FCE: A Framework for Curriculum Evaluation

FCE: A Framework for Curriculum Evaluation

Hilda Tellioğlu (Vienna University of Technology, Vienna, Austria)
DOI: 10.4018/IJHCITP.2016070102


This paper is an attempt to conceptualise the scope of an evaluation framework for curricula in higher education. The framework presented in this paper (FCE) considers static and dynamic aspects of curricula. While briefly showing the state of the art requirements to an evaluation framework are summarised. After introducing the research setting and the methodology applied for this work, the Framework for Curriculum Evaluation (FCE) is presented with its two levels: definition level and execution level. For the execution level the questionnaires used for students, teachers and administration staff are briefly presented to make the utilisation of the FCE explicit. Some of the questions are exemplified to demonstrate their use in real settings. Discussion and conclusions finalise the paper.
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Curriculum evaluation means a systematic process of collecting and analysing all relevant information for the purpose of assessing the effectiveness of a curriculum to promote its improvement (Al-Jardani, 2014, p.128ff; Nichols et al., 2006). There are different dimensions of evaluation: by focusing on what to evaluate – macro and micro evaluation; by focusing on when to evaluate – pre-use, in-use and post-use evaluation; by focusing on judgement about the quality or adequacy of a curriculum or on forming or shaping the curriculum to improve it – summative and formative evaluation.

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