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Curriculum Evaluation A to Z

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Curriculum Evaluation A to Z

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About this activity

One quick term per letter, derived from curriculum evaluation content.

Created by

Gremel Mark Obra
Gremel Mark Obra
Philippines

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Curriculum Evaluation A to Z
 

Curriculum Evaluation A to ZOnline version

One quick term per letter, derived from curriculum evaluation content.

by Gremel Mark Obra
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z

Starts with A

Conditions existing prior to curriculum evaluation that may relate to outcomes

Starts with B

Noted references or standards used to compare program performance (implicit in evaluating against standards)

Starts with C

External or internal environment in which a program operates that shapes evaluation decisions

Starts with D

Gap between current status and desired status identified in needs assessment

Starts with E

Actual outcomes or aims used to judge whether a program meets its goals

Starts with F

Evaluation carried out during development to inform modification and improvement

Starts with G

Intended ends or objectives guiding curriculum evaluation

Starts with H

Layered structure of evaluation levels or data sources used to organize findings

Starts with I

Resources and designs fed into a program for implementation and future evaluation

Starts with J

Assessment of data describing whether outcomes meet external standards and needs

Starts with K

Four-level model measuring reaction, learning, transfer, and results of training

Starts with L

Sequential stages in Kirkpatrick’s evaluation framework (Level 1 to 4)

Starts with M

Approach for determining effects, comparing with needs, and choosing independent variables

Starts with N

Requirements identified in context of industry, society, and student mobility that drive evaluation

Starts with O

Results or impacts of instruction on learners and stakeholders

Starts with P

Transactions and activities during education that constitute the execution of the program

Starts with Q

Standards used to judge program effectiveness and maintain improvement

Starts with R

Consistency of evaluation results across time and observers

Starts with S

Evaluation approach focusing on description and judgement of data from multiple viewpoints

Starts with T

Model emphasizing instructional objectives and measurement of progress toward them

Starts with U

Use of evaluation findings to improve facilities, processes, and learning activities

Starts with V

Accuracy of evaluation conclusions with respect to what they are intended to measure

Starts with W

Contextual example showing how outcomes relate to wage and salary structures in some evaluations

Starts with X

Markup format mentioned for structuring data in related evaluation materials

Starts with Y

Group whose mobility and needs may influence assessment and program design

Starts with Z

Notion of prioritizing elements in evaluation, conceptually tied to ordering data by importance

 
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