2017 Workbook 2bassignment 2b05 2bsu7 2

DEVELOPING HEALTH
SCIENCES CURRICULA:
PRINCIPLES AND PROCESS
Workbook 3 for HSE 3704
Study Unit 7: Assignment 05 (S1)
2017
The success of tomorrows students will be built upon the

education we design today Dr Linda Price
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
educator dimension ........................................................................................... 26
delivery mode dimension .................................................................................. 31
organisational dimension .................................................................................. 32
inter-organisational dimension .......................................................................... 33
micro context dimension ................................................................................... 34
macro context dimension .................................................................................. 35
7.6.11 Outcome evaluation .......................................................................... 36
7.7 Conclusion .................................................................................................. 37
7.8 The Reflective report ................................................................................... 38
Week
14 - 15
16 hours
Study Unit 7: CURRICULUM EVALUATION
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.
When the curriculum committee establishes a new curriculum or revises an existing

curriculum, it is often in response to the findings of a curriculum evaluation project. In
this study unit we discuss curriculum evaluation, which is a formal investigation to
judge the worth and effectiveness of an existing curriculum. Curriculum evaluation
entails judging the merits of an existing curriculum. The results are used to develop a
new curriculum or revise the existing curriculum. Furthermore, the new or revised
curriculum will be exposed to informal and formal curriculum evaluation. Informal
curriculum evaluation and making of minor revisions to rectify problem areas occur
on a daily basis when the educators implement the curriculum. In this study unit we
focus on formal evaluation of a curriculum which is a formal investigation to judge
the merits of a curriculum which has been implemented for a number of years. This is
usually done in preparation for a renewed round of curriculum development.
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
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:
* 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)
*Yes it would definitely differ.

The entire curriculum has a wide scope that needs to be covered and evaluated.
It involves different stake holders to evaluate the entire curriculum and it is done over a long
period of time at different intervals.
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
Policy-oriented Practice-oriented
Programme theory (explicit) Programme theory (implicit)
Product-focus Process-focus
External Internal
Evaluation purposes, designs and methods
Purposes: accountability, development and quality assurance

Designs: the links between data, theory and action
Methods: ways of getting data.
Identities and roles

Immediate stakeholders Remote stakeholders
Students Teachers Managers
Customers Transformers Sponsors
Learners Transmitters Parents
Participants Advisors Employers
Practitioners Assessors
Student role learning
Using the processes and outcomes of evaluation for improvement of programmes

Processes
Awareness raising
Focus groups
Structured discussions
Reflections as part of assessment
Student role learning
Engaging learners in communicative encounters, especially if their aim is to explore

emotional content and experiences, can become too bound up in itself unless this
activity also reaches an evaluation stage. Trying to understand what has
happened while undertaking a particular task, why it was suggested by the
teacher, and contributing actively to the evaluation of learning arrangements,
sequences, resources and input materials by means of reflection and meta-
communicative discourse all these are considered indispensable learner
activities in ELT.
Legutke and Thomas (1991:65)
Using the processes and outcomes of evaluation for improvement of programmes

Collaborative development (peer observation; mentoring; coaching)
Workshops on materials; ICT; assessment formats; test data
Teacher role professional learning
Sponsored professionalism: based on qualification and recognition
Independent professionalism: a commitment to careful and critical examination of
the assumptions and practices embedded in sponsored professionalism
(Leung 2009:53).
Teachers and Change

Change is gradual, perhaps not always visible to the naked eye;
Change occurs at the teachers pace;
Change is negotiated;
Change happens.
Key guidelines from principles

