with international accreditation.

• Flagship programs with 100% of graduate employability

• Flagship program with English as a medium of delivery

• Infusion of the global dimension in the curriculum design for sustainability programs.

• Teaching and learning practices associated with global citizenship education.

• Infusion of ICT in T&L

• Curriculum design with embedded 21st century skills

• Students possess multi-lingual language competency

• Enhanced student mobility program.

• Increased no. of International Chairs in Sustainable Programs.

• Increased no. of international students for flagship sustainability-based programs.

• Increased no. courses related to sustainability as an Open Educational Resources (OER).

• International Awards/Fellowships/Visiting Professors

• Program in top 10 ranking in regional/global level

Strengthening & enhancing

competitive edge of academic programs

Enhancing Distinctive Student Experience

Enhancing Global Presence & Visibility

Concept of curriculum design

• A curriculum (plural: curricula or curriculums) is the set of courses, and their content, offered at a school or university.

• Curriculum specifies all the knowledge, skills and attitudes plus the main objectives which would want to achieve.Design is essentially a rational, logical, sequential process intended to solve problem.

• Curriculum Design is a sequential process that serves as a guideline for teaching, learning and assessment approaches.

Integrated curriculum-The problem-based model

The theme-based model

• Mathematics• Science• Technology• Language Arts• Social Studies

Types of Curriculum Design

• Product and Process Model by Tyler (1949) • Technical or Non-Technical approaches by

Ornstein and Hunkins (2004)• Backward Design Model, advocated by

Wiggins & McTighe (2010)

Delivery Systems

Types of Delivery System

• Face-to-Face Instruction• Distance learning • Online learning • e-Learning• Blended Learning• Student Centred Learning

The SPICE MODEL

• S – Student Oriented• P – Problem Based• I – Integrated• C – Community Oriented• E – Electives• S – Self learning and Systematic

PBL at KLE Belgaum, Karnataka, India

• 3 PBL sessions • One theme per week of 3 PBL sessions• Ideally 8 -10 students per group• One tutor per group• Scenario/triggers: given to students• Three triggers are given for three sessions• Tutor’s guide : give to facilitator only • Each week a new topic

KLE Belgaum

Concept assessment and evaluation

• Assessment is a process of determining "what is." Assessment provides faculty members, administrators, trustees, and others with evidence, numerical or otherwise, from which they can develop useful information about their students, institutions, programs, and courses and also about themselves.

• Evaluation uses information based on the credible evidence generated through assessment to make judgments of relative value: the acceptability of the conditions described through assessment. The statement "If you don't have any goals, you don't have anything to assess" expresses the close relationship between goals and effective assessment

Dimension of Difference Assessment Evaluation

Timing Formative Summative

Focus of Measurement Process-Oriented Product-Oriented

Relationship Between Administrator and RecipientReflective Prescriptive

Findings, Uses Thereof Diagnostic Judgmental

Ongoing Modifiability of Criteria, Measures ThereofFlexible Fixed

Standards of Measurement Absolute Comparative

Relation Between Objects of A/E Coöperative Competitive

Types of assessment and evaluation

• desired outcomes the ultimate results desired or actually achieved)

• processes (the programs, services, and activities developed to produce the desired outcomes)

• inputs (the resources: students, faculty and staff members, buildings, psychological climate)

Assessment and evaluation and disciplines

• Summative Evaluation• Formative Evaluation

Critical analysis of best practices curriculum design, delivery system and assessment and evaluation

• Who?, what?, where?, why?, when? and how ?

• Thank You…