Program Evaluation Framework and Curriculum Mapping
University:
University of Phoenix
Program Evaluation Framework and Curriculum Mapping
Paper Instructions
Taking into consideration the organization\’s assessment reporting requirements, nurse educators create plans of how they will assess programs and student learning. To accomplish this, creating a framework to follow is an important first step of programmatic assessment and student work evaluation, along with developing a curriculum map to show which assessments will be placed in which courses.
Research the following:
- Evaluation methods and frameworks related to programmatic and classroom assessment
- How to create curriculum maps
- Direct and indirect measures used in education
In PowerPoint® or Word, create:
- A concept map of the evaluation method you plan to use for programmatic assessment. In the concept map, include where and when you plan to place direct and indirect measures.
- A curriculum map template to use in the program for planning to determine which assessment will appear in a particular course.
Consider the concept and curriculum maps as communication tools for socializing internal and external stakeholders to the plan for assessing a nursing program.
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Sample Answer
The assessment methods used in learning determine the learning outcomes. Examinations have been used widely to gauge the learners’ understanding of the course contents. On the other hand, such assessment measures may not fully reflect the skills and competencies the learners have in a given area of interest. For example, the modes of examinations vary. Some learners perform better in the oral exams while others perform well in the written examinations. Subjecting the learners to a standard form of assessment could disadvantage others, especially those with cognitive issues. The theoretical perspectives of the assessment for the learning programs have evolved; therefore, the programmatic assessment integrates the traditional assessment methods with the modern ones.
Programmatic Assessment
The programmatic assessment will exist in four segments including the skills, the constructed knowledge, problem-solving, and professionalisms (Timmerman & Dijkstra, 2017). The nursing practice relies mainly on the ability of the nurse graduates to apply the knowledge gained from the course into the field practice. Furthermore, the working environment presents various challenges and so they must possess proper problem-solving skills. For example, the issue of burnout among nurses is a serious concern. Nurses with proper problem-solving skills will be able to adapt to the environment and address the emerging issues accordingly. The programmatic assessment is a holistic approach that focuses on various aspects and so gives more realistic assessment outcomes on the qualification of the nurse graduates (Timmerman & Dijkstra, 2017).
The programmatic assessment will involve members from the faculty of nursing. The main responsibility for the activities will depend on various specific groups. Furthermore, the dean will work in collaboration with the division chair to ensure quality standards and protocols are upheld within the program. The following diagram demonstrates the programmatic evaluation and assessment plan for the school.
Curriculum Mapping
| Course | Learning outcome one | Learning outcome two | Learning outcome three | Learning outcome four | Learning outcome five | |
| Compulsory | Course 101 | 1 | 1 | 3 | ||
| Compulsory | Course 102 | 1 | 3 | 2 | ||
| Elective | Course 103 | 1 | 1 | 2 | 1 | |
| Compulsory | Course 200 | 2 | 3 | 1 | 1 | 3 |
| Compulsory | Course 300 | 1 | 1 | 2 | 1 | |
| Compulsory | Course 310 | 1 | 3 | |||
| Capstone | Course 400 | 1 | 1 | 1 | 3 | 1 |
The performance goal key:
- Emerging
- Intermediate
- Advanced
The map above shows the various courses covered in the curriculum and the outcomes. The outcomes are highlighted with various indicators. The indicators show the area where the students have to learn more or reinforce the competencies (Joyner Melito, 2016). The developmental scales are indicated as either beginner, intermediate or advanced.
A comprehensive curriculum map for the nursing program is as follows:
| NP Program competency | NPS 100 Introduction to nursing theories | NPS 200 Nursing communication | NPS 302 Critical and emergency care | NPS 309 Nursing informatics | NPS 400 Nursing research | NPS 450 Internship experience | Champlain College competencies | |
| 1 | Information management | B | I | I | A | A | A | Creative and critical thinking |
| 2 | Problem-solving | B | B | A | A | A | Written communication | |
| 3 | Data analysis and interpretation | B | I | I | A | A | A | Written communication |
| 4 | Ethical codes of conduct | B | I | I | A | A | Oral communication | |
| 5 | Policy framework and development | B | B | I | A | A | Data and technological literacy |
Direct and Indirect Measures Used in Communication
The program outcomes may be measured both directly and indirectly. The direct measures include giving the learning written and oral tests to determine their levels of competencies in the various outcome areas. The exams measure the ability of the students to comprehend and memorize the contents covered in the class. It is expected that the learners acquire theoretical knowledge that they can apply in the field practices (Luce & Kirnan, 2016). On the other hand, low performance in the theoretical understanding could indicate poor performances even in the field practice. Secondly, the practicum experiences are also used in direct measurement of the education outcomes in the nursing faculty. The practicum involves the ability of the students to apply what they learned in real practice and engage problem-solving skills.
On the other hand, the indirect measures will include course evaluation and test blueprints. The test blueprints evaluate the concepts and skills covered in the various program elements. Furthermore, the student’s attendance rate and the hours spent per course are critical evaluation methods (Luce & Kirnan, 2016). Besides, conducting surveys on alumni to find their reviews and rating on the course could provide useful data for indirect assessment of the program. An effective program will equip the learners with better skills and increase their market ratings. As a result, most of the employers will be willing to absorb the alumni from the school. Besides, the placement rates for the students undertaking the program will be high.
Conclusion
The program evaluation is critical because it helps in the identification of the areas that need to be adjusted and improve the learners’ experiences. The outcomes must be defined and a program map developed as evident in this case. Finally, both direct and indirect measures should be used in determining the success of the program.
References
- Joyner Melito, H. S. (2016). Curriculum mapping A method to assess and refine undergraduate degree programs. Journal of Food Science Education, 15(3), 83-100. https //doi.org/10.1111/1541-4329.12086
- Luce, C., & Kirnan, J. P. (2016). Using indirect vs. direct measures in the summative assessment of student learning in higher education. Journal of the Scholarship of Teaching and Learning, 16(4), 75-91. https //doi.org/10.14434/josotl.v16i4.19371
- Timmerman, A. A., & Dijkstra, J. (2017). A practical approach to programmatic assessment design. Advances in Health Sciences Education, 22(5), 1169-1182. https //doi.org/10.1007/s10459-017-9756-3
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