Evaluation cannot just test the theory
Evaluation has to understand learning processes as well as outcomes
Evaluation has to engage with all stakeholders
Evaluation has to facilitate action
Evaluation should make sense of the programme for everyone.
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
Distinguish between teacher professionalism as (5):
Sponsored professionalism
* The concealed curriculum of teacher education inclines to explain a split view of

knowledge, both in assignments and in field experiences. Also, knowledge is
"given" and uncomplicated. These opinions of knowledge are likely to become
quite challenging as teachers gain experience. (p. 546). This highlight on expert-
knowledge (Reiman and Sprinthall, 1996) is still central in the framework of
training in the department of Education. Supportive to Hargreaves (2000) this
stage which is the phase of the mutual professional teaching must be
surrounded and cognizant by professional standards of practice that define what
good teachers should know and be able to do and what abilities and
temperaments they should own to care for and associate with their students.
Independent professionalism
* In teacher education, we cannot repudiate the importance of subsidised

professionalism in the field of learning and teaching. Undeniably, it can be the
instrument for accountability that offers processes for control (Broadfoot&Pollard,
2003). The equivalent of the sponsored professionalism is independent learning
which the more individual oriented education is. It is a assurance to careful and
critical inspection of the expectations and applies entrenched in sponsored
professionalism with reference to discipline-based knowledge and wider social
values, and to take action to effect change where appropriate (Leung, 2007). This
resource of professionalism is not discerned as a strategy by the Department of
Training in the Ministry of Education as the accountable body for teacher
development. Thus, it does not give much autonomy to teachers because the
system tends to be a bit top-down, as stated by Pink (1989), and Fullan and
Hargreaves (1992).
Make a K-W-L summary of the video. Thus, what you:

o Already KNEW (K),
o WANTED to know (W), and
o have LEARNED (L) about the topic.
You will use this in your discussion on myUnisa.
K W L
Curriculum evaluation is used The denotative meaning The definition.
for research purpose of programme evaluation.
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.
One of the reasons we do programme or curriculum evaluation is because as

educators, we are accountable to the public for what we teach (Uys, 2005:99; Billings
& Halstead, 2012:503). Did you notice that Kiely also mentioned this in his video?
Accountability is a huge but sometimes highly neglected part of our work as educators.
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.
*
*
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.
Figure 0-1: Curriculum evaluation
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.
7.2.1 Curriculum evaluation as a process of making an informed judgement

about the merit of a programme
Iwasiw, Goldenberg and Andrusyszyn (2005:222) define curriculum evaluation as:

an organised and thoughtful appraisal of those elements central to
the course of studies undertaken by students, as well as the abilities of
those students as graduates. It involves standards for judging quality,
systematic data collection, application of the standards, and
formulation of judgements about the value, quality, utility,
effectiveness or significance of the curriculum.
Kelly (2004:137) defines curriculum evaluation as:

the process by which we attempt to gauge the effectiveness of any
particular piece of educational activity.
According to Loriz and Foster (Lee 2005:112) curriculum evaluation is:

a systematic, summative examination of all components of a
curriculum that results in evaluative conclusions, such as approval or
accreditation.
Tyler (1949:105), one of the progenitors of curriculum development, defines curriculum

evaluation as:
a process for finding out how far the learning experiences are
developed and organised, and actually produced the desired results.
These definitions make it clear that curriculum evaluation is concerned with judging
the character, quality and effectiveness of a curriculum.
7.2.2 Curriculum evaluation as a process of collecting information for

decision making
Various definitions depict curriculum evaluation as a scientific investigation which

generates data and information on which decisions are based. In other words,
curriculum evaluation is considered to be an activity aimed at providing the necessary
data and information which will enable the curriculum committee to make informed
decisions about an existing curriculum.
Examples of such decisions are whether to leave the existing curriculum unchanged,
whether some revisions are required or whether to make radical changes to the
existing curriculum.
Reilly and Garberson (1998:2) refer to curriculum evaluation as

a systematic and continuous process of gathering and analysing data
about all dimensions of the programme (curriculum) and then using
this information for decision making about the programme quality
and effectiveness.
Did the thought of a well-planned, scientific, evidence-based decision-making process
cross your mind? That curriculum evaluation is there to assist you in making a well-
informed justifiable decision.
7.2.3 Curriculum evaluation as an effort to improve the programme
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?
7.2.4 A comprehensive definition
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.
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
techniques, and knowledge in order to improve the planning,
implementation and effectiveness of programs.
The definitions tell us that curriculum evaluation:

is not a once-off event but rather a continuous process
is part and parcel of an overall curriculum development process (refer to study
units 2 and 3)
is a systematic investigation
entails the collection of data and information
involves data analysis (processing) and interpretation
involves compiling a curriculum evaluation report (communicating)
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).
Sources
2017
** You have progressed well. How about a cup of coffee? **
Go ahead you deserve the break!
7.3 Planning the evaluation
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:
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)
Do the right thing
improve the efficiency of the curriculum implementation process (Efficiency =

