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

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(Scriven196739). 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?"