Designing curriculum and assessment to promote
effective learning in chemistry in higher education
It is therefore important, as part of course design, to
develop an evaluation programme which will provide evidence of
the degree to which the programme meets its own goals and which
also attempts to evaluate the programme from other perspectives.
(Toohey 1999: 197)
Module design and development is a dynamic process and to obtain
meaningful information and to improve the module evaluation mechanisms
must be put in place. Examples of evaluation mechanisms are questionnaires,
interviews and checklists. Kosecoff and Fink (1982)
have developed a five step approach to evaluation: (1) formulating
questions and standards; (2) selecting a research design; (3) collecting
information; (4) analysing information; and (5) reporting information.
The focus of this paper was to answer the initial question asked
‘What do I need to know?’ from a student’s perspective.
The answer to this question has been made transparent by the development
of coherent curricula through the use of learning outcomes, learning
and teaching activities, delivery strategies, assessment strategies
and evaluation mechanisms. I hope this brings some clarity to the
reader on the importance of planning curricula design for chemical
education and some food for thought on how that may be achieved.