aquino_formative evaluation of tourism 1

8/9/2019 Aquino_Formative Evaluation of Tourism 1

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Introductiony.a need to match what higher education

institutions do and what society expects of

them(UNESCO, 2008)


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Curriculum Evaluationy ..making .. curriculum responsive and relevant to

the needs of all sectors of society

y to ensure the quality of their programs and toassess their capacity to produce graduates whohave the required attitudes, as well as conceptualand technical skills and competencies needed inthe field.


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Higher Education LandscapeHEI Type Number % Student

Population%

Private HEI 1,538 88%

1,642,684 63.00%

SUCs (with 333satellite campuses) 110 6% 853,054 32.00%

LUCs 77 4% 123,379 5.00%

O

ther GovernmentHEIs 16 1% 6,042 0.20%

1,741 2,625,159

Source: CHED Statistics AY 08-09


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Top 10 baccalaureate programs

with high enrollment

Program No. ofStudents

1. Nursing 422,978

2. Hotel and Restaurant Mgt 123,523 3. Information Technology 115,605

4. Elementary Education 95,725

5. Computer Science 95,134

6. Criminology 87,9867. Accountancy 82,949

8. Management 70,300

9. Secondary Education 55,593

10. English Education 43,195


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Curriculum Evaluation purposey Curriculum evaluation refers to the formal

determination of the quality, effectiveness, or value of

the curriculumWorthen, Borg, &White, 1993.


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Problemy Aims to evaluate the implemented tourism and

hospitality education program (THEP) of the Lyceum

of the Philippines University (LPU), particularly theprofessional core subject, Tourism 1.

y It will also describe the implementation of the subject

in terms of:y course syllabus, facilities, faculty profile,

y instructional support, learning experiences provided,

y and the tools used to evaluate students.


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y Internationalization of THEP

y provide graduates who are capable of working effectivelywithin the global industry

y Curriculum

y an academic plan that encompasses a total blueprint foraction including purposes, activities, and ways ofmeasuring success.


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Program/curriculum

evaluationy review that includes several activities such as

identifying standards for judging quality, gathering

relevant data, and applying the standards to determinethe quality of the program (Sowell, 1996)

y Difference between formative and summative


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External and Internal FactorsAffecting Curriculum

y Government agencies i.e. CHED, TESDA,ACCSTP

y History of the program

y Faculty members background and profile

y learners background, motivation, and abilities and

Student assessment


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Assessmenty the student performance for grading purposes and

assess his own progress in meeting course goals.

yoverall effectiveness of instruction for identifying areasthat may require improvement

y Tests provide objective data that can be used withsubjective impressions

y Level of difficulty py Easy item ifpis between .85 to 1.00

y Medium item ifpis between .50 to .84

y Hard item ifpis between .00 to .49


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L

earningEx

periencey Lecture is principal method of instruction used ,about 80% ofthe timey More effective methods

y discussion for transfer of knowledge to other applications, problem

solving and changes in attitude.y Multi-sensory or active learning vs passive learning

y Cooperative learning leads to greater reasoning ability andhigher self esteem as compared to competitive or individuallearning.

y Teachers rate their own teaching very highlyy significant and positive correlation on students ability to think

critically with levels of praise from faculty, interaction amongstudents and faculty


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Faculty Evaluationy more central to the process of teaching, learning, program

development and evaluation

y Typesy Summative - focuses on judging the results,

y will be used in the context of tenure and promotion, merit raise,and hire/fire decisions

y Formative - for improvement or development

y Results will be used to develop and improve a teachers skills inteaching

y using student learning outcomes to judge the teaching abilitybecomes problematic as it may lead to grade inflation byteachers


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y intended curriculum

y consists of what the school has outlined for its students

to learn and what their teachers should be teachingy implemented curriculum

y includes what is actually taught by teachers in theirclassrooms as they and the students interact with the

intended curriculay achieved curriculum

y referred to as what the students actually learned as aresult of their interaction with the implemented


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M

ethodology


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Findings/Discussiony CHED

y QualityAssurance

y LPUy CITHM curricular

revisions

y DTCMOA

y Student profiley Enrollment

y Deans Listers

y Faculty Profile

y Status

y

Evaluationy training

y Tourism 1

y Course description

y Number of sectionsy Departmental exams

y Facilities


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Summary and Conclusiony Curricular revisions

y CHED compliance

y Tourism 1y Departmental Exams

y Tourism 1 InstructionalMaterials

y Faculty


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Recommendations


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Discussion

aquino_formative evaluation of tourism 1

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