TITLE AND DESCRIPTION OF M. ED. COURSES IN EDUCATIONAL EVALUATION
|Course Code||Course Title &Description (Synopsis)||No. of Hrs. of Lectures||No. of Hrs. of Practical Instructions||Unit||Status|
Formative and Summative Evaluation of Programmes
The concept of programme evaluation. Approaches, methods and techniques of evaluation. Frameworks in evaluation. Accountability. New models of evaluation. Problems of programme evaluation. Case studies on programme evaluation. Evaluation methodology – cost–effectiveness analysis, quantitative and qualitative approaches in programme evaluation. Evaluation utilisation and educational systems improvements and dissemination of educational results. Future directions in programme evaluation.
Research Design and Application
Basics of educational research. Research terms and research ethics. Types of research in education and purpose and principles of carrying out research. Sampling procedures – meaning, types and purpose. Types of research. Research design; adequate and inadequate designs and design criteria. Principles, purpose and general approaches of research design and evaluation research. Research questions/hypotheses. Main qualitative research paradigms. Qualitative data collection methods. Data analysis techniques. Mixed methods - concept, design types, strengths and weaknesses and issues of validity and reliability
An empirical study of some educational problems. Evaluation of some educational programmes or designs. Construction, standardisation and validation of some evaluation instruments culminating in the production of written reports.
Curriculum evaluation: meaning, importance and objectives. Types of curriculum evaluation. Criteria for selecting types of curriculum evaluation; strengths and weaknesses. Models of curriculum evaluation: Kaufman Roger's model, Kirkpatrick's four-level model (1994), Davis' process model (1981), Bailey's model (1981), etc. Instruments and techniques of curriculum evaluation. Problems of evaluation in Africa. Case studies of some curriculum evaluation exercises. Curriculum innovation and reforms. Curriculum development and implementation.Politics, globalisation and curriculum evaluation.
Data Processing in Education
Definition; operating system. Introduction to DOS WINDOWS, SPSS Current version. Data analysis of descriptive statistics like measures of central tendency, measures of dispersion and percentile value. Other aspects include inferential statistics that border on parametric, non-parametric statistics and post-hoc analysis. Creation of tables and interpretation.
Public Examining: Principles, Issues and Challenges
History and purpose of examining. Public examining bodies. Test planning, construction and moderation. Preparation and standardisation of marking scheme. Coordination and standardisation of marking. Grading and determination of results. Conduct and supervision of examinations. Test security. Norms and interpretation of test scores.
Research and Seminar Preparation and Presentation
Technique of research and seminar presentation. Philosophies of educational research. Epistemology and educational research. Critical theory and conceptual framework. Ethics of educational research. Framework for planning and undertaking educational research.
Introduction to the Principles and Practice of Educational Evaluation
Concepts in evaluation: measurement, assessment and evaluation, educational evaluation definitions, purpose and nature. Basic issues in educational evaluation. Principle of evaluation. Types of evaluation. Evaluation theory-pioneering works of Michael Scriven, Stufflebeam, Robert stake, Carol Weiss, Yoloye, etc., Professional standards and principles of evaluations. Ethical considerations in evaluation. Social and cultural contexts of evaluation. Educational evaluation and globalisation- fundamental issues, political climate, new technologies and dilemmas. Practice of education in Africa. Evaluation tools for education innovations.
Basic terminologies – test, testing, measurement, grading, assessment and evaluation. Types, uses and qualities of a good test (reliability, validity, etc.). Types of achievement test. Teacher-developed tests-selected response tests and constructed-response tests, curriculum content analysis, development of test blueprint, taxonomy of educational objectives item writing. Psychometric principles in student assessment. Improving teacher-developed assessment. Appropriate and inappropriate-test administration practices, CBT/PPT.
Observational Techniques, Questionnaire and Rating Scales
Innovative teaching (learning environments, teaching behaviours, engaged learning, diagnosis of learning). Introduction to observational research in education. The use of unstructured; structured; systematic observation instruments etc. Guidelines for classroom observations, psychometric issues, observations for classroom assessments and evaluations. Observational research: techniques, methods-controlled, naturalistic and participant, strengths and limitations. Classroom interaction analysis, facilities and technologies, Analysis of observations. Instruments for measuring non-cognitive aspect of learning: questionnaire and its various types, techniques of constructing questionnaire, rating scales and attitude measurement. Processing questionnaire and rating scale data.
Assessment of Students’ Learning
The concepts of formative and summative evaluation as applied to cognitive, affective and psychomotor achievements of students in educational programmes. Norm and criterion referenced measurement of students’ achievement in educational programmes. Continuous assessment and problems of implementation. Assessments - portfolios, products and performance. Uses, strengths and limitations. Assessment and classroom learning. Decisions on what to assess and how to assess. Institutionalizing school-based assessment (system performance). Performance measurement and monitoring in National education systems (e.g. MLA, NAEP). International assessments (IEA, OECD, SACMEQ)- Educational policies, practices, performance indicators and systems improvement.
