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CURRICULUM VALIDATION. also called COMPETENCY PROFILE VALIDATION. Ursula Osteneck January 2006. Economic Development Officer (Community Economic Development Practitioner). The materials are from existing programs

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curriculum validation

CURRICULUM VALIDATION

also called

COMPETENCY PROFILE VALIDATION

Ursula OsteneckJanuary 2006

economic development officer community economic development practitioner
Economic Development Officer (Community Economic Development Practitioner)
  • The materials are from existing programs
  • Copies of materials generated during the procedures will be given to you, the participants
purpose of curriculum validation meeting
Purpose of Curriculum Validation Meeting
  • The proposed competency profile is a preliminary list of the tasks performed by an entry-level Economic Development Officer (EDO) (or a.k.a. Community Economic Development Practitioner)
  • The purpose of the validation meeting is for industry representatives to review, discuss, and revise this list as necessary
purpose of the curriculum validation meeting
Purpose of the Curriculum Validation Meeting
  • After the list is revised, the importance of each task will be rated individually by each industry representative
  • For each task, an average importance rating will be calculated
  • The importance ratings will be used by the program faculty to design the curriculum
overview of proposed competency profile
Overview of Proposed Competency Profile
  • 15 general areas of competence (duties)
  • 161 tasks (competences) grouped into general areas of competence
  • Each task is stated in performance terms (I.e., what an entry level economic development officer should be able to do)
  • Each task will be represented by a card on the wall
overview of rating survey
Overview of Rating Survey
  • Will be completed, in stages, during the curriculum validation meeting
  • Each industry representative privately assigns an importance rating for each task listed on the survey
  • 4 possible importance ratings: critical; important; somewhat important; not important/not needed
overview of curriculum validation process
Overview of Curriculum Validation Process
  • Focuses on one general area of competence at a time (one duty at a time)
  • The validation committee scans the tasks within the particular duty
  • The facilitator invites the committee to ask questions about the tasks
overview of the curriculum validation process
Overview of the Curriculum Validation Process
  • EDO/CED program instructors answer any questions about the tasks
  • If necessary, the wording of any tasks within the duty will be adjusted
  • The committee will be asked to suggest additional entry-level tasks for that duty
overview of the curriculum validation process11
Overview of the Curriculum Validation Process
  • Following discussion of the suggestions, tasks may be added to the wall and to the rating survey
  • When there are no further suggestions to add new tasks, or modify existing ones, the rating of tasks takes place
  • Each participant privately rates the importance of the tasks in that duty
overview of the curriculum validation process12
Overview of the Curriculum Validation Process
  • This process was repeated for each of the remaining duties
role of the industry representatives
Role of the Industry Representatives
  • Selected on the basis of your expertise and knowledge of the occupation
  • You are the content experts for this validation exercise
  • You were invited to:
    • Ask questions about proposed tasks
    • Suggest changes to proposed tasks
role of the industry representatives14
Role of the Industry Representatives
  • Your are invited to:
    • Suggest additional tasks
    • Rate the importance of each individual task, on the basis of your experience and knowledge of the industry
role of the edo ced instructors
Role of the EDO/CED Instructors
  • Involved because of your teaching expertise, knowledge of students, and responsibility for curriculum development
  • Answer questions and provide clarification about proposed tasks
  • Do not participate in the rating of task importance
role of the facilitator
Role of the Facilitator
  • A process specialist, not a content expert
  • Guides the validation process, but does not determine the identification of tasks or the rating of task importance
  • Helps the committee to achieve general consensus
  • Adds and removes cards from the wall, based on general consensus of the committee
role of the recorder
Role of the Recorder
  • Based on the general consensus of the committee:
    • Changes the wording of any proposed tasks
    • Records suggested new tasks on cards
role of note taker
Role of Note Taker
  • Records suggestions and/or feedback from industry representatives about the general content of the curriculum and the direction of the program
  • Distributes and collects meeting forms (per diem, evaluation, etc)
guidelines for the committee
Guidelines for the Committee
  • Each committee member is of equal status and importance
  • The members of the committee are encouraged to participate fully and equally
  • Committee members should rely exclusively on their knowledge of the occupation. Do not consult textbooks, manuals or other sources
guidelines for the committee20
Guidelines for the Committee
  • Make constructive suggestions for improving task statements
  • Respect other opinions, but feel free to disagree
  • Each committee member rates the importance of individual tasks, as he or she feels is appropriate
guidelines for the committee21
Guidelines for the Committee
  • Each task statement begins with an action verb
  • Each task statement refers to an observable behaviour
  • Each task statement refers to a measurable behaviour
guidelines for the committee22
Guidelines for the Committee

Completed tasks will provide:

  • A service
  • A product, or
  • An idea