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ERIC Number: EJ885360
Record Type: Journal
Publication Date: 2010-Jul
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0260-2938
Implementing Curriculum Evaluation: Case Study of a Generic Undergraduate Degree in Health Sciences
Harris, Lynne; Driscoll, Peter; Lewis, Melinda; Matthews, Lynda; Russell, Cherry; Cumming, Steven
Assessment & Evaluation in Higher Education, v35 n4 p477-490 Jul 2010
This case study presents a longitudinal, evidence-based approach to health science curriculum reform and evaluation. Curriculum in higher education must meet the needs of diverse stakeholders and must respond to dynamic local, national and international contexts, and this creates challenges for evaluation. The long lead time prior to the introduction of new or revised university curriculum (at least two years), the length of degree programmes (three to five years) and the lag time in the availability of objective indicators of degree outcomes (at least one year post-graduation) mean that findings may be obsolete before an evaluation can be completed. Few would argue that evaluation is important and methods and approaches for conducting curriculum evaluation are proposed in the literature, although few published reports of the outcomes of comprehensive evaluations are evident. This paper discusses potential for evaluation to establish responsive communication between students, teaching staff and programme administrators, ensuring a match between the intended, implemented and attained curriculum. (Contains 1 note, 2 tables, and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia