Sistema Universitario Ana G. Méndez School for ... 503 DLP...o Una prueba que cubra los contenidos...
Transcript of Sistema Universitario Ana G. Méndez School for ... 503 DLP...o Una prueba que cubra los contenidos...
Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
EDUC 503
EVALUATION OF CURRICULUM AND INSTRUCTION
EVALUACIÓN DEL CURRÍCULO Y LA INSTRUCCIÓN
© Sistema Universitario Ana G. Méndez, 2009
Derechos Reservados. © Ana G. Méndez University System, 2009. All rights reserved
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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TABLA DE CONTENIDOS/TABLE OF CONTENTS
Página/Page
Prontuario .............................................................................................................3
Study Guide ........................................................................................................13
Taller 1/Workshop One .......................................................................................22
Taller 2/Workshop Two .......................................................................................25
Taller 3/Workshop Three ....................................................................................28
Taller 4/Workshop Four ......................................................................................31
Taller 5/Workshop Five .......................................................................................34
Anejo A/Appendix A ............................................................................................38
Anejo B/Appendix B ............................................................................................42
Anejo C/Appendix C............................................................................................44
Anejo D/Appendix D............................................................................................46
Anejo E/Appendix E ............................................................................................47
Anejo E1/Appendix E1 ........................................................................................49
Anejo E2/Appendix E2 ........................................................................................50
Anejo E3/Appendix E3 ........................................................................................51
Anejo E4/Appendix E4 ........................................................................................53
Anejo E5/Appendix E5 ........................................................................................54
Anejo E6/Appendix E6 ........................................................................................55
Anejo E7/Appendix E7 ........................................................................................56
Anejo E8/Appendix E8 ........................................................................................57
Anejo F/Appendix F ............................................................................................59
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Prontuario
Título del Curso: Evaluación del Currículo y la Instrucción
Codificación: EDUC 503
Duración: Cinco semanas
Pre-requisito: Ninguno
Descripción:
Estudio y análisis de los principios que orientan las diferentes estrategias de
evaluación curricular, tanto en el aspecto formativo como en el sumativo. La
metodología recomendada para la evaluación curricular, la selección y aplicación
de estrategias y modelos de evaluación curricular.
Objetivos Generales
Al finalizar el curso, los estudiantes:
1. Conceptualizará el término de evaluación curricular y sus implicaciones en el
contexto del escenario educativo.
2. Comprenderá, analizará y comparará diferentes modelos de evaluación
curricular a la luz de los modelos de evaluación de programas.
3. Analizará y aplicará las diferentes metodologías de evaluación curricular en
sus fases de diseño, desarrollo, implantación y evaluación.
Textos
Chen, H. T. (2004). Practical program evaluation: Assessing and improving
planning, implementation and effectiveness. California: Sage Publishing,
Inc.
Ornstein, A. C., Pajak, E., Ornestein, S. (2006). Contemporary issues in
curriculum. Boston, MA: Allyn and Bacon.
Scriven, M. (1993). Hard-won lessons in program evaluation. New directions for
program evaluation. San Francisco: Jossey-Bass.
Recursos Suplementarios
Armstrong, D. G. (1989). Developing and documenting the curriculum. Boston:
Allyn and Bacon.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
4
Christians, C.G. et al. (2004). Media ethics: Cases and moral reasoning. New
York: Longman.
Davidson, E. J. (2004). Evaluation methodology basis: the nuts and bolts of
sound evaluation. California: Sage Publishing, Inc.
Diamond, R. (1989). Designing and improving courses and curricula in higher
education. San Francisco: Jossey-Bass.
Dick, W., Carey, L., O’Carey, J. (2004). The systematic design of instruction.
Boston, MA: Allyn and Bacon.
Doll, R.C. (1996). Curriculum improvement: Decision making and process.
Boston, MA: Allyn and Bacon.
Freeman, H., Rossi, P., Sandefur, G. (1989). Workbook for evaluation.
California: Sage Publications.
Geography series (1993). Culver City, CA: Social Studies Service.
Hewitt, T. (2006). Understanding and shaping curriculum: What we teach and
why. California: Sage Publishing, Inc.
Kubiszyn, T., & Borich, G. (2006). Educational testing and measurement:
Classroom application and practice. Glenview, Ill.: Scott, Foresman.
Lovitt, T.C. (1994). Tactics for teaching. Englewood Cliffs: Merrill.
Madaus, G., Scriven, M., Stufflebeam, D. (1996). Evaluation models. Boston,
MA: Klwer-Nijhoff Publishing.
Ornstein, A. C., Behar, L. S. (1995). Contemporary issues in curriculum.
Boston, MA: Allyn and Bacon.
Ortiz, A. L. (2005). Diseño y evaluación curricular. Río Piedras, Puerto Rico:
Editorial Edil.
Pulliam, J.D., Van Patten, J. (1994). History of education in America.
Englewood Cliffs: Merrill.
Royse, D., Thyer, B., Padgett, D., Logan, TK. (2005). Program evaluation: An
introduction. Wadsworth Publishing.
Shadish, W., Cook, T., & Leviton, L. (1991). Foundations of program evaluation.
California: Sage Publications.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
5
Schwartz, M. (2006). For whom do we write the curriculum? Journal of
Curriculum Studies, 38 (4) 449-457. Retrieved Sept. 4, 2006.
Stufflebeam, D. (2001). Evaluation models: New directions for evaluation. San
Francisco, CA: Jossey-Bass.
Wholey, J., Hatry, H., Newcomer, K. , Eds. (2004). Handbook of practical
program evaluation. San Francisco, CA: Jossey-Bass.
Worthen, B.R., Sanders, J., Fitzpatrick, J. (2004). Program evaluation:
alternative approaches and practical guidelines. Boston, MA: Allyn and
Bacon.
Evaluación: Puntaje
• Asistencia y participación 20 pts.
