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CUIN 510 – Foundations of Curriculum Design and Evaluation

CUIN 510  Foundations of Curriculum Design and Evaluation – 3 hours credit: The course offers an overview of curriculum development and the use of the Instructional Systems Design Model (ISDM). Course participants will learn to design & evaluate curriculum, develop instructional materials, assess student learning, and measure instructional outcomes for online classes from K-20 and beyond. Topics include preparing course outlines and course syllabi, developing lesson plans, designing evaluation instruments, and explaining how learning objectives & evaluation strategies affect selecting content and materials.

Grading status: Letter grade.

Learner Outcomes

Upon the successful completion of this course, the student will be able to:

  • Develop instructional goals based upon best practices
  • Assess learners’ skills and characteristics.
  • Construct measurable objectives that attend to cognitive, affective, social, and psychomotor development.
  • Analyze appropriate procedures for reporting assessment results to parents, administrators, and other school constituents
  • Apply research and the reflective process to make appropriate and sound instructional design decisions.
  • Construct an assessment plan that effectively monitors diverse aspects of student learning.
  • Demonstrate an understanding of how frameworks/models can be used to clarify and develop conceptions of curriculum.
  • Demonstrate and understand how curriculum frameworks can guide the development of an educational program.
  • Demonstrate Learn how knowledge of curriculum foundations and best curriculum practices can enhance school leadership’s capacity at varying developmental levels from K-12 professional education.
  • Design instructional plans that address different domains and levels of learning.
  • Design lesson plans based upon principles of effective instructional design and applied curricular theory.
  • Engage in an intellectual exploration of issues.
  • Examine professional journals in one’s subject area discipline.
  • Integrate technology effectively in instructional planning.’
  • Articulate defensible criteria to support written contributions to online discussions.
  • Use assessment data to modify instruction.

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