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Search returned 21 results using Keyword: "Curriculum Mapping"



1. Southern Connecticut State University Faculty Development.
SCSU provides some very developed and evidence-based curriculum mapping documents and resources with program-level examples.
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2. TRIADS Assessment of Online Learning.
A collaborative project between the University of Liverpool, the University of Derby and the Open University to improve quality of learning by promoting a “learning outcomes led” approach to curriculum design through the development of an assessment delivery system.
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3. University of Hawai'i at Manoa: Assessment curriculum mapping.
This page describes curriculum mapping and offers a curriculum matrix, definitions, examples, and best practices.
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4. University of West Florida's Center for University Teaching, Learning and Assessment.
On this website, information is available about curriculum mapping with examples. A sample curriculum map is located in the middle of the page.
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5. Azusa Pacific University. 2010/2011. Academic assessment handbook.
Institutional handbook of assessment.
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6. Bollag, B. 2006. Using quality benchmarks for assessing and developing undergraduate programs.
This book uses selected performance criteria benchmarks to assist undergraduate programs to define their educational missions and goals as well as to document their effectiveness. It helps faculty and administrators use benchmarks not only to assess outcomes of student learning, but to program assessment, evaluate student learning, create meaningful faculty scholarship, ensure quality teaching, and forge connection to the community.
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7. Broad, B., Adler-Kassner, L., Alford, B., Detweiler, J., Estrem, H., Harrington, S., McBride, M., Stalions, E., & Weeden, S. 2009. Organic writing assessment: Dynamic criteria mapping in action..
The topic of dynamic curriculum mapping is examined further in this book. Examples of dynamic curriculum mapping taking place at colleges and universities are included.
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8. Broad, Bob. . 2003. What we really value: Beyond rubrics in teaching and assessing writing.
This book offers a critical examination of traditional rubrics for evaluating student writing and presents Dynamic Criteria Mapping as a more flexible and contextual evaluative tool. Broad examines evaluation at work by detailing a study of an introductory composition program.
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9. Driscoll, A. & Wood, S. 2007. Developing outcomes-based assessment for learner-centered education: A faculty introduction.
This book attempts to explain how faculty can comfortably use outcomes-based assessment within their own instruction. The author navigates readers through the process of creating expectations, standards and criteria, and course alignment to desired outcomes. articulating expectations, defining criteria and standards, and aligning course content consistently with desired outcomes
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10. Elrod, S. 2014, Summer. Quantitative Reasoning: The Next "Across the Curriculum" Movement .
The ability to think quantitatively, or quantitative reasoning (QR), clearly plays a central role in undergraduate education. But what do terms like quantitative reasoning, quantitative literacy, and quantitative fluency really mean for student learning, the curriculum, program development, faculty development, or accreditation? Why should QR be taught across the curriculum and in interdisciplinary contexts? In addition, this publication explores learning outcomes for QR.
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11. Ewell, P., Mandell, C., Martin, E., & Hutchings, P. 2013, October. Mapping the curriculum: Learning outcomes and related assignments.
This presentation from the 2013 Assessment Institute discusses the implications of using the DQP for assessing learning outcomes, curriculum mapping, the use of rubrics, and designing an assignment library.
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12. Jankowski, N. August 2011. Capella University: An outcomes-based institution.
Capella University was selected for a case study due to its systematic, embedded student learning outcomes assessment process; its administrative support and vision of what assessment can do for individual learners; its transparency efforts such as Capella Results, which publicizes assessment results, and its help in developing Transparency By Design; and its use of assessment results to enhance learner success levels.
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13. Jankowski, N. July 2016. Assessing with students: Mapping learning experiences.
At this LiveText Conference, Natasha Jankowski discusses the curriculum mapping process and its implications.
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14. Kelley, K. A., McAuley, J. W., Wallace, L, J., & Frank, S. G. 2008. Curricular mapping: Process and product.
This article outlines five steps that can be followed to help ensure the successful production of a curricular map that both meets accreditation requirements and helps to inform curricular improvements. A case study is presented detailing how one college implemented a curricular mapping process that was subsequently used as data to inform curricular revisions.
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15. Murray, M., Perez, J., & Guimaraes, M. 2008. A model for using a capstone experience as one method of assessment of an information systems degree program.
A well-defined capstone experience is comprehensive in nature allowing for the assessment of a wide range of abilities. A capstone based assessment method includes mapping project deliverables and other artifacts to specified learning outcomes, establishing a scoring rubric that defines performance criteria, collecting and analyzing data and reporting results. Through this type of analysis, program strengths are revealed and program weaknesses are identified. Subsequently program improvement plans can be developed and ultimately increases in student learning can be realized.
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16. Occidental College. 2011, March. Assessment handbook: Academic quality assurance for a liberal arts college .
Example of institutional assessment handbook.
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17. Plaza, C. M., Draugalsi, J. R., Slack, M. K., Skrepnek, G. H. & Sauer, K. A. 2007. Curriculum mapping in program assessment and evaluation.
This cross-sectional study looks at a design based on a learning outcomes document, testing a curriculum mapping technique.
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18. Stalions, E.W. 2007. Dynamic Criteria Mapping: A study of the rhetorical values of placement evaluators.(Doctoral Dissertation.) .
This dissertation provides an extensive examination of the criteria an Ohio university uses to place first-year students into writing courses.
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19. Uchiyama, K. P. & Radin, J. L. 2009. Curriculum mapping in higher education: A vehicle for collaboration.
This qualitative study makes the case for the implementation of curriculum mapping, a procedure that creates a visual representation of curriculum based on real time information, as a way to increase collaboration and collegiality in higher education.
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20. Udelhofen, S. 2005. Keys to curriculum mapping: Strategies and tools to make it work.
A workbook on curriculum mapping.
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21. Walter, C. K. 2012. Student outcomes assessment of a logistics and supply chain management major.
Assessment of specialized programs, such as logistics and supply chain management program described here, may pose challenges because previous experience are less widely shared than in the more mainline subjects. This case study provides one model that may guide other faculties facing a similar assignment. The report detailed the steps followed to assess an undergraduate program in Logistics and Supply Chain Management. The starting point was a two-stagecourse-mapping, which identified strengths and weaknesses of course coverage compared to college goals, and also compared to a set of topic areas recommended by faculty members. Next in the process was a survey of graduating students who responded to questions about basic concepts in their recently completed courses. The assessment was considered useful in providing a feedback path necessary for faculty to "close the loop" in course design and teaching. In addition, this case study showed how a process from a small liberal arts college may be adopted to a narrowly focused business program in a larger and more diverse university setting.
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