• Dos informes orales breves 20 pts.
• Ensayo expositivo de una noticia o artículo relacionado al curso 10 pts.
• Evaluación de un currículo o programa 30 pts.
• Desarrollo de una propuesta 30 pts.
• Una prueba al final del taller cuatro 10 pts.
• Portafolio 30 pts.
TOTAL 150 pts.
Curva de evaluación
A = 150 – 130 pts. B = 129 – 109 pts. C = 108 – 88 pts.
D = 87 – 67 pts. F = 66 pts. ó menos
Descripción de la evaluación
• Participación en clase
o La asistencia y participación en todas las clases es obligatoria y tendrá
una puntuación de cuatro (4) puntos por cada taller. Además, por cada
día se sumará la puntuación correspondiente a los siguientes criterios:
� Demostrar dominio de los temas discutidos en clase.
� Cumplir con las tareas asignadas en la clase.
� Participar y cumplir con trabajo colaborativo.
� Demostrar destrezas de comunicación verbal adecuadas.
� Puntualidad en la entrega de los trabajos.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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o Es requisito asistir a todos los talleres para aprobar el curso. Las
ausencias afectarán su nota final (1 punto por asistencia y 3 puntos por
participación en cada taller).
• Dos informes orales breves
o Cada estudiante buscará información sobre los temas asignados para los
talleres dos y tres.
o Cada estudiante hará una breve presentación oral sobre su tema
asignado.
o Se recomienda el uso de la tecnología (diapositivas, visuales, entre otros).
Cada estudiante tendrá 10 minutos para hacer su presentación oral. La
presentación oral debe realizarse de forma interesante y que impacte al
resto de la clase.
o Los informes se evaluarán usando el Anejo A.
• Noticia o artículo relacionado al curso: Un ensayo expositivo
o Cada estudiante encontrará un artículo periodístico o de alguna revista
profesional sobre un tema relacionado al curso.
o Redactará un ensayo expositivo sobre el tema del artículo y será
entregado en el taller cuatro.
o Esta actividad se evaluará usando el Anejo B.
• Evaluación de un currículo o programa
o Cada estudiante escogerá un currículo o programa académico para
evaluarlo.
o Elaborará un informe narrativo de la evaluación, el cual se entregará en el
taller cinco.
o Esta actividad se evaluará usando el Anejo C.
• Desarrollo de una propuesta de evaluación
o Cada estudiante escribirá una propuesta evaluativa de su autoría.
o Se seguirán las pautas descritas en el Anejo D, tanto para su elaboración
como para su evaluación
o Se entregará en el taller cinco.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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• Una prueba
o Una prueba que cubra los contenidos de los talleres 1 -3 se administrará
al final del taller cuatro.
• Portafolio
o Todas las asignaciones escritas, juntas con la selección del trabajo hecho
durante el curso, deberán ser colocadas en un portafolio y seguir
estrictamente las especificaciones de su elaboración ubicadas en los
Anejos Es.
o El portafolio se presentará dos veces durante este curso: Para
retroalimentación (Taller 3) y para evaluación final (Taller 5).
o El portafolio se evaluará utilizando el Anejo E8.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Descripción de las normas del curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.
Esto significa que cada taller deberá ser conducido enteramente en el
lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos
idiomas en el quinto taller, dividiendo el tiempo y las actividades
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en
hacer una pregunta en el idioma especificado, bien puede escoger el idioma
de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá
contestar la misma en el idioma designado para ese taller. Esto deberá ser
una excepción a las reglas pues es importante que los estudiantes utilicen el
idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en inglés o todo en español según
aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en ocasiones
requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente
al taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá
el trabajo perdido, de ser necesario. El facilitador decidirá uno de los
siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo
adicional en adición al trabajo a ser repuesto. Toda tarea a ser completada
antes del taller deberá ser entregada en la fecha asignada. El facilitador
ajustará la nota de las tareas repuestas.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales
es extremadamente importante pues no se pueden reponer. Si el estudiante
provee una excusa válida y verificable, el facilitador determinará una
actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá
incluir el mismo contenido y componentes del lenguaje como la presentación
oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea la
política de honestidad académica).
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos
y entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber
una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en
el salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Nota: Si por alguna razón no puede acceder las direcciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Existen otros motores de
búsqueda y sitios Web que podrá utilizar para la búsqueda de la
información deseada. Entre ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o
añadir algunas de ser necesario.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos
mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,
por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales
para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque
es el mantener una conexión entre los hechos y fomentar un nuevo
entendimiento en los estudiantes. También, intentamos adaptar nuestras
estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a
los mismos a analizar, interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos
hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar
las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el
estudiante.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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STUDY GUIDE
Course Title: Evaluation of Curriculum and Instruction
Code: EDBE 506
Time Length: 5 weeks
Pre-requisite:
Description:
This course studies and analyzes the principles guiding different strategies of
curriculum evaluation, both summative and formative. It also covers the
methodology, selection and application of strategies and models of curriculum
evaluation.
General Objectives
At the end of the course, students will:
1. Conceptualize the curriculum evaluation and its implications in the
educational context.
2. Understand, analyze and compare different models of curriculum evaluation
following different program evaluation models.
3. Analyze and apply different curriculum evaluation methodologies at the
following stages: design, development, implementation, and evaluation.
Textbooks
Chen, H. T. (2004). Practical program evaluation: Assessing and improving
planning, implementation and effectiveness. California: Sage Publishing,
Inc.
Ornstein, A. C., Pajak, E., Ornestein, S. (2006). Contemporary issues in
curriculum. Boston, MA: Allyn and Bacon.
Scriven, M. (1993). Hard-won lessons in program evaluation. New directions for
program evaluation. San Francisco: Jossey-Bass.
Supplementary Resources
Armstrong, D. G. (1989). Developing and documenting the curriculum. Boston:
Allyn and Bacon.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
14
Christians, C.G. et al. (2004). Media ethics: Cases and moral reasoning. New
York: Longman.
Davidson, E. J. (2004). Evaluation methodology basis: the nuts and bolts of
sound evaluation. California: Sage Publishing, Inc.
Diamond, R. (1989). Designing and improving courses and curricula in higher
education. San Francisco: Jossey-Bass.
Dick, W., Carey, L., O’Carey, J. (2004). The systematic design of instruction.
Boston, MA: Allyn and Bacon.
Doll, R.C. (1996). Curriculum improvement: Decision making and process.
Boston, MA: Allyn and Bacon.
Freeman, H., Rossi, P., Sandefur, G. (1989). Workbook for evaluation.
California: Sage Publications.
Geography series (1993). Culver City, CA: Social Studies Service.
Hewitt, T. (2006). Understanding and shaping curriculum: What we teach and
why. California: Sage Publishing, Inc.
Kubiszyn, T., & Borich, G. (2006). Educational testing and measurement:
Classroom application and practice. Glenview, Ill.: Scott, Froesman.
Lovitt, T.C. (1994). Tactics for teaching. Englewood Cliffs: Merrill.
Madaus, G., Scriven, M., Stufflebeam, D. (1996). Evaluation models. Boston,
MA: Klwer-Nijhoff Publishing.
Ornstein, A. C., Behar, L. S. (1995). Contemporary issues in curriculum.
Boston, MA: Allyn and Bacon.
Ortiz, A. L. (2005). Diseño y evaluación curricular. Río Piedras, Puerto Rico:
Editorial Edil.
Pulliam, J.D., Van Patten, J. (1994). History of education in America.
Englewood Cliffs: Merrill.
Royse, D., Thyer, B., Padgett, D., Logan, TK. (2005). Program evaluation: An
introduction. Wadsworth Publishing.
Shadish, W., Cook, T., & Leviton, L. (1991). Foundations of program evaluation.
California: Sage Publications.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
15
Schwartz, M. (2006). For whom do we write the curriculum? Journal of
Curriculum Studies, 38 (4) 449-457. Retrieved Sept. 4, 2006.
Stufflebeam, D. (2001). Evaluation models: New directions for evaluation. San
Francisco, CA: Jossey-Bass.
Wholey, J., Hatry, H., Newcomer, K. , Eds. (2004). Handbook of practical
program evaluation. San Francisco, CA: Jossey-Bass.
Worthen, B.R., Sanders, J., Fitzpatrick, J. (2004). Program evaluation:
alternative approaches and practical guidelines. Boston, MA: Allyn and
Bacon.
Evaluation
• Attendance and participation 20 pts.
• Two brief oral presentations 20 pts.
• Expository paper of news or article related to the course 10 pts.
• Evaluation of a curriculum or program 30 pts.
• Development of a proposal 30 pts.
• One exam at the end of Workshop Four 10 pts.
• Portfolio 30 pts.
TOTAL 150 pts.
Evaluation
A = 150 – 130 pts. B = 129 – 109 pts. C = 108 – 88 pts.
D = 87 – 67 pts. F = 66 pts. or below
• Attendance and participation in class
o Attendance and participation in every workshop is mandatory. The student
will receive 4 points per workshop. The following criteria will also be
evaluated:
� Mastery of the material discussed in class.
� Completion of work assigned in class.
� Collaboration with their peers on assigned group work.
� Demonstration of proper verbal communication skills.
� Turn in work strictly on time.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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o Attendance is required to pass the course. Absences will affect your final
grade as follows: 1 point for your attendance and 3 points for your
participation in class.
• Two brief oral presentations
o Each student will search for information about the topics assigned for
workshops three and four.
o Each student will make a brief oral presentation of the assigned topic.
o Use of technology is highly recommended (PowerPoint, visual aids,
among others). Each student will have 10 minutes to deliver the oral
presentation that should be thought-provoking, interesting, and meaningful
to all members of the class.
o The presentation will be evaluated using Appendix A.
• News or article related to the course: An expository paper
o Each student will search for a newspaper or peer-reviewed
journal/magazine article related to course.
o The student will write an expository paper about the article to be submitted
in Workshop Four.
o This activity will be evaluated using Appendix B.
• Evaluation of a curriculum or program
o Each student will choose a curriculum or academic program to evaluate.
o The student will write a narrative report of the evaluation to be submitted
in Workshop Five.
o This assignment will be evaluated using Appendix C.
• Elaboration of an evaluation proposal
o Each student will write his/her own evaluation proposal.
o Follow the guidelines described in Appendix D, both for its elaboration
and evaluation.
o The proposal will be submitted in Workshop Five.
• One exam
o One exam, covering the content of Workshops 1 -3, will be administered
at the end of Workshop Four.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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• Portfolio
o All self assessment and reflection written assignments, together with the
selection of work done during the course, will be assembled in a portfolio
strictly following the guidelines of portfolio elaboration in Appendices Es.
o The portfolio is should be submitted twice during this course: For feedback
purpose (Workshop 3), and final evaluation (Workshop 5).
o The portfolio will be evaluated using Appendix E8.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-
Based Dual-Language Immersion Model® designed to promote each
student’s development as a Dual Language Professional. Workshops will be
facilitated in English and Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified. The
language used in the workshops will alternate to insure that 50% of the
course will be conducted in English and 50% in Spanish. To maintain this
balance, the course module may specify that both languages will be used
during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the
target language in which the activity is being conducted, students may choose
to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up
the missing work, if applicable. The facilitator will decide on the following:
allow the student to make up the work, or allow the student to make up the
work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can
be made up. If the student provides a valid and verifiable excuse, the
facilitator may determine a substitute evaluation activity if he/she understands
that an equivalent activity is possible. This activity must include the same
content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
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Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the
module, do not stop your investigation. There are many search engines
and other links you can use to search for information. These are some
examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if
deemed necessary.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism.