O I)
Do things the right way
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.
Billings and Halstead (2012:503) summarise the purposes of curriculum evaluation

as follow:
To determine how various elements of the program interact and influence
program effectiveness
To determine the extent to which the mission, goals, and outcomes of the
program are realized
To determine whether the program has been implemented as planned
To provide a rationale for decision making that leads to improved program
effectiveness
To identify efficient use of resources that are needed to improve program
quality.
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.
7.5 Steps in curriculum evaluation

Most of the curriculum evaluations consist of the same generic steps. Uys and Gwele
(2005:102) list them as:
defining the standards
investigating the performance or data collection
synthesizing the results
formulating recommendations
feeding recommendations and lessons learned back into the programme.
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).
Activity 7.6: Take the 5 steps in curriculum evaluation
Sources
2017
Copy and paste the two responses on your mind map here:
Response 1: * *
Response 2: * *
Do you agree? Yes / No

Motivate your answer:
*
*
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?
Operational curriculum: Official curriculum:

It consists of what is actually Is has philosophy and mission.
taught by the teacher. It includes the stated curriculum
All important elements are framework.
communicated to the students. It recognizes lists of outcomes,
It includes knowledge, skills competences and objectives for
and attitudes emphasized by the programme and individual
the faculty in the classroom and courses.
clinical setting.
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
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.
Table 7.1: Structure for summarising section 7.6
Focus Structure Explanation

area
Identify Summarise the data Explain the aspects about which data must
the focus required be collected
area Identify the relevant What are the data source(s) relevant to each
data sources focus area? Examples:
documents
internal stakeholders (learners,
educators, mentors)
external stakeholders (employers, health
care consumers, accrediting bodies,
professional organisations)
events
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)
Identify the judgment The theoretical elements in boxes 28.1 to

criteria which you will 28.11 in Billings and Halstead (2012) are the
use to interpret the standards with which the collected data will
data and information be compared in order to make judgments
about the curriculum.
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.
Next you have to consider the stakeholder expectations:
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.
Table 7.2: Mission and outcomes (8)
Focus area Structure Explanation

Focus area: Data required: Explanation
Mission intentions of the institution
Philosophy narrative statement of beliefs or
Goals values
outcomes
Expectations of Data sources: Examples:
internal and Documents questionnaires
external interviews surveys
stakeholders discussion Advisory committees
forums debates
Data collection: Data collection strategies:

outcomes questionnaires
job placements surveys
program internet
satisfaction Brochures
Licensure and catalogues
certification
Criteria for data The theoretical elements :
interpretation: Congruency between nursing
mission and departments mission and the
governance universitys mission
mission and Mission and goals reflected in the
goals reviewed documents
periodically in a Programme goals and professional
defined process standards are congruent
Communities of Nursing program advisory committees
interest have meaningful input into program
input into
program process
and decision
making
7.5.2 Evaluating the official curriculum
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:
* 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.
Table 7.3: Official curriculum (8)

skills what students will be able to do after
Definition of
discipline og methods of completion
knowledge enquiry Blooms taxonomy
ways of knowing
Data sources: Examples:
mission Goals
outcomes Objectives of programme
statements Competencies of learners
Philosophy Veridical/horizontal organisation
Organisation Linear congruency
congruency
objectives matrixs
subject matter curriculum audit
Learner determine prerequistes
activities Linear congruency
Outcomes triangulation
Link between
objectives and
mission
Criteria for data The theoretical elements:

interpretation: Course level objectives demonstrate
Placement of sequential learning( vertical
major concepts organisation)
in following Course objectives are congruent with
conceptual level objectives
framework Course sequencing defined with
Entry level skills appropriate rationale for pre-
required to requistions
progress Support course enhancing learning
sequentially experiences and provide foundation in
Support courses the arts
7.5.3 Evaluating teaching effectiveness
the structure provided in table 7.1.
Table 7.4: Teaching effectiveness (8)

