INSTRUCTIONAL DESIGN AND ASSESSMENT Graphic Strategies for Analyzing and Interpreting Curricular Mapping Data
INSTRUCTIONAL DESIGN AND ASSESSMENT Graphic Strategies for Analyzing and Interpreting Curricular Mapping Data
复制标题
教学设计和评估 分析和解释课程映射数据的图形策略
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
S. Leonard
中科院分区：
文献类型：
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作者：
G. Armayor;S. Leonard
目标。描述在分析和解释课程制图数据时使用的课程制图策略，并介绍如何使用这些策略促进课程开发的发现。设计。诺瓦东南大学的药学博士课程被映射到学院的教育成果。绘制过程包括教育成果的开发，随后是对课程材料的分析和对课程教员的半结构化访谈。每个课程结果收集的数据包括学习机会和使用的评估措施。评估。收集了近1000个变量和10000行离散的课程数据。课程数据的图形表示使用柱状图和堆叠面积图，将学习机会与教育成果联系起来。在课程评估和开发过程中使用图表，以方便识别课程漏洞、排序偏差、学习机会和评估措施。结论。使用课程数据的图形表示的制图策略是有效的诊断和课程开发工具。
Objective. To describe curricular mapping strategies used in analyzing and interpreting curricular mapping data and present findings on how these strategies were used to facilitate curricular development. Design. Nova Southeastern University’s doctor of pharmacy curriculum was mapped to the college’s educational outcomes. The mapping process included development of educational outcomes followed by analysis of course material and semi-structured interviews with course faculty members. Data collected per course outcome included learning opportunities and assessment measures used. Assessment. Nearly 1,000 variables and 10,000 discrete rows of curricular data were collected. Graphic representations of curricular data were created using bar charts and stacked area graphs relating the learning opportunities to the educational outcomes. Graphs were used in the curricular evaluation and development processes to facilitate the identification of curricular holes, sequencing misalignments, learning opportunities, and assessment measures. Conclusion. Mapping strategies that use graphic representations of curricular data serve as effective diagnostic and curricular development tools.