Variables and graphs, frequency distribution, measures of central tendency and measures of dispersion, curve fitting and method of least square, correlation, chi square. Analysis of time series, elementary probability theory, binomial and normal distributions, sampling, elementary sampling theory, statistical estimation theory. Statistical decision theory (with emphasis on the normal distribution). Small sampling theory, ANOVA. Sampling theory of correlation. Sampling theory of regression. Non-parametric statistics.
Concept of intelligence test. Concept of aptitude test. Theories of intelligence, creativity and aptitude. Factors influencing intelligence and aptitude tests. The scope and the use of existing intelligence and aptitude tests. Emotional intelligence. Construction of intelligence and aptitude tests. Item writing, item selection and item analysis. Personality test: test anxiety, rapport and motivation. Establishing the reliability and validity of psychological tests. Procedure for test administration. Scoring of test and interpretation of test scores. Neuro-science and artificial intelligence.
TITLE AND DESCRIPTION OF M.PHIL./PH.D.COURSES IN EDUCATIONAL EVALUATION
|Course Code||Course Title Description (Synopsis)||No. of Hrs. of Lectures||No. of Hrs. of Practical Instructions||Prerequisites||Unit/Status|
Achievement Test Standardization:
The course is designed to present students with processes involved in the standardization of an achievement test in a specified area of the school curriculum leading to establishment of group norms. Specifically, the course develops the students’ skills in test development using the procedures exposed to them in EVE 733. It covers the process of validation, criterion reference using grading system etc. Examples of public examination bodies that deploy criterion and norm reference test.
Advanced Observational Techniques:
The course is designed to expose postgraduate students to the advanced study on the theoretical and practical use of observational techniques in obtaining first-hand information on students’ cognitive and non-cognitive behaviours in education and other settings. It further equips them with the design, development and use of suitable observation instruments (valid and reliable), classroom interaction analysis, facilities and technologies involved, validation and standardisation of observation instruments for use in larger settings at the basic, senior secondary and tertiary education levels and other settings. Students are also exposed to methods of data collection, data analysis and report writing.
Mastery Learning Tests:
The course is designed to present students with overview of mastery learning strategy and its implications. Designs, construction and validation of formative tests for use in a specific school subject area.
Advanced Programme Evaluation
The course provides advanced information on the outcomes of programmes and the need to guide designers of educational programmes in making advanced and wise decisions on budget allocations and programme planning. Advanced programme evaluation opens up a wider and existing territory. Therefore, this course is designed to further expose postgraduate students to the nature of programme evaluation, project management cycle, programme monitoring, designing and conducting impact evaluation, including the development of proposal, data analysis, report writing, case studies in programme evaluation and accountability in project, programme and students achievement.
Advanced Statistical Methods in Evaluation
The course considers some selected multivariate statistical techniques; multiple regression analysis, multivariate analysis of variance, discriminant analysis, principal component, common factor analysis, structural equation modelling and survival analysis.
Aptitude Test Standardisation:
Theoretical foundations of aptitude testing, design, construction, standardisation and validation of aptitude test in chosen areas of cognitive and/or psychomotor skills. Different aptitude tests that may be considered are verbal reasoning, abstract reasoning, numerical reasoning and perceptual speed and accuracy. Others are mechanical reasoning, space reactions and spelling, and language usage, scholastic aptitude, motor coordination and numerical dexterity. Differences between aptitude and achievement tests, investigation of intelligence with respect to generic approach, dimensional models and use of factor analytical approach. Biographies of great inventors in different areas of human endeavours. Neuro-education; cognitive load; and artificial intelligence.
Advanced Test Theory
The course is designed to equip master and doctor of philosophy students with skills in measurement theories: Classical Test Theory (CTT) and Item Response Theory (IRT). Review of Classical Test Theory and its application to development and scoring of multiple choice test items in terms of models, item analysis, computing psychometric properties of test items and shortcomings of CTT. Item Response Theory and its application to development and scoring of multiple choice (dichotomous) and essay (polytomous) test items. Comparison of IRT with CTT, Graphical illustration of properties of items, Item Characteristics Curve, detecting faulty items and tests, Differential Item Functioning and Test Equating.
|45||-||EVE 717, EVE 777, EVE 733||3/E|
SUMMARY OF COURSES
- EVE 711 Research Design and Application 3
- EVE 712 Project 6
- EVE 728 Research and Seminar Preparation and Presentation 2
- EVE 737 Statistics 3
- EVE 706 Formative and Summative Evaluation of Programmes 2
- EVE 717 Data Processing in Education 2
- EVE 731 Introduction to the Principles and Practice of Educational Evaluation 2
- EVE 733 Test Construction 2
- EVE 734 Observational Techniques, Questionnaire and Rating Scales 3
- EVE 735 Assessment of Students’ Learning 2
- EVE 739 Psychological Testing 2
- EVE 716 Curriculum Evaluation 2
- EVE 723 Public Examining: Principles, Issues and Challenges 2
Total Units = Compulsory (14) + Required (15) + Elective (4) = 33
Note: Candidates are to register for all compulsory and required courses and only one elective course.
Postgraduate teachers in the Institute of Education, University of Ibadan shall teach the various courses of the programme.
9. Tuition Fee
This is decided by the Postgraduate College.