Master's Thesis in (Educational Sciences-Management and Educational Planning)
May 1394
Abstract
The purpose of the current research was to evaluate the curriculum of the Farhangian University campuses of Sistan and Baluchistan province based on the available documents.
The method of the current research was evaluation using the model (CIPP). The statistical population of this research included 100 full-time and non-full-time professors working in the campuses of Farhangian University of Sistan and Baluchistan province in the academic year 93-94, and 80 of them were selected by simple random sampling using Morgan's table. To collect the data required for this research, a researcher-made questionnaire was used, and the reliability of the tool was calculated using Cronbach's alpha coefficient. This coefficient is for the content element of the curriculum (0.77), the objectives of the program. Curriculum (0.75), teaching process– Learning (0.89), use of information technology (0.78), internship courses for students and teachers (0.87), continuous interaction of student teachers and professors with scientific and research centers (0.90), the method of determining qualification and attracting student teachers (0.65), participation of professors in the production of curriculum (0.87) and the process of evaluating the learning of student teachers (0.84) was obtained Parse And the analysis of consensus tables of frequency distribution of data and inferential test of chi-square showed that, according to the professors of Farhangian University, the amount of revision in the method of determining the qualification and the method of recruiting student teachers has been evaluated as favorable compared to the above documents, and the amount of revision in the content element of the curriculum, program objectives. Curriculum, teaching process– Learning, internship courses of students and teachers, participation of professors in the production of curriculum have been evaluated as relatively favorable compared to high-level documents. The findings also showed that based on the evaluation of the participants in the research, the amount of revision in the element of using information technology in the teaching and learning process, the process of evaluating the learnings of students, teachers, and the continuous interaction of students, teachers and professors with scientific and research centers is unfavorable compared to the above documents.
Therefore, according to the findings of the research, it is necessary that Farhangian University, based on the document of the fundamental transformation of education and the statute of this university, in the context of the process of evaluation of student teachers' learning, the use of information and communication technology in learning and the continuous interaction of students, teachers and professors of this university. show significant practical actions with other scientific and research centers.
Keywords: Curriculum evaluation, Farhangian University, advanced documents, evaluation model. CIPP
Chapter 1
Generalities
1-1- Introduction
Higher education in Iran according to historical needs, many transformations and He has traveled an ups and downs and broken path. The use of evaluation in educational activities is as old as the educational activities themselves; But using educational evaluation as feedback to improve educational activities is relatively new (Bazargan, 2008). In the higher education system, educational evaluation can be used to select students, faculty, curriculum and generally other contents of the educational system, in addition to monitor how the process is implemented, and finally guide the system in the desired direction by using the evaluation of the output and consequences. Therefore, the evaluation should have a clear value orientation and its design should be done with the aim of helping the scientific promotion and improvement of the programs through self-evaluation. According to the huge developments in the scientific fields. Education is taking place, the great duty and responsibility of Farhangian University is to train graduates, who, with a deep understanding of the globalization of education in the global village and by gaining awareness of the current changing knowledge and the needs of society, effectively and realistically, help the society by providing educational programs at different levels. Because the programss Curriculum is a mirror of the whole view of progress and a reflection of the responsiveness of universities to the changing needs of society. The evaluation of the curricula of Farhangian University is a very important issue, to what extent their realization has been carried out in a regular and scientific manner based on high-quality documents, while evaluation is an inseparable part of education and the foundation for a deep transformation. The high position of Farhangian University in the process of national development and attention to investment in human resources through the expansion of these educations, the need to recognize the importance, and improving the base of teachers in the country, has motivated the researcher to evaluate the program The curriculum of Farhangian University based on paragraph 11 of the document on the fundamental transformation of education and "cultivation" of policy re-engineering and re-adjustment of the governing principles of the "education curriculum" Emphasizing on the internship and adaptation of the professional competence level of teachers at the national and global level with the requirements of the curriculum model in the education system and training and designing appropriate policies to improve the methods of recruiting, training and retaining teachers in education and upbringing (7, 4, 2, 1, and 8) and made suggestions in To provide for the improvement and promotion of this university. This is the basis for the next activities in this direction and helps the planners to set up more detailed programs in this university. 1-2-Statement of the problem One of the effective factors in the development of the higher education system and improving its quality is the program. It is a lesson. Curriculum is the main core of all programs and the axis of all educational activities, and it can be referred to as the beating heart of the educational system. The role of lesson planning in education Excellent is providing experiences to develop the necessary qualifications and skills in students so that they can recognize problems and find solutions for them. The design of educational programs or lessons should be done according to the real needs of those who use this service, and the educational goals should be related to the scientific needs of the users of this service. Revision of programs Curriculum is a mechanism that ensures continuous improvement of methods in higher education. Determining the value of the program is done around the following axes.
1- Does the curriculum achieve the purpose for which it was modeled? Are these objectives valid? 2-Is the curriculum suitable for a certain group of learners for whom it is used? (Khoynejad, 1377).
Curriculum evaluation is the process of evaluating the value and merit of the curriculum. Examining and studying the value and competence includes both specific elements and aspects of the curriculum and the entire curriculum. Curriculum planning requires review and quality control. Therefore, it is necessary to review all the aspects and elements of the curriculum, and make the necessary amendments in the curriculum or its components.
Evaluation of the program Curriculum is a continuous process that takes place from the beginning to the end of the curriculum. In the process of forming the concept of the curriculum, educational experts have paid attention to its elements and components in order to explain the curriculum. (Tyler[1], 1949) program He considers a lesson as determining the goal, content, method and evaluation. (Zeiss [2], 1976, quoted by Mehdizadeh, Shafiei, 2018) in the explanation of the curriculum, it refers to the elements, purpose, content, learning activities and evaluation methods. (Klein [3], 1991) nine elements: objectives, content, teaching-learning strategies, learning activities, educational materials and content, evaluation, grouping, time and space or place as curriculum elements.
Examining the history of evaluation shows that several patterns have emerged in all fields, especially educational evaluation. In the current research, among the evaluation models, the CIPP model is used, which is one of the most effective systematic models and was designed in the 1970s by Staff Labem[4] at the Center for Evaluation Studies of Ohio University, USA.