Benchmark – Curriculum Design and Program Evaluation
Curriculum design is an essential part of a program design and it guides stakeholders to achieve overall desired course and program outcomes. Program evaluation is a routine assessment of various parts of a program and a measure of intended goals. Program evaluation is done for a variety of purposes, including evaluating program implementation, determining program effectiveness, providing direction, and guiding improvements. The purpose of this assignment is to become familiar with the program evaluation process.
Use the program outcomes on the example lesson plan in Chapter 10 of the Teaching in Nursing: A Guide for Faculty textbook. Create a hypothetical course framework that includes a course description and learning outcomes. Provide a rationale for how your course fits within the program and aligns to program outcomes. Your course outcomes should be different from the ones in the example lesson plan. Include a detailed explanation of how you plan to evaluate the course’s success within the program.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||
| NUR-648E | NUR-648E-O501 | Benchmark – Curriculum Design and Program Evaluation | 120.0 | |||||||
| Criteria | Percentage | Unsatisfactory 0-75% (0.00%) | Less Than Satisfactory (80.00%) | Satisfactory 81-88% (88.00%) | Good 89-92% (92.00%) | Excellent 93- | 100% | Comments | Points Earned | |
| 100.0% | ||||||||||
| Participate in Curriculum Design and Evaluate Program Outcomes (6.3, MSN, 1.3 Post- MSN) | 30.0% | Student does not participate in curriculum development through an evaluation of program outcomes related to the course objectives. | Student participates in curriculum development through an evaluation of program outcomes related to the course objectives, but the evaluation lacks details or is incomplete. | Student participates in curriculum development through an evaluation of program outcomes related to the course objectives. | Student participates in curriculum development through an evaluation of program outcomes related to the course objectives, and the evaluation is well developed. | Student participates in curriculum development through an evaluation of program outcomes related to the course objectives, and the evaluation is thoroughly developed. | ||||
| Course Framework | 20.0% | Course framework is not present. | Course framework is present, but lacks detail or is incomplete. | Course framework is present. | Course framework is present and well developed. | Course framework is thoroughly developed with supporting details. | ||||
| Rationale | Rationale for how the course fits within the program and aligns to program outcomes is present. | Rationale for how the course fits within the program and aligns to program outcomes is present, but lacks detail or is incomplete. | Rationale for how the course fits within the program and aligns to program outcomes is present and well developed. | Rationale for how the course fits within the program and aligns to program outcomes is thoroughly developed. | ||||||
| Evaluation of Success | An explanation of how to evaluate the success of the course within the program is present. | An explanation of how to evaluate the success of the course within the program is present, but lacks detail or is incomplete. | An explanation of how to evaluate the success of the course within the program is present and well developed. | An explanation of how to evaluate the success of the course within the program is thoroughly developed. | ||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||||
| Total Weightage |
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