Teacher To evaluate student performance
Student
effectiveness
performance Data sources: Examples:
Instructional Students feedback
material Lesson plans
Teaching Group discussions
strategies Textbooks
Course content assignments
Examinations
qualitative student feedback
assessments focus group discussion
assessments formal testing
methods Assessment of student learning
teaching
strategies
interpretation: Obtain student feedback
Ability of chosen Review lesson outcomes
strategy to Teaching materials are effective and
accomplish efficient.
course Evaluation of individual students
objectives performance is communicated to
Opportunities to students and leads to improvement in
expand student performance.
knowledge base Describe effectiveness of teaching
Evaluation of strategy
student Application of prior knowledge to build
understanding new knowledge
External
examiners.

learner dimension
the structure provided in table 7.1.
Table 7.5: Learner dimension (8)

Focus area: Academic staff Methods of recruitment
Adequate required Admission policies
number of Number of
qualified Students
students are enrolled
recruited to Data sources: Examples:
maintain Demographic Marketing materials
program profiles Aptitude testes
viability.
Academic Discipline specific tests
profiles essays

Essays Entry examination
Interviews surveys
References Interviews
Assignments Reasons why student leave course
Annual review

interpretation: Records of students
College and satisfaction/formal complaints are
entrance used as part of the process of ongoing
requirements improvement
Remediation Adequate number of qualified students
guidelines recruited

educator dimension
the structure provided below.
Table 7.6: Educator dimension (8)

Credential of Educators must have more than
A sufficient
teachers minimum requirements in
number of
qualified Experience of qualifications must be educated
educators enough in their field of work
educators to
accomplish the
mission, Data sources: Examples:
philosophy and qualifications Masters in Nursing
expected profile of faculty Doctorate in Nursing
outcomes of the course material Professor of Nursing
program
Goals coaching reports
Expectations mentoring programs
Professional Customized reports
development Continuing education
research Institutional handbooks

interpretation: Qualified faculty members sufficient to
Effective accomplish mission, philosophy and
mentoring program outcomes Faculty receive
systems orientation that prepares them to be
Research efforts successful
supported Faculty receive adequate support for
Judging merits professional development
Faculty achievements in scholarly
activity support program effectiveness
Evaluation of faculty performances
promotes quality improvement
Aggregate faculty outcomes are
consistent with achievement of
programs mission goals
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
Evaluation of faculty performance
7.5.5.1 The number of qualified faculty

It is difficult to provide a specific number or ratio that will work in all institutions, as
many factors influence the number of educators that should be appointed. Some of
the major factors are the:
nature of the program;

expectations of the parent institution (if any); and
requirements of accrediting bodies (such as SANC and CHE).
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.
*
7.5.5.2 Qualifications of faculty

It is important that lecturers are appropriately qualified for their teaching role. The rule
of thumb is that the lecturer needs at have at least one qualification (degree) higher
than the qualification she is teaching. The minimum formal qualification for a lecturer
facilitating or teaching an associate or baccalaureate nursing degree program is a
Masters degree in the appropriate field (Billings & Halstead, 2012:525-530).
Allocation of teaching workload (modules or subjects to teach), should thus be

according to the lecturers qualification, experience and area of specialisation. It
makes little sense to assign the community health-students to a lecturer with a
Masters degree or PhD in ICU, but with no experience or formal qualification in
community health. Unfortunately, we all know of cases where, due to shortage of
appropriately qualified lecturers, this type of scenario is happening. This is not
conducive for teaching or learning. Therefore, there should be a continued
commitment to doctoral prepared faculty.
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.
Important in an academic institution is the different levels of seniority in ranks. These

levels are often directly linked to qualifications and level of scholarship. Institutions
with few high-ranked members might find that they have limited participation in
governance of the institution. Unfortunately very often we find a correlation between
rank and physical age of the faculty member. A great concern is the impeding brain-
drain where many of our experienced faculty members are approaching retirement
age; leaving less experienced and less qualified lecturers behind.
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.
Figure 0-2: PRN age distribution according to SANC
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
2 are within the age group of 25-30
1 is within age group of 35-40
1 is within age group 50-40
7.5.5.3 Faculty development

