Exploring Curricular Implications of Evaluation Results in Higher Education.

Autor/inn/en	Rogers, Julia S.; und weitere
Titel	Exploring Curricular Implications of Evaluation Results in Higher Education.
Quelle	(1989), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Curriculum; College Faculty; College Students; Core Curriculum; Curriculum Evaluation; Formative Evaluation; General Education; Higher Education; Instructional Effectiveness; Matrices; Outcomes of Education; Questionnaires; Standardized Tests; Test Results + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; Kerncurriculum; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Allgemein bildendes Schulwesen; Allgemeinbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Matrizenrechnung; Lernleistung; Schulerfolg; Fragebogen; Standadised tests; Standardisierter Test
Abstract	A formative evaluation of curricular effectiveness of the General Education (GE) Program at the University of Montevallo, an Alabama state-supported liberal arts institution, is described. The GE Program is divided into 11 core areas. The American College Testing Program's College Outcomes Measures Program (COMP) objective test--a test of general educational outcomes--has been administered each year since 1985 to freshmen. In the spring of 1989, the test was administered to the first class of seniors graduated under the revised GE curriculum. Using test results, GE goals were established and a questionnaire was distributed by a GE Committee to all 75 faculty members teaching approved GE courses; 61 responses were received, representing 81% of those surveyed. There were peculiarities in the sample that preclude a straightforward analysis of overall results. Nevertheless, the following implications were identified: (1) the GE Committee should develop a set of expected outcomes related to GE goals to facilitate both teaching/learning success and more accurate evaluation; (2) faculty should discuss their goals and expected outcomes to clarify the emphasis of the goals in their courses; (3) the pilot study questionnaire should be revised; (4) the goals matrix based on the COMP outcomes should be revised using clusters identified as related to specific goals and outcomes; and (5) item cluster analysis should be performed on senior COMP results. The goals matrix and other ancillary survey materials are appended. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC