Curriculum Evaluation New Clait
... The curriculum that I will be evaluating in this report is the New CLAIT Certificate. ... It is a modular curriculum consisting of 11 units. ... BBC becoming Webwise The curriculum is based on the Product Model. ... I intend to carry out a comprehensive evaluation of this curriculum to explore its strengths and weaknesses. ... Distribute questionnaires to 20 New CLAIT students (see appendix), 2. Interview a colleague teaching New CLAIT at the same organisation as me (Stewart Miller) and interview a tutor from St Helens College who is teaching the same subject (Linda Kinsella) 3. ... In the interview with my colleague Stewart Miller, I will ask if there is any part of the curriculum that he feels could be improved. When interviewing Linda Kinsella from St Helens College and will ask how the course is delivered at St Helens College and compare this to our curriculum at Knowsley. ... 0 Models of Evaluation Patton (1988) defines evaluation as: The practise of evaluation involves the systematic collection of information about the activities, characteristics, and outcomes of programs, personnel, and products for use by specific people to reduce uncertainties, improve effectiveness, and make decisions with regard to what those programs, personnel or products are doing and emphasizes (1) a systematic collection of information about (2) a broad range of topics (3) for use of specific people (4) for a variety of purposes. There are a wide variety of evaluation models which "prescribe what evaluators ought to do and explain how to conduct a particular type of evaluation" (Patton 1982: 37). For the benefit of this assignment I examined the difference between the two main approaches that can be adopted for evaluation, ‘scientific (or agricultural/botanical) approach, and the illuminative (or social/anthropological) approach. ... 1 Illuminative In The Evaluation of Cultural Action, Richards (1985) describes an illuminative evaluation. He states that an illuminative evaluation is a custom built research strategy which lacks in formal statements of objectives, avoids (but does not exclude) statistical procedures, employs subjective methods, and is primarily interested in the informing function of an evaluation, rather than the more usual inspectoral or grading functions of an evaluation. ... responsive - with researchers working closely to provide all concerned with a program with a genuinely helpful report, that might take many different forms and draw on many diverse sources and methods, but is designed to interest, to inform, to add to their understanding This means looking at the whole of the curriculum and investigating it from all perspectives ie student, tutors, results etc.