One cannot over-emphasise the importance of life-long learning and continuous
professional development (CPD) for all categories of nurses and that includes faculty
members. Each one of us needs to take responsibility for their own development to
prevent stagnation as the latter leads to situations where faculty members teaches
out-dated content, using out-dated teaching strategies. Therefore, when one evaluate
a programme, it is important to look at aspects of CPD.
7.5.5.4 Faculty scholarship

Academic scholarship forms an integral part of who we are as academics. We need
to provide evidence-based content to broaden the field of nursing. As faculty members
we have a duty to be actively involved in research to contribute to the growing body of
knowledge. We need to claim our place in the multi-disciplinary team by not merely be
consumers of knowledge, but also contributors. The number of research publications
by faculty members will therefore also be noted when a programme is evaluated.
7.5.5.5 Evaluation of faculty performance

The strength of a programme depends to a great extend also on the capabilities of the
faculty member who facilitate teaching and learning. Therefore the inputs and outputs
of the faculty member involved in the programme need to be evaluated as well.

delivery mode dimension
Study Billings and Halstead (2012:530+) and summarise this section according to the
structure provided in table 7.1.
Table 7.7: Delivery mode dimension (8)

Support space A review of instructional space
Classroom and Student groups includes evaluation and determination
laboratory Agent contracts of whether classrooms are of sufficient
size and comfort to facilitate teaching
facilities need to
and learning
provide
effective Data sources: Examples:
learning Computer labs Conference room
environment to Resource Storage for equipment
support Centre Support rooms like students lounges
program Research room Faculty lounges
effectiveness. Students
Surveys Documentation of holdings
Faculty Student assignments and evaluation
Patient
population
Technology
Criteria for data The theoretical elements:
interpretation: Mission and goals of the program
Space available Faculty run clinics that serve as
should be learning sites.
congruent with Clinical facilities provides effective
the productivity learning experiences
expected of Information and instructional
those who use technology is up to date and supports
the space. achievement of program goals.
Accreditation of
facility


organisational dimension
structure provided in table 7.1
Table 7.8: Organisational dimension (8)

Number of Formal evaluation of administrators
faculty staff should occur annually or at regular
Budget specified intervals.
Adequate fiscal
resources
Data sources: Examples:
Minutes Stakeholders
Mission and Parent institutions
Qualifications goals for the unit
and leadership Assessment
skills of tools
programme Data collection: Data collection strategies:
administrators
Evaluations Evaluation forms
are important to
Technology Comparative analysis
programme
effectiveness. Job descriptions
Scope of
practice
interpretation: The structure and governance of the
By laws department provide efficient means for
Written policies communication and problem solving
Record keeping There are adequate fiscal resources
to support ongoing programme
improvement.
Nursing faculty participate actively in
the university governance system.

inter-organisational dimension
Table 7.9: Inter-organisational dimension (8)

Admission Co-operation with health care
Focus area:
policies agencies is essential to provide
Programme
effectiveness is Articulation needed educational experience.
influenced by
the relationship Data sources: Examples:
of the nursing Advisory Board Meetings
programme Stake holders Forums
with outside Interviews
agencies Data collection: Data collection strategies:
Surveys Transcripts
Board members Periodic audit
Faculty
interpretation:
Admission Articulation agreement
policies Advisory board provide effective
communication link with important
stake holders.

micro context dimension
Table 7.10: Micro context dimension (8)

Admission If the programme relationship with
policies prospective students is not
It examines the Financial aid satisfactory, students will be
effect of the Information discouraged from pursuing admission.
immediate Data sources: Examples:
environment on Student Pamphlets
programme information Interviews
implementation Orientation Forums
Nursing policies
Student satisfaction surveys
Student alumni Transcript evaluation
Academic
records
interpretation: Audit of student files
Academic Student receive current and active
advisory information
New student registration is run
efficiently.

macro context dimension
Study Billings and Halstead (2012:539) and summarise this section according to the
Table 7.11: Macro context dimension (8)

