Exploring a Conceptual Framework for the Undergraduate Assessed Curriculum: A Qualitative Study

Document Type : Research Paper

Authors

1 PhD in Curriculum Studies, Institute for Educational Studies, Educational Research and Planning Organization, Tehran, Iran

2 PhD in Curriculum Studies, Farhangian University, Ayatollah Taleghani Campus, Qom, Qom, Iran

Abstract

Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders.
Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semi-structured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.
Results: Data analysis using open, axial and selective coding led to the identification of two main categories: "assessment design processes" and "assessment judicial processes" and six sub-categories including "determination of assessment map", "selection of assessment method", "determination of participants in assessment", " cultural grounding", "learning assessment", and "assessment monitoring". Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).
Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders.
Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semi-structured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.
Results: Data analysis using open, axial and selective coding led to the identification of two main categories: "assessment design processes" and "assessment judicial processes" and six sub-categories including "determination of assessment map", "selection of assessment method", "determination of participants in assessment", " cultural grounding", "learning assessment", and "assessment monitoring". Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).
Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders.
Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semi-structured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.
Results: Data analysis using open, axial and selective coding led to the identification of two main categories: "assessment design processes" and "assessment judicial processes" and six sub-categories including "determination of assessment map", "selection of assessment method", "determination of participants in assessment", " cultural grounding", "learning assessment", and "assessment monitoring". Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).
Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders.
Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semi-structured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.
Results: Data analysis using open, axial and selective coding led to the identification of two main categories: "assessment design processes" and "assessment judicial processes" and six sub-categories including "determination of assessment map", "selection of assessment method", "determination of participants in assessment", " cultural grounding", "learning assessment", and "assessment monitoring". Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).
Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders.
Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semi-structured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.
Results: Data analysis using open, axial and selective coding led to the identification of two main categories: "assessment design processes" and "assessment judicial processes" and six sub-categories including "determination of assessment map", "selection of assessment method", "determination of participants in assessment", " cultural grounding", "learning assessment", and "assessment monitoring". Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).
Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders.
Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semi-structured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.
Results: Data analysis using open, axial and selective coding led to the identification of two main categories: "assessment design processes" and "assessment judicial processes" and six sub-categories including "determination of assessment map", "selection of assessment method", "determination of participants in assessment", " cultural grounding", "learning assessment", and "assessment monitoring".

Keywords

References

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