Constructivism is a philosophy of learning founded on the premise that, by
reflecting on our experiences, we construct our own understanding of the world in
which we live.
Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences. As teachers,
our focus is on making connections between facts and fostering new
understanding in students. We will also attempt to tailor our teaching strategies
to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses
on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students
use to perceive the world and the assumptions they make to support those
models.
4. The purpose of learning is for an individual to construct his or her own
meaning, not just memorize the “right” answers and regurgitate someone
else’s meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make the assessment part of the
learning process, ensuring it provides students with information on the quality
of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
EDUC 503 Evaluation of Curriculum and Instruction
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Workshop One
Specific Content Objectives:
At the end of Workshop One, students will:
1. Define the term curriculum evaluation.
2. Establish the relationship between evaluation, planning and research from the
perspectives of instruction, teaching, supervision and educational
administration.
3. Identify the functions of curriculum evaluation as processes for program
improvement.
4. Understand the problems and risks in curriculum evaluation.
5. Search for and value the general aspects of the curriculum of any public
education system program.
Specific Language Objectives:
At the end of Workshop One, students will:
1. Summarize main ideas using correct grammar and spelling in English after
reading a selection.
2. Use the reading process effectively.
3. Use cooperative learning strategies to analyze and discuss a topic.
Electronic Links (URLs):
APA style
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.psychwww.com/resource/apacrib.htm
Glossary
http://www.ode.state.or.us/teachlearn/real/documents/glossarya.pdf
http://www.ferris.edu/htmls/administration/academicaffairs/assessment/glossary.
htm
http://aaahq.org/AECC/pdf/assessment/glossary.pdf
http://www.sabes.org/assessment/glossary.htm
http://assessment.tulsacc.edu/IRAWeb/Assessment/AssessmentGlossary/tabid/8
2/Default.aspx
EDUC 503 Evaluation of Curriculum and Instruction
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Curriculum evaluation
http://www.naeyc.org/about/positions/pdf/standlcurrass.pdf
http://www.thirteen.org/edonline/concept2class/assessment/index.html
Assignments before Workshop One:
1. Define the following terms: evaluation, curriculum, curriculum evaluation,
instruction, teaching, learning, educational supervision, and educational
administration.
2. Search for information about curriculum reforms or the content of any
academic program offered by FL department of education, and establish
educational implications.
Activities:
1. The facilitator and the students will introduce themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. The facilitator will introduce him/herself, course, module, and students.
3. Students will provide their personal contact information to their facilitator.
4. Students will elect their student representative.
5. The facilitator will assign the topics to be discussed in workshops two and
three.
6. Students will brainstorm the definitions of the educational terms assigned for
this workshop. Let students write at least one definition.
7. The facilitator will guide the discussion of the following topics:
a. Function of the curriculum evaluation as a process of program
improvement
i. Program and instructional decisions
ii. Curriculum review
b. Problems and risks in the curriculum evaluation
c. Curriculum reforms or general aspects of any academic program
offered by FL department of education.
If topics cannot be covered in workshop one, they can be assigned to
students for oral reports in the following workshop.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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8. Students will begin working on their portfolios (Appendices Es), including
notes of their thoughts and their self reflection on one of the most relevant
entries or activities completed in this workshop.
9. The facilitator will explain assignments corresponding to Workshop Two.
Assessment:
1. Students will complete their self reflection sheet (Appendix E3).
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Taller Dos
Objetivos Específicos de Contenido
Al final del Taller Dos, los estudiantes:
1. Presentarán oralmente el tema indicado por el facilitador(a).
2. Conceptualizarán las normas para la evaluación.
3. Identificarán las partes del plan de evaluación y definirán cada una de ellas.
4. Analizarán los aspectos relacionados al diseño y los enfoques de la
evaluación.
Specific Language Objectives
At the end of Workshop Two, students will:
1. Utilizarán el proceso de lectura efectivamente.
2. Expresarán sus ideas en español oralmente de manera efectiva usando
organizadores gráficos.
3. Escribirán una auto reflexión sobre el contenido y el proceso del taller,
utilizando gramática, vocabulario y estilo adecuados.
Direcciones electrónicas
El estilo APA
http://ponce.inter.edu/cai/manuales/Redac_trab_Manual_Estilo2_files/frame.htm
http://homepage.mac.com/penagoscorzo/apa/references-apa-style/index.html
Taxonomía de Bloom
http://www.aulatres.net/1/curs_wq/pagines_secundaries/taxonomia_bloom.htm
http://www.matebrunca.com/Contenidos/Mas%20Opciones/Articulos/taxonomia
%20de%20Bloom.pdf
Departamento de educación del estado de la Florida
http://www.fldoe.org/bii/Curriculum/
http://www.fldoe.org/bii/curriculum/sss/
http://www.floridaschoolchoice.org/information/home_education/
El currículo
http://www.slideshare.net/lpastene/perspecticas-tericas-del-currculo
http://www.slideshare.net/ivylebron/elementos-bsicos-del-currculo
http://www.slideshare.net/f.cabrera1/propsitos-y-contenido-del-currculo
EDUC 503 Evaluation of Curriculum and Instruction
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Tareas a realizar antes del taller dos
1. Repasar lo dado en el taller #1 (material para prueba en el taller #4).
2. Prepararse para informar brevemente sobre el tema asignado.
3. Buscar y leer literatura relacionada a las normas de la evaluación, partes de
un plan de evaluación, diseño y enfoques de la evaluación.
4. Búsqueda del programa o currículo a evaluar como parte del trabajo a
entregar en el taller #5.
5. Comenzar el borrador de la propuesta de evaluación de un programa
académico creando usted un modelo nuevo (inventado) utilizando como
referencia uno de los modelos ubicados en la dirección electrónica del taller
#5.
6. Llevar al taller el trabajo realizado hasta la fecha de ambos proyectos para
cotejo y aclarar dudas con el facilitador.
Actividades
1. Saludo y lectura para reflexionar.
2. Pasar lista.
3. Iniciar la clase ofreciendo a los estudiantes un formato de tirilla cómica en
donde redactarán el diálogo en base a lo aprendido en el taller #1. Cada
estudiante leerá el mismo.
4. Cada estudiante presentará el tema asignado en 10 minutos máximo (Anejo
A). Los estudiantes reaccionarán al tema mediante preguntas dirigidas por el
facilitador.
5. Cada estudiante redactará un diario reflexivo sobre el tema discutido (Anejo
E3).
6. El (la) facilitador(a) guiará la discusión haciendo énfasis en:
a) normas para la evaluación
-medición vs. evaluación
-evaluación vs. investigación
-avalúo
b) Plan de evaluación
-plan
EDUC 503 Evaluation of Curriculum and Instruction
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-guía
-sistema de análisis curricular
-tipos de evaluación
-validez interna y externa
-informe de evaluación
c) Diseño de la evaluación
d) Enfoques de la evaluación
-ideal científico
-humanístico
-intrínseco
-recompensas y resultados
-formativa y sumativa
7. Los estudiantes continuarán trabajando en sus portafolios siguiendo los
lineamientos de elaboración del portafolio (Anejos Es). El portafolio deberá
entregarse al final del taller tres para propósito de retroalimentación.
8. Cierre pedagógico. Aclarar dudas o preguntas relacionadas a los dos
trabajos finales a entregarse en el taller #5, antes de finalizar el taller #2.
Avalúo
1. Breve presentación oral (Anejo A).
2. Diario reflexivo (Anejo E3).
EDUC 503 Evaluation of Curriculum and Instruction
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Workshop Three
Specific Content Objectives
At the end of Workshop Three, students will:
1. Define different program evaluation models.
2. Compare and contrast different program evaluation models.
Specific Language Objectives
At the end of Workshop Three, students will:
1. Use the reading process effectively.
2. Write an expository essay using appropriate vocabulary, grammar, and style
after analyzing and interpreting data.
3. Use cooperative learning strategies to analyze and discuss a topic.
Electronic Links (URLs)
APA style
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.psychwww.com/resource/apacrib.htm
Bloom’s taxonomy
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
http://krummefamily.org/guides/bloom.html
Curriculum models
http://furcs.flinders.edu.au/education/postgrad/clinicaled/HLED9005/module01/m
od1_sec3.htm
http://coefaculty.valdosta.edu/cbackes/aced7030/PowerPoint%20Presentations/
Systems%20and%20Models--Web%20Version.ppt
http://www.joe.org/joe/1981september/81-5-a1.pdf
http://www2.yk.psu.edu/~jlg18/506/PowerPoint/wk5ppt.ppt
http://www.wmich.edu/evalctr/pubs/ops/ops05.html
http://mailer.fsu.edu/~sullivan/SEA_Newsletter/Responsive_Evaluation.pdf
http://www.wmich.edu/evalctr/checklists/cippchecklist.htm
http://hub.col.org/2002/collit/att-0073/01-The_CIPP_approach.doc
http://www.infed.org/thinkers/eisner.htm
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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http://www.socialresearchmethods.net/research/An%20Evaluation%20of%20Mic
hael%20Scriven.PDF
http://www.cse.ucla.edu/products/reports/R137.pdf
http://scholar.lib.vt.edu/ejournals/JTE/v2n2/html/house.html
http://people.coe.ilstu.edu/malorber/411/Notes/11%20curr%20%20eval%2010-
30-04.doc
Assignments before Workshop Three
1. Prepare the brief oral presentation on the assigned topic.
2. Search for and read literature related to program evaluation models
3. Work on the projects to be turned in on Workshop Five: Program evaluation
and elaboration of your own evaluation model proposal.
Activities
1. Class will make small groups. Each group will be provided with a concept
map outline and develop any concepts learned on Workshop Two. Then,
each group will read the definition.
2. Each student will make a brief presentation of the assigned topic for 10
minutes (Appendix A).
3. Students will write a self-reflective journal on the discussed topic (Appendix
E3).
4. The facilitator will guide the discussion on the following:
a. Ralph Tyler
b. Methfessel-Michael
c. Provus’ discrepancy evaluation model
d. Stake’s congruence-contingency model
e. Stake’s responsive evaluation
f. Stufflebeam’s CIPP model
g. Elliot Eisner’s evaluation model
h. Michael Scriven’s model
i. Marvin C. Alkin’s approach
j. Accreditation
EDUC 503 Evaluation of Curriculum and Instruction
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5. The facilitator will guide students in the preparation of a written outline with
the major tenets of each evaluation model/approach mentioned above.
6. Using the outline, students will be paired up and talk about a specific
evaluation model in detail. Class discussion.
7. In small groups, students will work on the evaluation of a curriculum or
program offered by FL department of education. Then, groups will write the
first draft of a narrative report of such evaluation. The final version of the
report will be turned in at the beginning of Workshop Five.
8. Closure activity: The facilitator will clarify and answer questions of projects
and/or assignments of Workshops Four and Five.
9. Students will continue working on their portfolios and insert all the documents
written and/or completed so far, following the guidelines of portfolio
elaboration (Appendices Es).
Assessment
1. Brief oral presentation (Appendix A).
2. Students will complete the self reflection sheet (Appendix E3) and insert it in
their portfolio.
3. The facilitator will electronically send the Progression Follow Up Template
(Appendix E5) with his/her feedback and improvement recommendations
during the week before Workshop Four.
4. Students will electronically response to the Progression Follow Up Template
before Workshop Four.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Taller Cuatro
Objetivos Específicos de Contenido
Al final del Taller Cuatro, los estudiantes:
1. Presentarán oralmente y discutirá una noticia relacionada al curso.
2. Identificarán las prácticas de evaluación: totalidad del programa, metas y
propósitos, aspectos específicos del programa y evaluación de la instrucción.
3. Aplicarán las prácticas de evaluación de un currículo o programa educativo.
Objetivos Específicos de Lenguaje
Al final del Taller Cuatro, los estudiantes:
1. Utilizarán el proceso de lectura efectivamente.
2. Write an expository essay using appropriate vocabulary, grammar, and style
after collecting, analyzing and interpreting data.
3. Develop ideas to solve problems in an effective way.
Electronic Links (URLs)
APA style
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.psychwww.com/resource/apacrib.htm
Taxonomía de Bloom
http://www.aulatres.net/1/curs_wq/pagines_secundaries/taxonomia_bloom.htm
http://www.matebrunca.com/Contenidos/Mas%20Opciones/Articulos/taxonomia
%20de%20Bloom.pdf
Evaluación del currículo
http://www.slideshare.net/arlinesrodriguez/evaluacin-del-
currculo?src=related_normal&rel=111169
http://www.slideshare.net/analisiscurricular/evaluacion-curricular
http://www.slideshare.net/arlinesrodriguez/evaluacion-curricular-111166
http://www.slideshare.net/sugo2001/evaluacion-curricular-presentation
http://www.scribd.com/doc/7500817/Evaluacion-Curricular
Diseño del currículo
http://www.slideshare.net/proyectoalcanza/presentacin-sobre-mdulo-educativo-
mdulo-3-el-currculo-integrado-presentation
EDUC 503 Evaluation of Curriculum and Instruction
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http://www.slideshare.net/proyectoalcanza/mdulo-3-el-currculo-integrado-
presentation
http://www.slideshare.net/aroldantapia/diseo-del-currculo-integrado
http://www.slideshare.net/hermes2g/pautas-para-la-elaboracin-del-currculo-
integrado
http://www.slideshare.net/arlinesrodriguez/paradigmas-del-currculo-fra-2007
Tareas a realizar antes del taller cuatro
1. Estudiar los talleres 1 – 3 para la prueba en este taller.
2. Buscar una noticia o artículo relacionada al curso. Escribir un ensayo
expositivo sobre el tema de la noticia o artículo (Anejo B) y prepararse para
discutirla al frente.
3. Trabajar en los dos proyectos a entregarse en el taller #5: evaluación de un
programa (Anejo C) y desarrollo de una propuesta de evaluación con un
modelo de su autoría (Anejo D). Llevar al taller el trabajo realizado hasta la
fecha para cotejo y aclarar dudas con el (la) facilitador(a).
Actividades
1. Saludo y lectura para reflexionar.
2. Dinámica de rompe hielo para bajar los niveles de tensión ante la prueba.
3. Ofrecer la prueba en 1hora y treinta minutos (aprox.) y receso.
4. Luego del receso, continuar con la presentación y discusión de las noticias o
artículos presentados por los estudiantes.
5. Al final de la discusión, cada estudiante presentará el ensayo expositivo
correspondiente al tema de su noticia o artículo discutido (Anejo B).
6. El (la) facilitador (a) discutirá el tema: Prácticas de Evaluación en una
presentación en PowerPoint, dando énfasis a la evaluación de la totalidad de
un programa educativo, evaluación de metas y propósitos, evaluación de
aspectos específicos de un programa y evaluación de la instrucción.
7. Los estudiantes realizarán un poema concreto con una palabra relacionada a
lo dado por el (la) facilitador(a). Presentarán sus trabajos al grupo.
8. Cierre pedagógico. Aclarar dudas o preguntas relacionadas a los proyectos
a entregarse en el taller #5 u otros temas, antes de culminar el taller #4.
EDUC 503 Evaluation of Curriculum and Instruction
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Avalúo
1. Ensayo expositivo de la noticia o artículo relacionado con el curso (Anejo B).
2. Diario reflexivo (Anejo E3).
EDUC 503 Evaluation of Curriculum and Instruction
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Workshop Five
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Content Objectives
At the end of Workshop Five, students will:
1. Apply the concepts acquired through the evaluation of a curriculum or
program.
2. Elaborate a proposal of an evaluation model for a curriculum or academic
program.
Specific Language Objectives
At the end of Workshop Five, students will:
1. Develop ideas to solve problems in an effective way.
2. Use cooperative learning strategies to analyze and discuss a topic.
3. Write a position paper about a dilemma or controversy of multicultural
education (e g., high-stakes testing: dumbing down of the school curriculum),
using appropriate vocabulary, grammar, and style.
Electronic Links (URLs):
APA style
http://www.monografias.com/trabajos7/bafux/bafux.shtml
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.psychwww.com/resource/apacrib.htm
Bloom’s taxonomy
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
http://krummefamily.org/guides/bloom.html
Adventure in American Education
http://www.8yearstudy.org/
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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http://www.project2061.org/publications/rslcme/default.htm?txtRef=&txtURIOld=
%2Ftools%2Frslcme%2F
Curriculum/programs in FL
http://www.fldoe.org/educators/curriculum.asp
http://eca.state.gov/forum/vols/vol33/no1/P30.htm
Assignments before Workshop Five
1. Complete both projects to be turned in on Workshop Five: Curriculum or
Program Evaluation, and Academic Program Evaluation Model Proposal.
2. Summarize the most relevant points of each assignment to inform in class.
3. Students will complete their portfolios for final evaluation.
Activities
1. To open this last workshop, students will complete the phrases on Appendix
F (Spanish).
2. The facilitator will return the students’ exam administered in Workshop Four.
Then, the facilitator and students will discuss the exam (Spanish).
3. Students will orally present their projects (English):
a. Curriculum or program evaluation (Appendix C)
b. Proposal of their own created academic program evaluation model,
based on a model studied in this course (Appendix D).
4. At the end of their oral presentations (Appendix A), students will turn in their
written report/paper (English).