Trends in higher National trends in health care and
It seeks to
education changes in local health care delivery
determine
should be reviewed and incorporated
effects of the
into Programme development and
larger
revision.
environment on
Programme Data sources: Examples:
implementation, Literature review Service learning
for example,
the social, Data collection: Data collection strategies:
political, Advisory board Dialogue
cultural and members
economic
factors. Criteria for data The theoretical elements :
interpretation: Trends in health care changes in
Local health local health care delivery
care delivery Trends in higher education
Programme
planning
7.5.11 Outcome evaluation

Outcome evaluation is conducted to determine to what extent existing graduates meet
the human resources needs of the health care system and how competent the
graduates are in comparison to social expectations.
Study Billings and Halstead (2012:539) and summarise this section according to the
Table 7.12: Outcomes evaluation (8)

Admission policy Programme outcomes measures are
It is to Final semester those implemented at the conclusion
courses of the programme.
determine how
well the
programme has Data sources: Examples:
achieved the External Alumni surveys
expected stakeholders Employer follow up studies
outcomes. Aggregate data
Advisory board
Graduation and Focus groups
retention rate School catalogue
Pass rate Student satisfaction surveys
Employment Exit surveys
rate Employer surveys

interpretation: Students achieve all terminal
Clinical practice programme goals by graduation.
Students achieve all technical
competencies by graduation.
The programme has defined a
benchmark for graduation rate
Students are satisfied with the overall
quality of the programme.
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
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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DEVELOPING HEALTH

The success of tomorrows students will be built upon the

Study Unit 7: CURRICULUM EVALUATION

When the curriculum committee establishes a new curriculum or revises an existing

*Yes it would definitely differ.

Evaluation purposes, designs and methods

Purposes: accountability, development and quality assurance

Identities and roles

Student role learning

Using the processes and outcomes of evaluation for improvement of programmes

Engaging learners in communicative encounters, especially if their aim is to explore

Using the processes and outcomes of evaluation for improvement of programmes

Teachers and Change

Key guidelines from principles

Distinguish between teacher professionalism as (5):

* The concealed curriculum of teacher education inclines to explain a split view of

* In teacher education, we cannot repudiate the importance of subsidised

Make a K-W-L summary of the video. Thus, what you:

One of the reasons we do programme or curriculum evaluation is because as

Figure 0-1: Curriculum evaluation

7.2.1 Curriculum evaluation as a process of making an informed judgement

Iwasiw, Goldenberg and Andrusyszyn (2005:222) define curriculum evaluation as:

Kelly (2004:137) defines curriculum evaluation as:

According to Loriz and Foster (Lee 2005:112) curriculum evaluation is:

Tyler (1949:105), one of the progenitors of curriculum development, defines curriculum

7.2.2 Curriculum evaluation as a process of collecting information for

Various definitions depict curriculum evaluation as a scientific investigation which

Reilly and Garberson (1998:2) refer to curriculum evaluation as

7.2.3 Curriculum evaluation as an effort to improve the programme

7.2.4 A comprehensive definition

The definitions tell us that curriculum evaluation:

7.3 Planning the evaluation

Do the right thing

improve the efficiency of the curriculum implementation process (Efficiency =

Do things the right way

Billings and Halstead (2012:503) summarise the purposes of curriculum evaluation

7.5 Steps in curriculum evaluation

Do you agree? Yes / No

Operational curriculum: Official curriculum:

Table 7.1: Structure for summarising section 7.6

Focus Structure Explanation

Identify the judgment The theoretical elements in boxes 28.1 to

Next you have to consider the stakeholder expectations:

Focus area Structure Explanation

Data collection: Data collection strategies:

7.5.2 Evaluating the official curriculum

Table 7.3: Official curriculum (8)

Focus area Structure Explanation

Criteria for data The theoretical elements:

Table 7.4: Teaching effectiveness (8)

Focus area Structure Explanation

7.5.4 Evaluating the environment in which the curriculum is implemented:

Table 7.5: Learner dimension (8)

Focus area Structure Explanation

Data collection: Data collection strategies:

Criteria for data The theoretical elements :

7.5.5 Evaluating the environment in which the curriculum is implemented:

Focus area Structure Explanation

Criteria for data The theoretical elements :

7.5.5.1 The number of qualified faculty

nature of the program;

7.5.5.2 Qualifications of faculty

Allocation of teaching workload (modules or subjects to teach), should thus be