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Curriculum evaluation of the subject "Community Work", Welfare Studies Certificate Course, Hobart Technical College

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Jiracek, Nancy R (1984) Curriculum evaluation of the subject "Community Work", Welfare Studies Certificate Course, Hobart Technical College. Unspecified thesis, University of Tasmania.

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Abstract

This document sets out to describe a curriculum
evaluation project undertaken for the subject "Community
Work" which is part of the Welfare Certificate Course,
Hobart Technical College.
1983 was the first year "Community Work" was
taught using a new, extended curriculum for the subject.
As it was the first year of implementation, it seemed
particularly appropriate and necessary to closely evaluate
this new curriculum.
Although much thought, research, time and effort
had gone into the development of the new curriculum, it was
clear to the designer that such development was not perfect
and did not end with the last page of the curriculum document.
Indeed, evaluation is understood to be an integral part of
curriculum development. The word 'development' implies an
ongoing advancement through stages of growth. These stages
of growth are seen to be revealed and urged on by the process
of evaluation. Logically, advancement and growth are linked to
improvement. In order to identify which innovations bring
improvement, the worth and value of the curriculum must be determined. Determining the worth and value of the curriculum
is the basic goal of this evaluation project. Although
evaluation may serve numerous roles, this basic, over-riding
goal remains of prime importance,(Scriven, 1967,39).
The role curriculum evaluation has in any particular
educational context varies greatly. The curriculum evaluation
examined in this project takes on several roles to enable
achievement of the basic goal. One role undertaken is the
appraisal of the outcomes of student learning and understanding
in all of their ramifications. This appraisal is not limited
to the final outcomes or to meeting stated objectives but also
the degree and level at which students are developing their
understanding and learning. Another role of this evaluation exercise is in
determining the value of the curriculum itself. An effort to
determine this is made through asking certain types of questions
about the curriculum such as: How well does it perform with
regard to certain criteria such as the purposes for which it was
designed? Are the purposes for which it was designed valid?
How appropriate and effective are the processes, materials, and
content in light of the purposes envisioned? Is the curriculum
appropriate for the needs and capabilities of the specific group
of students? Is the instructional approach used serving to best
fulfill the needs and purposes of the curriculum?

Item Type: Thesis (Unspecified)
Keywords: Hobart Technical College, Social work education
Copyright Holders: The Author
Additional Information:

Thesis (M.Ed.Stud.)--University of Tasmania, 1984. Bibliography: leaves 186-188

Date Deposited: 19 Dec 2014 02:29
Last Modified: 11 Mar 2016 05:56
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