5. Students will write a general reflection on what has been learned in this
course and how their professional perspective on this topic has changed
(English).
6. Then, students will share their general reflection with their peers. Discussion
(English).
7. In groups of four, students will prepare an overall closing activity of the
course. Students may act out a news program, perform a song or a role play,
recite a poem, or prepare a commercial or advertisement that wraps up the
content of the course (Spanish).
EDUC 503 Evaluation of Curriculum and Instruction
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8. Students will complete and submit their portfolios strictly following the
guidelines to prepare the portfolio posted on Appendices Es.
Assessment:
1. Students will complete their global reflection sheet on the content of this
course (Appendix E3).
2. Students will complete their overall portfolio self assessment (Appendix E4).
3. Students will turn in both projects: Curriculum/Program Evaluation (Appendix
C), and Proposal of their own created academic program evaluation model,
based on a model studied in this course (Appendix D).
EDUC 503 Evaluation of Curriculum and Instruction
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Anejos/Appendices
EDUC 503 Evaluation of Curriculum and Instruction
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Anejo A/Appendix A
Oral Presentation Rubric
Name ________________________________________________
Course: _____________________ Date: ________________________
Criteria Value Points Student Score
Content
The student holds attention of
entire audience with the use of
direct eye contact, seldom looking
at notes.
1 point
Movements seem fluid and help
the audience visualize
1 point
The student displays relaxed,
self-confident nature about self,
with no mistakes.
1 point
The student uses a clear voice
with a good projection and
intonation.
1 point
The student demonstrates full
knowledge by answer all
questions with explanations and
elaborations.
1 point
The student presents information
in logical, interesting sequence
which audience can follow
1 point
The student/ uses technology
properly during the presentation.
1 point
Language
The student demonstrates a 1 point
EDUC 503 Evaluation of Curriculum and Instruction
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command of standard English
(vocabulary, syntax and flow of
ideas)
The student uses grammar
correctly.
1 point
The student uses correct
pronunciation of the language.
1 point
Total Points _______________ 10 points ( 70% content and 30% language)
_______________ Total score
Student’s name: _________________________________ Facilitator’s Signature: _________________________________ Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
EDUC 503 Evaluation of Curriculum and Instruction
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Matriz de Valoración de la Presentación Oral
Nombre ________________________________________________
Curso: ______________________ Fecha: ________________________
Tema: ______________________ Tiempo: ________________________
Criterios Valor Puntaje del Estudiante
Contenido
El estudiante mantiene la atención de toda la audiencia utilizando el contacto visual directo, y mirando las notas raramente.
1 point
Los movimientos son adecuados y ayudan a la audiencia a visualizar el contenido de la presentación.
1 point
El estudiante demuestra estar relajado y tranquilo, sin hacer errores.
1 point
El estudiante utiliza una voz clara con buena proyección y entonación.
1 point
El estudiante demuestra un conocimiento completo al responder todas las preguntas con explicaciones y elaboraciones.
1 point
El estudiante presenta la información en una secuencia lógica e interesante la cual la audiencia puede seguir sin problema.
1 point
El estudiante utiliza la tecnología adecuadamente durante la presentación.
1 point
Lenguaje
El estudiante demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).
1 point
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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El estudiante usa la gramática de una manera adecuada y correcta.
1 point
El estudiante usa una pronunciación correcta durante la presentación.
1 point
Total
10 puntos ( 70% contenido y 30% lenguaje)
Puntaje Total:
Student’s name: _________________________________ Facilitator’s Signature: _________________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Anejo B/Appendix B
Matriz de Valoración para el Ensayo Expositivo
Nombre del estudiante: _____________________________________________
Curso: __________________________ Fecha: ________________________
Criterios Valor Puntaje del
Estudiante Contenido
La tesis es clara y bien establecida.
1 punto
Explica y desarrolla la tesis y sus implicaciones de manera exacta, basado en los estudios científicos que apoyan las ideas sobre el tema, brindando información exacta y ejemplos precisos.
1 punto
Se exponen los detalles centrales o de mayor relevancia en el ensayo.
1 punto
Las oraciones son coherentes y las ideas fluyen durante la lectura del ensayo.
1 punto
Elabora conclusiones basadas en la evidencia científica y objetiva.
1 punto
Establece una relación del autor con el tema, brindando una perspectiva clara del tema presentado y atrayendo la atención del lector.
1 punto
Demuestra un entendimiento total de las ideas más importantes hasta alcanzar un nivel superior de comprensión de una manera organizada.
1 punto
Lenguaje
Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).
1 punto
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Usa la gramática de una manera adecuada y correcta.
1 punto
Usa la puntuación, la ortografía y el formato APA correctamente.
1 punto
Total 10 puntos ( 70% contenido y 30% lenguaje)
Puntaje total:
El nombre del estudiante: ______________________________ Firma del facilitador: _________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Anejo C/Appendix C
Evaluation of a Curriculum or Program Rubric
Student’s name: ___________________________________________________
Course : __________________________________ Date: ________________
Criteria Value Points Student Score
Content
Includes an insightful analysis of the philosophy and/or mission statement about the teaching and learning of all students (including special education and English Language Learners (ELL) across all curriculum that guides the curriculum development.
3 points
Clearly states and explains the goals, purpose, and objectives of the curriculum or program analyzed this time.
3 points
Accurately describes the overall plan for curriculum development, involving stakeholders and indicating where each curriculum area is in the development, implementation, or evaluation cycle with timelines. Also describes plans for data-driven evaluation of the curriculum at the district/program level and for the content areas.
3 points
Shows and analyzes evidence of a defined model (e.g. Understanding by Design, Making Standards Work, Balanced Curriculum, the High-Scope Approach, etc.) that governs the curriculum
3 points
Provides evidence of a system to orient teachers and administrators in the use of the curriculum including professional development and training of new staff as needed.
3 points
Comprehensive analysis of the following:
• articulated learning outcomes that are based on the Florida Learning Standards
• appropriate levels of cognitive domain
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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(Bloom’s taxonomy)
• how the learning will be demonstrated and under what conditions
• tied to appropriate assessment strategies
Elabora conclusiones y recomendaciones para mejorar el currículo o programa, basado en la evidencia científica y objetiva analizada en este informe.
3 points
Lenguaje
Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).
3 points
El estilo del informe concuerda con el nivel de formalidad del análisis.
3 points
Usa la puntuación, la ortografía y el formato APA correctamente.
3 points
Total 30 points ( 70% content y 30% language)
Total score:
Student’s name: _________________________________ Facilitator’s Signature: _________________________________ Note: The score obtained by the student should be recorded as follows:
• Excellent: 3.00 points • Good: 2.50 points • Fair: 2.00 points • Needs improvement: 1.50 points
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Anejo D/Appendix D
Desarrollo de una propuesta para la evaluación de un programa académico
en específico creando un modelo de la autoría del estudiante.
En el nivel graduado se espera que los estudiantes egresados sean capaces de
desarrollar su creatividad en la formulación de nuevos postulados que ayuden a
fortalecer la materia de estudio.
Es por tal razón, que en este trabajo es necesario que el estudiante, basándose
en los modelos a estudiarse en el curso, pueda crear un modelo de evaluación
único y original. (6 pts.)
Cada estudiante debe imaginarse que es un experto en el área de la evaluación.
Por ende tiene su propio modelo de evaluación al cual le ha puesto nombre. En
el trabajo escrito incluye un diagrama con las partes del modelo, explica cada
una de ellas y como éstas trabajan entre sí. (6 pts.).
Este modelo debe ir dirigido a la evaluación de todos los componentes de un
programa (filosofía, metas, propósitos, y objetivos, contenido, personal docente y
de apoyo, producto). Debe incluir detalladamente las preguntas evaluadoras
que se dilucidan en la evaluación, el diseño de estudio, métodos para la
recolección de datos, los métodos de análisis utilizados. (8 pts.)
Esta propuesta va a ir dirigida a una entidad X, en donde el estudiante interesa
que sus servicios como evaluador sean adquiridos. En la propuesta debe incluir
además un desglose de tareas específicas (plan de acción) y el tiempo
estimado para llevarlas a cabo. También un desglose de costos aproximados
que incurrirá el evaluador durante todo el proceso evaluativo. (6 pts.).
Recuerda incluir portada, tabla de contenido, introducción, conclusión, anejos (si
alguno) y velar la ortografía y la caligrafía (4pts.).
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Appendix E
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show
progress
e. Written pieces that illustrate critical thinking about readings: response
or reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment
within workshops. Workshops will be separated from one another using
construction paper or paper of different colors, with tabs indicating the
workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-
portfolio).
• The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix E1).
• The cover page will follow exactly APA guidelines applied to a cover
page of research papers submitted at Metro Orlando Campus. This
cover page will be placed at the beginning of the portfolio.
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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include a brief description, date produced, date submitted, and date
evaluated (Appendix E2).
• Introduction and conclusion of the income and outcome of the portfolio.
• Documentation and self reflection sheet (Appendix E3) required in
each workshop.
• Overall portfolio self assessment (Appendix E4).
• The progression follow-up template will be added to the portfolio
(Appendix E5).
• A list of references and appendices of all assignments included will be
added to the end of the portfolio.
• Letter of Use and Return or Use and Discard of Portfolio (Appendices
E6, & E7)
• The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See a “Publication
Manual of the APA, Fifth Edition.
4. Portfolio evaluation (Appendix E8).
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Appendix E1: Portfolio Informational Sheet
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Appendix E2: Log of Entries or Table of Contents
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: The student can build a table of contents following APA format instead.
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Appendix E3: Self Reflection
Directions: Please complete the following blanks:
This entry is an example of my strengths:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
This entry is an example of an area I really need to improve:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
This entry is an example of an area I have improved:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
I think this exercise has been very helpful for my learning because:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Auto Reflexión
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
EDUC 503 Evaluation of Curriculum and Instruction
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
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Appendix E4: Overall Portfolio Self-Assessment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write
creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________
Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:
1. _________________________________________________________________ 2. _________________________________________________________________
EDUC 503 Evaluation of Curriculum and Instruction
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Appendix E5: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
EDUC 503 Evaluation of Curriculum and Instruction 55
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
Appendix E6: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
EDUC 503 Evaluation of Curriculum and Instruction 56
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
Appendix E7: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
EDUC 503 Evaluation of Curriculum and Instruction 57
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
Appendix E8: Overall Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do
ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and
portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to
quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries relevant to the content of
the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and
abilities?
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Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
� Growth/Development: Do samples provide thorough understanding of growth and
development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and group work? Does the student
provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding of how to be a
reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of ethical behavior and
professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a
potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed.
Coordinator of Assessment and Placement – Metro Orlando Campus
EDUC 503 Evaluation of Curriculum and Instruction 59
Prep. 2008 María Piris Grau, Ed.D. Rev. 2009 Fidel R. Távara, M.Ed.
Anejo F/Appendix F
Completa las frases
1. En el primer taller me sentí
______________________________________________________________
______________________________________________________________
2. A medida que se desarrollaban los talleres
______________________________________________________________
______________________________________________________________
3. Ahora que estoy en el último taller puedo decir
______________________________________________________________
______________________________________________________________
4. He aprendido sobre los siguientes conceptos del curso
______________________________________________________________
______________________________________________________________
5. Lo más fácil que encontré en el curso fue
______________________________________________________________
6. Lo más difícil del curso fue
______________________________________________________________
7. En mis propias palabras puedo decir que currículo es
______________________________________________________________
______________________________________________________________
8. Para mí evaluación curricular es
______________________________________________________________
______________________________________________________________